RELATIONSHIPS BETWEEN ATTITUDES TOWARD HIGHER EDUCATION AND LIFE VALUES

A 49‐item Inventory on Higher Education was developed that assessed attitudes toward higher education. The Inventory was administered to 310 undergraduate and graduate students in Education. Item endorsement values were presented for comparison and interpretation. A factor analysis of the Inventory identified 14 factors representing higher education attitudinal dimensions. Also admin‐instered was a 55‐item Life Values Inventory, which also yielded 14 factors. Factor scores for the two instruments were subjected to canonical analysis. Results revealed three significant canonical correlations that demonstrated interpretively useful relationships between attitudes toward higher education and basic life values. Discussion of results emphasised both the methodological and substantive significance of the findings and the meaning of these findings for an understanding of the possible influence of the institutional environment.     

At the intersection of technology and pedagogy: considering styles of learning and teaching

Abstract

In considering those forms of teaching and learning that most favor the use of information and communication technologies, this article explores assumptions related to technology use and education; describes technology use in learning contexts that favor teacher-centered and studentcentered approaches; refers to the literature on learning styles; and presents some of the evidence supporting a move towards technology-based, studentcentered learning environments. In analyzing this information, the article concludes with a statement supporting a ‘pedagogy of learning’ as the most favorable context/style for the use of appropriate educational technologies     

Brokering to support participation of disadvantaged families in early childhood education

This paper discusses findings from an evaluation of the New Zealand Ministry of Education's Early Childhood Education (ECE) Participation Programme that targeted local areas where there are high numbers of children starting school who have not participated in ECE. The aim of the programme is to increase participation of these low‐income ‘priority’ children in ‘quality’ ECE. In this paper, two policy initiatives and features that supported participation in ECE are analysed. Engaging Priority Families (EPF) involves a coordinator working with families to encourage ECE participation, home learning and a positive transition to school. Targeted Assistance for Provision (TAP) grants are intended to increase local supply by helping establish new services and child spaces in communities where they are needed. The study used mixed methods: data on enrolments, surveys of Participation Programme providers, interviews with programme staff, surveys of families engaged in each initiative and interviews with a small group of families. The results show that cost, availability and cultural relevance of ECE services are the main barriers to participation of ‘priority’ families. Through brokering, both initiatives helped address complex social issues faced by the families by connecting families with health, housing and social agencies, and brokering understanding of ECE. The results support the argument that national policy initiatives and local actions can help address inequities in participation in ECE associated with socioeconomic status.     

Factor structure of character strengths in youth: Consistency across ages and measures

The VIA Classification of Strengths and Virtues attempts to provide a comprehensive model of character based on 24 character strengths. The present study is the largest study to date exploring the structure of the 24 strengths in youth. One sample (N = 23,850) completed the VIA-Youth, a teen measure of the VIA Classification. Based on a random subsample, it was determined the data were best modeled using four factors. The remainder of the sample was used to demonstrate measurement invariance for the four-factor model across ages 10–17 and country. Comparison with 471 English academy school students who completed two alternate measures of the VIA Classification also demonstrated measurement invariance. The results suggest a four-factor model that includes two primarily interpersonal factors, one reflecting general engagement, the second other-directedness. Other factors involved intellectual and self-control strengths. Implications for the understanding of character strengths in youth versus adults are discussed.     

Assessing tackle performance using a novel collision sport simulator in comparison to a “live” one-on-one tackling drill

It is necessary to study the rugby tackle as it is associated with successful performance outcomes and is responsible for the majority of contact injuries. A novel collision sport simulator was developed to study tackle performance. The main aim of this validation study was to assess tackle technique performance between two different conditions: simulator versus a standardised one-on-one tackle drill previously used to assess technique. Tackling proficiency was assessed using a list of technical criteria. Mean scores, standard deviations and Cohen’s d effect sizes were calculated. Mean overall score for dynamic i.e. running simulator tackles was 7.78 (95%CI 7.58–7.99) (out of 9) or 87% (standard deviation or SD±8.94), and mean overall score for dynamic “live” tackles was 7.85 (95%CI 7.57–8.13) (out of 9) or 87% (SD±9.60) (effect size = 0.08; trivial; p > 0.05). Mean overall score for static i.e. standing simulator tackles was 7.45 (95%CI 7.20–7.69) (out of 9) or 83% (SD±10.71), and mean overall score for static “live” tackles was 8.05 (95%CI 7.83–8.27) (out of 9) or 89% (SD±7.53) (effect size = 0.72; moderate; p < 0.001). The simulator replicates dynamic tackle technique comparable to real-life tackle drills. It may be used for research analysing various aspects of the tackle in rugby and other contact sports.     

