PROFESSOR “X”: HOW EXPERTS RATED HIS STUDENT RATINGS

This paper attempts to place the reader in the situation of interpreting data on the evaluation by students of a fellow member of faculty (staff). The comments of the evaluators reveal a widespread divergence of views, but they rarely seem to question the purpose of the exercise.     

Intensity of exercise recovery,blood lactate disappearance,and subsequent swimming performance

Abstract

The aim of this study was to examine the effects of active versus passive recovery on blood lactate disappearance and subsequent maximal performance in competitive swimmers. Fourteen male swimmers from the University of Virginia swim team (mean age 20.3 years, s = 4.1; stature 1.85 m, s = 2.2; body mass 81.1 kg, s = 5.6) completed a lactate profiling session during which the speed at the lactate threshold (V_LT), the speed at 50% of the lactate threshold (V_LT.5), and the speed at 150% of the lactate threshold (V_LT1.5) were determined. Participants also completed four randomly assigned experimental sessions that consisted of a 200-yard maximal-effort swim followed by 10 min of recovery (passive, V_LT.5, V_LT, V_LT1.5) and a subsequent 200-yard maximal effort swim. All active recovery sessions resulted in greater lactate disappearance than passive recovery (P < 0.0001 for all comparisons), with the greatest lactate disappearance associated with recovery at V_LT (P = 0.006 and 0.007 vs. V_LT.5 and V_LT1.5 respectively) [blood lactate disappearance was 2.1 mmol · l^?1 (s = 2.0), 6.0 mmol · l^?1 (s = 2.6), 8.5 mmol · l^?1 (s = 1.8), and 6.1 mmol · l^?1 (s = 2.5) for passive, V_LT.5, V_LT, and V_LT1.5 respectively]. Active recovery at V_LT and V_LT1.5 resulted in faster performance on time trial 2 than passive recovery (P = 0.005 and 0.03 respectively); however, only active recovery at V_LT resulted in improved performance on time trial 2 (TT₂) relative to time trial 1 (TT₁) [TT₂?TT₁: passive +1.32 s (s = 0.64), V_LT.5+1.01 s (s = 0.53), V_LT?1.67 s (s = 0.26), V_LT1.5?0.07 s (s = 0.51); P < 0.0001 for V_LT). In conclusion, active recovery at the speed associated with the lactate threshold resulted in the greatest lactate disappearance and in improved subsequent performance in all 14 swimmers. Our results suggest that coaches should consider incorporating recovery at the speed at the lactate threshold during competition and perhaps during hard training sessions.     

Using the Quality of Literacy Implementation Checklist to Improve Preschool Literacy Instruction

Despite much progress in improving the quality of preschool programs, there is still an uneven quality of instruction in early childhood settings. Providing support and professional development (PD) for teachers that is practical, systematic and sustainable is one potential avenue to increase classroom quality in preschool, including quality of literacy instruction. Preschool educators who want to focus on increasing the quality of literacy instruction need simple-to-use tools that can be implemented quickly and provide a means to assess progress towards the goal of improving literacy instruction. The Quality of Literacy Implementation checklist measures how well the teaching staff include intentional, instruction in literacy/oral language. Rather than focusing on a specific curriculum or intervention, quality of implementation focuses on the teacher’s delivery of key procedural features of evidence-based instruction. As is the case with fidelity of implementation, a quality of implementation checklist not only measures implementation but also provides a roadmap about how instruction might be modified to ensure that critical and essential skills are emphasized across the preschool day.     

Pupil involvement in planning topics using KWL grids: opinions of teachers,student teachers and pupils

Pupil involvement in planning is one way in which teachers listen to the “pupil voice”. This paper focuses on pupil involvement in planning class topics using KWL grids. The opinions of teachers, teacher education students and primary school pupils in Northern Ireland were sought on this using questionnaires and interviews. The vast majority of teachers and student teachers responded positively, many commenting that the pupils had reacted favourably, enthusiastically or with enjoyment, and that they seemed to be more motivated, responsive and interested in topics in which they had some “ownership”. Negative opinions expressed by teachers included arguments about difficulties in incorporating pupil ideas into their planning as well as practical concerns about using a KWL grid with younger or less able pupils. More fundamental were fears about loss of teacher control, teacher authority being undermined, and “interference” in teacher planning. One of the outcomes of the study is a list of recommendations for good practice when using KWL grids.