Impaired eye tracking is associated with symptom severity but not dynamic postural control in adolescents following concussion

Purpose:The purpose of the study was to(1)examine the relationship between self-reported symptoms and concussion-related eye tracking impairments,and(2)compare gait performance between(a)adolescents with a concussion who have normal eye tracking,(b)adolescents with a concussion who have abnormal eye tracking,and(c)healthy controls.Methods:A total of 30 concussed participants(age:14.4±2.2 years,mean±SD,50%female)and 30 controls(age:14.2±2.2 years,47%female)completed eye tracking and gait assessments.The BOX score is a metric of pupillary disconjugacy,with scores<10 classified as normal and≥10 abnormal.Symptoms were collected using the Post-Concussion Symptom Scale(PCSS),and gait speed was measured with triaxial inertial measurement units.We conducted a linear regression to examine the relationship between PCSS and BOX scores and a two-way mixed effects analysis of variance to examine the effect of group(abnormal BOX,normal BOX,and healthy control)on single-and dual-task gait speed.Results:There was a significant association between total PCSS score and BOX score in the concussion group(β=0.16,p=0.004,95%confidence interval(95%CI):0.06‒0.27),but not in the control group(β=0.21,p=0.08,95%CI:
0.03 to 0.45).There were no significant associations between PCSS symptom profiles and BOX scores in the concussion or control groups.There were also no significant differences in singletask(Abnormal:1.00±0.14 m/s;Normal:1.11§0.21 m/s;Healthy:1.14±0.18 m/s;p=0.08)or dual-task(Abnormal:0.77±0.15 m/s;Normal:0.84±0.21 m/s;Healthy:0.90±0.18 m/s;p=0.16)gait speed.Conclusion:The concussed group with impaired eye tracking reported higher total symptom severity,as well as worse symptom severity across the 5 PCSS symptom domain profiles.However,eye tracking deficits did not appear to be driven by any particular symptom domain.While not statistically significant,the slower gait speeds in those with abnormal BOX scores may still be clinically relevant since gait-related impairments may persist beyond clinical recovery.     

Riding the rapids of classroom-based research

Conducting classroom-based research can be difficult, often fraught with challenges, analogous to riding a canoe down the rapids. The dynamics of classroom-based research often require flexibility on the parts of both the researcher and school personnel. Classroom-based research is viewed here through a framework of problem-based methodology as developed by Robinson and adapted to real-world research in the classroom. A simple and adaptable model of the nature of schools as organisations is discussed, and problem-based methodology is used to explore how such complex and dynamic institutions maintain the ability to function effectively. Problem-based methodology is then applied to the development of a theoretical framework to clarify the processes of recruiting participant schools and of conducting the research. The framework is operationalised through a brief account of one researcher’s experiences.     

Contesting educational assessment policies in Australia

ABSTRACT

Assessment is a major component of education, significant in directing what is identified as valued student learning. This paper is framed within an understanding of imperative and exhortative policy. Two paradigmatically different, and potentially contesting, assessment policy directions in Australian education – educational accountability to monitor school and teacher performance, and teacher assessment practices to improve learning (assessment for learning [AfL] or formative assessment) – are examined for their impact on teacher professionalism. Both approaches have official endorsement in Australian policy. Mandated participation in national tests is indicative of educational accountability assessments under national direction. While also endorsed nationally, AfL implementation is reliant on state and territory direction. Our examination reveals tensions in the alignment of both policies. This is evident in the impact of accountability assessment on AfL implementation, in particular, teachers’ understandings of valued assessment evidence. We conclude that a paradigmatic shift to support student learning in Australian schools is a policy imperative that includes the need for professional development and learning support for teachers.     

How Diversity Approaches Affect Ethnic Minority and Majority Adolescents: Teacher–Student Relationship Trajectories and School Outcomes

This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian-majority (N = 1,875, M_age = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, M_age = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth.     

Profiles of educational assessment systems worldwide

This paper explores ten common themes concerning assessment practice in Australian education across the six states and two territories. The themes are: (1) a strong curriculum base influencing assessment, (2) the incorporation of school‐based assessment in all certification, (3) preference for standards‐referenced assessment, (4) respect for teacher judgement, (5) increasing vocational education delivery within schooling, (6) multiple pathways to future study and careers, (7) school‐based assessment in the compulsory years of schooling, (8) moves towards outcomes‐based frameworks, (9) issues relating to national benchmark data, and (10) equity issues.     

Engaging With Quality Improvement Initiatives: A Descriptive Study of Learning in the Complex and Dynamic Context of Everyday Life for Family Child Care Providers

ABSTRACT

Research Findings: This article reports on family child care providers’ views about their engagement with professional development programs, including providers who were and were not participating in Quality Rating and Improvement Systems in Los Angeles, California. Most providers participating in the study were taking active steps to improve their work with children, but only a few providers described themselves as satisfied with the programs available. First, we report on why providers chose to engage (or not) in formal professional development activities; specifically, we explore the relationship between career phase and engagement and the levels of participation reported by seasoned providers. Second, we describe the way many providers strategically self-customized their quality improvement (QI) activities by drawing flexibly on available programs or by finding a coach who would work with them on their specific needs. Practice or Policy: Our findings suggest that in order to increase engagement with formal QI systems, designers of professional development supports must better align these supports with the needs and interests of family child care providers in terms of content and modes of delivery. We propose the concept of just-in-time professional development as 1 way to make QI offerings more responsive to some family child care providers’ needs.     

Wellness at Universities: A Group Art Therapy Approach

Art therapy process groups can be used at university counseling centers (UCCs) to treat the mental health needs of higher education students. The authors, art therapists employed at a UCC, developed an art therapy group to engage undergraduate students in creative self‐expression to increase social connection and learn healthy skills to improve insight and emotional well‐being. Such groups offer unique benefits to participants and would be a valuable addition to current UCC services.     

The Relationships Among Scientific Epistemic Beliefs,Conceptions of Learning Science,and Motivation of Learning Science: A study of Taiwan high school students

This study explores the relationships among Taiwanese high school students’ scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling technique was utilized to reveal that the students’ absolutist SEBs led to reproduced COLS (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated SEBs were related to constructive COLS (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students’ reproduced COLS were also negatively associated with surface motive of learning science, whereas the constructive COLS were positively correlated with students’ deep motive of learning science. Finally, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess a surface motive of learning science. This finding implies that the implementation of standardized tests diminishes Taiwanese high school students’ curiosity and interest in engaging deeply in science learning.