Three‐dimensional printing of X‐ray computed tomography datasets with multiple materials using open‐source data processing

Advances in three‐dimensional (3D) printing allow for digital files to be turned into a “printed” physical product. For example, complex anatomical models derived from clinical or pre‐clinical X‐ray computed tomography (CT) data of patients or research specimens can be constructed using various printable materials. Although 3D printing has the potential to advance learning, many academic programs have been slow to adopt its use in the classroom despite increased availability of the equipment and digital databases already established for educational use. Herein, a protocol is reported for the production of enlarged bone core and accurate representation of human sinus passages in a 3D printed format using entirely consumer‐grade printers and a combination of free‐software platforms. The comparative resolutions of three surface rendering programs were also determined using the sinuses, a human body, and a human wrist data files to compare the abilities of different software available for surface map generation of biomedical data. Data shows that 3D Slicer provided highest compatibility and surface resolution for anatomical 3D printing. Generated surface maps were then 3D printed via fused deposition modeling (FDM printing). In conclusion, a methodological approach that explains the production of anatomical models using entirely consumer‐grade, fused deposition modeling machines, and a combination of free software platforms is presented in this report. The methods outlined will facilitate the incorporation of 3D printed anatomical models in the classroom. Anat Sci Educ 10: 383–391. © 2017 American Association of Anatomists.     

An analysis of practice activities and instructional behaviours used by youth soccer coaches during practice: Exploring the link between science and application

Abstract

We examined the practice activities and instructional behaviours employed by 25 youth soccer coaches during 70 different practice sessions. We evaluated the extent to which these activities and behaviours differ from those shown in contemporary research to best facilitate skill acquisition. Nine coaches worked with the under-9 years age group and eight coaches each with the under-13 and under-16 years age groups; nine of those coaches were employed at the elite level, nine at the sub-elite level, and seven at the non-elite level. Coaches had players spend more time in activities that were deemed less relevant to soccer match performance, termed “training form” (e.g. physical training, technique and skills practices), than activities deemed more relevant, termed “playing form” (e.g. small-sided/conditioned games and phase of play activities). Coaches provided high levels of instruction, feedback, and management, irrespective of the activity in which players engaged. Few differences in practice activities and instructional behaviours were reported across skill and age groups, implying the absence of any notable age- or skill-related progression. Findings are discussed with reference to recent research in the areas of skill acquisition, motor learning, and expert performance.     

Effect of suspension systems on the physiological and psychological responses to sub-maximal biking on simulated smoothand bumpy tracks

The aim of this study was to compare the physiological and psychological responses of cyclists riding on a hard tail bicycle and on a full suspension bicycle. Twenty males participated in two series of tests. A test rig held the front axle of the bicycle steady while the rear wheel rotated against a heavy roller with bumps (or no bumps) on its surface. In the first series of tests, eight participants (age 19-27 years, body mass 65-82 kg) were tested on both the full suspension and hard tail bicycles with and without bumps fitted to the roller. The second series of test repeated the bump tests with a further six participants (age 22-31 years, body mass 74-94 kg) and also involved an investigation of familiarization effects with the final six participants (age 21-30 years, body mass 64-80 kg). Heart rate, oxygen consumption (VO(2)), rating of perceived exertion (RPE) and comfort were recorded during 10 min sub-maximal tests. Combined data for the bumps tests show that the full suspension bicycle was significantly different (P < 0.001) from the hard tail bicycle on all four measures. Oxygen consumption, heart rate and RPE were lower on average by 8.7 (s = 3.6) ml . kg(-1) . min(-1), 32.1 (s = 12.1) beats . min(-1) and 2.6 (s = 2.0) units, respectively. Comfort scores were higher (better) on average by 1.9 (s = 0.8) units. For the no bumps tests, the only statistically significant difference (P = 0.008) was in VO(2), which was lower for the hard tail bicycle by 2.2 (s = 1.7) ml . kg(-1) . min(-1). The results indicate that the full suspension bicycle provides a physiological and psychological advantage over the hard tail bicycle during simulated sub-maximal exercise on bumps.     

Using evaluation in the development of open learning for YTS

In this article Lorna Unwin (School of Education, Open University), Hillary Read (Project Manager, Oxfordshire Programme for Training, Instruction and Supervision), and Ian Haffenden (Surrey University) describe the development of a national project seeking to create flexible open learning strategies in the two‐year Youth Training Schemes, incorporating evaluation at each stage. An account of the way in which participative workshops have been run with practitioners demonstrates how the user can act as evaluator and directly influence the outcomes of the project. In this way, a structured evaluation strategy is shown to play a crucial part in the development of open learning approaches linked to the needs expressed by the learners.