Four Cognitive Principles of Learning-Strategy Instruction

Four cognitive principles of learning-strategy instruction are proposed. These principles call for strategy researchers to: (a) develop learning strategies that are appropriate to one's desired cognitive outcomes, (b) conduct routine component analyses of both learning strategies and learner processes, (c) take into account the match between the particular learning strategy and the learner's specific knowledge and skills, and (d) perform controlled empirical validations of learning-strategy effectiveness. A preliminary model that distinguishes among the processes of understanding, remembering, and applying is presented to amplify the first cognitive principle.     

Impacting Mediators of Change for Physical Activity Among Elderly Food Stamp Recipients

A multidisciplinary team developed and pilot-tested a curriculum, delivered by trained lay educators, to increase self-efficacy for physical activity among elderly food stamp recipients. Curriculum development was guided by a comprehensive literature review. Process evaluation was used to revise the curriculum and to assess lay educator training and pilot test fidelity. Three hundred sixteen low-income older adults participated in curriculum development and pilot-testing activities. One hundred twenty four participants completed pretest/posttest impact evaluation surveys. The average age of participants was 75 years old with 55.28% having less than high school education. Significant increases in self-efficacy regarding walking most days (p = .0022), using exercise bands (p < .0001), being physically active to increase strength (p = .0012), being active without injury (p < .0001), being able to wear appropriate clothing and shoes (p < .0001), and getting information about community physical activity programs (p = .0007) were observed. Participants also endorsed higher ratings of general health at posttest (p < .0001).     

Equity for sale: ethical consumption in a school-choice regime

The promotion of equity in Australian education has come to present itself to parents in ways which are shaped by the marketisation and internationalisation of schooling. This paper argues that, as in other markets, ethical consumption has become a key model for both schools as providers and parents as consumers to engage with issues of equity. We identify how the phenomenon of ethical consumption is reflected in the promotional strategies of elite private schools, and how this framing of equity occludes a clear vision of inequalities in the distribution of resources and access across different educational sites. We reflect on the extent to which outreach and service programmes in elite schools fulfil their stated goals or are self-serving.     

Introduction

On July 9, 1996, the Connecticut Supreme Court issued its landmark school desegregation decision, Sheff v. O'Neill. More than a decade later, Hartford's schoolchildren are as segregated as they were when the case was first filed in 1989. Based on data from a statewide survey and data collected from two focus groups of white parents collected shortly after the State's High Court ruling, this investigation reveals that the racial attitudes of white parents were, from the beginning, a major obstacle to a successful resolution of the Sheff impasse.     

A Ranking of the Objectives of Physical Education

Abstract

One hundred college physical educators completed a paired-comparison opinionnaire in which they ranked the objectives of the discipline. Findings of the study denoted that the unique objectives Organic Vigor and Neuromuscular Skills were valued significantly higher than all others. Sex differences appeared in the ranking. The lack of agreement between the men and women upon the primary objective of physical education suggested an inconsistent direction for the profession.