Contextually responsive transfer: Perceptions of NNES on an ESL/EFL teacher training programme

Post-training reflections from nine overseas NNES students were recorded in relation to the extent to which they perceived potential applications of what they had learned in a Contextually Responsive Teacher Training (CRTT) programme in the learning–teaching contexts into which they were returning as English as a Second or Foreign Language (ESL/EFL) teachers. Pragmatic issues in home contexts concerning resources generally and textbooks particularly were seen to threaten the viability of what was learned. Significantly, all participants projected disillusion with home country context rather than with foreign country training as a personal resolution of the mismatch. Implications are drawn for preventative redesign in relation to the Australian programmes.     

Faculty Grading of Quantitative Problems: A Mismatch between Values and Practice

Grading practices can send a powerful message to students about course expectations. A study by Henderson et al. (American Journal of Physics 72:164–169, 2004) in physics education has identified a misalignment between what college instructors say they value and their actual scoring of quantitative student solutions. This work identified three values that guide grading decisions: (1) a desire to see students’ reasoning, (2) a readiness to deduct points from solutions with obvious errors and a reluctance to deduct points from solutions that might be correct, and (3) a tendency to assume correct reasoning when solutions are ambiguous. These authors propose that when values are in conflict, the conflict is resolved by placing the burden of proof on either the instructor or the student. Here, we extend the results of the physics study to earth science (n?=?7) and chemistry (n?=?10) instructors in a think-aloud interview study. Our results suggest that both the previously identified three values and the misalignment between values and grading practices exist among science faculty more generally. Furthermore, we identified a fourth value not previously recognized. Although all of the faculty across both studies stated that they valued seeing student reasoning, the combined effect suggests that only 49% of faculty across the three disciplines graded work in such a way that would actually encourage students to show their reasoning, and 34% of instructors could be viewed as penalizing students for showing their work. This research may contribute toward a better alignment between values and practice in faculty development.     

Preservice teachers engaged in reflective classroom research

Abstract

During an eight‐week field experience six preservice teachers, under the supervision of their mentor professor, designed and facilitated an integrated inquiry unit for a fifth‐grade class. As a part of their field experience, the preservice teachers investigated their effectiveness in implementing the inquiry approach to teaching based on the children's learning responses. Reflecting on their own teaching behaviors through reflective classroom research challenged the preservice teachers to explore images of teaching that were often less than ideal but always informative.     

The science and medicine of cricket: an overview and update

Research into the science and medicine underlying cricket performance and injury has progressed since the First World Congress of Science and Medicine in Cricket in 1999. This review covers material on the physiological and psychological demands of the game and preparation for it, the biomechanics and motor control of cricket skills, the psychology of team dynamics, performance analysis and cricket injuries. Technological aspects of cricket equipment are also covered, where such research could influence injury risk or player performance. Fielding remains the least studied of the skills. Much more research needs to be done before we can gain a full understanding of the scientific aspects of the game. There is a need to address common definitions of injury, along with more research into injury mechanisms. Research on batting needs to bring together motor control and biomechanics more fully. The fitness demands of the game are still poorly understood, along with the mechanisms causing fatigue. Evaluation of the efficacy of intervention strategies needs to continue and to develop. The applications of research need to be communicated more to coaches and players--for example, in team dynamics--so that they can be applied, and tested further, in international matches.