The Social,Political and Economic Contexts to the Evolution of Spanish Physical Educationalists (1874–1992)

This article studies the history of physical education teacher training centres in Spain from the end of the nineteenth century to the end of the twentieth century. It focuses on analysing the studies offered at these centres, which reflect how the training received by the teachers responsible for running physical education lessons in schools has evolved. The content of the different syllabuses has been influenced by the social, political and economic context of each historical era, and the courses have gradually raised their requirements, becoming equivalent to higher university studies.     

Evaluation of Information and Communication Technology Utilization by Small Holder Banana Farmers in Gatanga District,Kenya

Abstract

Purpose

The study was carried out to identify information communication technologies (ICTs) used in production and marketing of bananas, to determine factors influencing intensity of use of ICT tools and to assess whether use of ICT has a significant influence on adoption of tissue culture bananas by small-scale banana farmers in Gatanga District, Kenya.     

CHANGING PERCEPTIONS OF SOCIETAL PROBLEMS AMONG SOVIET YOUTH

Dramatic changes in the perceptions of problems in the SovietUnion and in the USA are shown among samples of Soviet youthstudied over a three-year period, from 1988 to 1991. Growingdisillusionment with worsening domestic conditions was mirroredby a growing, unrealistic appreciation of life in the USA, reflectinga painful search for a new national identity.     

The Effect of Emotionally Arousing Negative Images on Judgments About News Stories

Two experiments investigated the influence effects of negative photographs on people's attitudes after reading a news story. Experiment 1 presented an online news emulation to participants showing a story and images (high-emotion/low-emotion/no image) about African famine relief efforts. Experiment 2 replicated the design with a story and images about U.S. involvement in the Afghanistan War. As anticipated, using the predictions of the Affect Heuristic model of judgment formation, the addition of pictures with strong emotional activation had a diminishing effect on people's support for the war in Afghanistan and their support for famine aid. Additionally, decreasing effects were observed in broader attitudes concerning participants' support of a militaristic national policy in Experiment 2. These results are discussed regarding their implications for theories of judgment formation and journalistic practice.     

Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time

Elementary teachers in the United States are tasked with teaching all core subject matter and have training that involves many topics, which may limit the depth of their subject matter knowledge. Since they have low content knowledge, they often feel less confident about teaching technical subject matter, such as science (Bleicher Journal of Science Teacher Education 17:165–187, 2006). The problem of low confidence of elementary teachers for science instruction is exacerbated when they are expected to teach science using inquiry (Hanuscin et al. Science Education 95:145–167, 2010). Self-regulated learning microanalysis, which supports both instruction and assessment, can help teachers reflect on their learning processes. This technique may provide clues for teachers to improve strategies for learning and give information to professional development instructors to inform teacher professional development experiences. The purpose of this study was to examine self-regulatory learning cycles that fourteen elementary teachers experienced while engaged in learning about inquiry during a professional development. Results of this study showed that before the professional development, teachers reported low self-efficacy but high task value and perceived instrumentality for learning about inquiry. As the professional development progressed, teachers improved their goal setting skills, self-monitoring performance, and learning tactics. The self-regulated learning microanalysis revealed information not communicated in the professional development experience, which led to adaptation of the activities in real-time to meet the needs indicated on the self-regulated learning microanalysis reports. Measuring teacher learning processes allowed the professional development instructors to pinpoint difficulties and successes during the learning tasks, which aided in precise adaptation of experiences for teacher needs.