The component skills underlying reading fluency in adolescent readers: a latent variable analysis

This study investigated the component skills underlying reading fluency in a heterogeneous sample of 527 eighth grade students. Based on a hypothetical measurement model and successive testing of nested models, structural equation modeling revealed that naming speed, decoding, and language were uniquely associated with reading fluency. These findings suggest that the ability to access and retrieve phonological information from long-term storage is the most important factor in explaining individual differences in reading fluency among adolescent readers. The ability to process meaning and decode novel words was smaller but reliable contributors to reading fluency in adolescent readers.     

Sport and Christianity: Historical Perspectives – An Introduction

Abstract

This paper provides an overview of a collection of works related to sport and Christianity from historical perspectives. After a brief general historiographical introduction, the material connected to the burgeoning field of sport and religion is summarized. In particular, it is noted that the works concentrate on diverse geographic locations and different time periods. The investigations are not limited to a narrow definition of Christianity, but encompass a wide range of denominations, related philosophies, and viewpoints. In terms of variety, it is noted that different methodological and theoretical approaches are adopted, and, given the existing state of play, it is clear that there is still much to be uncovered, documented, and written about when it comes to the enduring topic of sport and Christianity. The conclusion is that any research agenda which emerges from observations on historical perspectives concerning the relationship of sport with aspects of Christianity will continue to resonate and add value to wider understandings of sport, culture, and the human condition.     

‘Just a Minute ...’—managing interruptions in the junior school classroom

This study uses a continuum to exemplify the range of interruptions experienced by teachers in junior schools. Further clarification is supplied by the matrix, showing sources and types of interruptions.

Reasons for the transformation of ‘interruptions’ into ‘disruptions’ are also discussed, substantiated where possible by selection from the available literature. Further illustrative material is taken from interviews with 12 head teachers and 13 class teachers. Non‐participant observations of 16 of these teachers, working in 11 schools, over a period of six months, provide the data about actual interruptions.

Analyses of these data provide information about the types and frequency of interruptions and evidence of how teachers manage them. Teachers’ ‘coping strategies’ are thus identified and ways of minimising interruptions are examined. The differences between ‘proactive’ and ‘reactive’ class management are considered and the effects of both upon teachers’ effectiveness is debated.     

Student Academic Dishonesty: The Potential for Situational Prevention

Approximately one-half to three-quarters of university students commit some form of cheating, plagiarism, or collusion. Typical university responses are policy statements containing definitions plus punishment procedures. This paper collates a portfolio of strategies and tactics that seek to design-out, deter, and discourage academic misconduct. It finds many routine tactics exist, from silence and the use of large halls for major exams, to restrictions on electronic devices. Others are less consistently adopted, such as splitting lengthy exams in two to discourage washroom-visits where cheating takes place. The portfolio of tactics is framed in the context of crime opportunity theory and the 25 techniques of situational crime prevention. It is proposed that more consistent application of tactics focusing on environmental design, curricular design, and class management offer significant potential for reducing misconduct. Future research should seek to evaluate and enhance such interventions.