Evaluation of the Redesign of an Undergraduate Cell Biology Course

This article offers a case study of the evaluation of a redesigned and redeveloped laboratory-based cell biology course. The course was a compulsory element of the biology program, but the laboratory had become outdated and was inadequately equipped. With the support of a faculty-based teaching improvement project, the teaching team redesigned the course and re-equipped the laboratory, using a more learner-centered, constructivist approach. The focus of the article is on the project-supported evaluation of the redesign rather than the redesign per se. The evaluation involved aspects well beyond standard course assessments, including the gathering of self-reported data from the students concerning both the laboratory component and the technical skills associated with the course. The comparison of pre- and postdata gave valuable information to the teaching team on course design issues and skill acquisition. It is argued that the evaluation process was an effective use of the scarce resources of the teaching improvement project.     

Contraction force specificity and its relationship to functional performance

Abstract

Best practice for improving strength and power through resistance strength training has been the subject of much research and subsequent conjecture. Much of the conjecture can be attributed to methodological discrepancies. The type of dynamometry used in testing, the training experience of research participants, the specific technique employed in a lift, and the methods of collection and calculation all impact on the final variables of interest. This review examines contraction force specificity by first addressing the methodological issues surrounding our interpretation of the results. Then we address the kinematics and kinetics associated with single and multiple repetitions in relation to the development of strength, power, and functional performance. This discussion provides the delimitations for analysis of subsequent training studies. Finally, recommendations are formulated with the aim of assisting assessment and training practice as well as providing directions for future research. The results of this review suggest that the enhancements in performance resulting from resistance training are context specific in experienced resistance-trained participants. Thus, specific conditioning could be required to achieve improvements in functional performance in this group.     

Developing coaching pedagogy: seeking a better integration of theory and practice

Despite evidence that experience within practical coaching contexts serves as the principal knowledge source for coaches, academic (and professional) coach education programmes continue to be heavily taught along didactic lines. Such courses are often considered as fine in theory but divorced from the gritty realities of practice. The aim of this article was to construct and evaluate a pedagogical framework (delivered through an MSc unit) drawn from tenets of both action research and ‘communities of practice’ as a means through which the practice-theory gap can be somewhat addressed. The unit in question involved students being introduced to a particular theoretical position with the expectation that they would integrate that theory into their practice in the upcoming week. The students then shared their experiences in structured discussion groups during the following class. Data on student learning were gathered both through on-going observations, and focus groups interviews with staff and students at the end of the unit. The data were inductively analysed. Findings revealed that the students were generally stimulated by and, hence, generally positive about the pedagogical approach experienced. This was specifically in terms of better ordering the knowledge they had as well as developing new insights about coaching practice. Although not unproblematically, the staff were also positive about the unit; citing better and more continuous student engagement as a result of it.     

Irish student teachers’ levels of moral reasoning: context,comparisons, and contributing influences

The moral role of the teacher has long been recognised and this has implications for the selection and education of student teachers. There is growing recognition of the importance of teachers’ capacity to make sound moral judgements and of the influence of teachers’ levels of moral reasoning on their professional practice. The paper presents the findings of a longitudinal study of 102 undergraduate student teachers who completed the DIT 2 measure of moral reasoning, at the beginning, mid-point and end of their four-year degree programme at an Irish university. While these students’ levels of moral reasoning were found to be higher than those of their international peers, more than half of graduating students were reasoning at the conventional level as defined by Kohlberg. These findings are located in the context of Irish education policy and practice. Some possible explanations for the students’ performance are suggested and discussed including their entry characteristics, the status of the teaching profession in Ireland, the nature of their teacher education programme and participation in the Transition Year option.     

Reviews

Jeffree, Dorothy M. and Skeffington, Margaret (1980) Let Me Read. MacFarlane, Tom, with Moyle, Donald (adviser), (1980) Comprehension Through the Newspaper. Pugh, A.K., Lee, V.J. and Swann, J. (Ed.) (1980) Language and Language Use. Veatch, Jeannette (1978) Reading in the Elementary School.     

Comparison of three instructional strategies in food and nutrition education: developing a diet plan for a diabetic case

This study examines the performance of dietitians-in-training on developing a diet plan for a diabetic patient either independently or after peer discussion. Participants (n?=?58) from an undergraduate program in food and nutrition were divided into two groups based on their prior knowledge before being randomly assigned into three conditions: (1) peer discussion with just-in-time information (JIT information), (2) peer discussion without JIT information), and (3) independent performers. The learners’ performance in the three conditions was analyzed. The results presented here describe the role of prior knowledge and JIT information across the conditions and the interaction of the two factors as well as the instructional implications of the findings.     

Signaling functions of the second-order CS: Partial reinforcement during second-order conditioning of the pigeon’s keypeck

The signaling function of the second-order CS (S2) was manipulated in second-order autoshaping by arranging a partial reinforcement schedule. S2 was paired with a well-conditioned first-order CS (SI) on a continuous reinforcement or a 25% reinforcement schedule in different groups. Schedule of reinforcement did not influence the number of S2-S1 pairings required to establish keypecking to S2. However, in the postacquisition sessions, responding to S2 was initially weaker but persisted for many more sessions on the 25% schedule than on the 100% schedule. The data indicate that S2-S1 pairings are responsible both for the acquisition of second-order keypecking to S2 and for the subsequent conversion of S2 into an inhibitory stimulus.     

Teaching evolution: Understanding and applying the nature of science

The influence of a 3-week institute upon secondary biology and earth science teachers regarding their experiences with respect to the teaching of evolution was investigated. The institute directors, with National Science Foundation (NSF) funding, hoped to foster an understanding of the nature of science, provide enhanced content, and support a forum for teachers to discuss problems common to the teaching of evolution. Analysis of data indicated statistically significant increases in participants' acceptance of the theory of evolution and their understanding of both applied evolutionary principles and the applied nature of science. In addition, a significant reduction in participants' perceived anxieties regarding the teaching of evolution was achieved. Further, a qualitative examination of Stages of Concern (SoC) profiles indicated a slight shift by participants toward the use of more student-centered instruction. Finally, data were collected from 9 of the original 19 participants at a voluntary follow-up session, 8 months after the formal institute. Scores from all of the data-collection instruments (with the exception of SoC profiles) exhibited a slight decline. These decreases were not, however, statistically significant. Examination of SoC profiles, however, indicated a much stronger adoption by follow-up participants for the use of student-centered instructional strategies for the teaching of evolution.