The effect of video-feedback on the learning of the tennis service by intermediate players

Effects of video-feedback on improvement of the tennis service were investigated in subjects having at least 2 years of playing experience in tennis. The experiment was carried out in an indoor tennis hall under normal training conditions. Subjects were randomly divided into three groups: a video-feedback training (VFT) group, a traditional training (TT) group and a control group, each consisting of 22 subjects. While the subjects of the control group received no training at all, subjects in both the VFT and TT groups were trained twice weekly during 5 consecutive weeks. Each training session lasted 40 min, of which 30 min was spent on actual practice in training of the service. The remaining 10 min was spent on watching, analysing and discussing video recordings of either their own service performed during the training session (VFT group), or ground strokes and volleys of top level players (TT group). Both the VFT and TT group showed significantly greater improvements in both achievement scores and form (technique) scores than did the control group. No differences, however, could be demonstrated between the VFT and TT group, indicating that the subjects of the former group did not benefit from the video-feedback they received. While form scores correlated significantly (P less than 0.001) with the velocity of the served ball, no such relation between form scores and spatial accuracy was apparent.     

Building Your Licensing and Negotiation Skills Toolkit

Licensing and the negotiating of electronic resources can be a daunting task for librarians who lack the proper skill sets and are unfamiliar with the intricacies of publisher agreements. Claire Dygert broke down the individual elements of a standard licensing agreement and explained the importance of protecting the rights of libraries. By providing insight from her years of experience, librarians learned how to develop a support network, build confidence, and be more effective negotiators.     

Priming and Fake News: The Effects of Elite Discourse on Evaluations of News Media

Fake news has become a prominent topic of public discussion, particularly among elites. Recent research has explored the prevalence of fake news during the 2016 election cycle and possible effects on electoral outcomes. This scholarship has not yet considered how elite discourse surrounding fake news may influence individual perceptions of real news. Through an experiment, this study explores the effects of elite discourse about fake news on the public’s evaluation of news media. Results show that exposure to elite discourse about fake news leads to lower levels of trust in media and less accurate identification of real news. Therefore, frequent discussion of fake news may affect whether individuals trust news media and the standards with which they evaluate it. This discourse may also prompt the dissemination of false information, particularly when fake news is discussed by elites without context and caution.     

Modeling Growth in Electronic Learning Environments Using a Longitudinal Random Item Response Model

In educational environments, monitoring persons' progress over time may help teachers to evaluate the effectiveness of their teaching procedures. Electronic learning environments are increasingly being used as part of formal education and resulting datasets can be used to understand and to improve the environment. This study presents longitudinal models based on the item response theory (IRT) for measuring persons' ability within and between study sessions in data from web-based learning environments. Two empirical examples are used to illustrate the presented models. Results show that by incorporating time spent within- and between-study sessions into an IRT model; one is able to track changes in ability of a population of persons or for groups of persons at any time of the learning process.     

Estimation of a Nonlinear Intervention Phase Trajectory for Multiple-Baseline Design Data

A multilevel logistic model for estimating a nonlinear trajectory in a multiple-baseline design is introduced. The model is applied to data from a real multiple-baseline design study to demonstrate interpretation of relevant parameters. A simple change-in-levels (ΔLevels) model and a model involving a quadratic function (Quadratic) for the nonlinear intervention phase data were also estimated. In addition, a simulation study was conducted to assess Markov chain Monte Carlo estimation of the logistic model and compare its trajectory recovery with use of the ΔLevels and Quadratic models. While most of the logistic model's parameter values were recovered well, trajectory recovery was very reasonable using the simpler Quadratic model. Results are discussed along with recommendations for practitioners and directions for future research.     

Social capital in the classroom: a study of in-class social capital and school adjustment

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in this study consists of 1036 children in 60 first-grade classes in 46 Dutch elementary schools. Multilevel regression results show that a substantial proportion of the variance in school adjustment can be attributed to the class level and that both individual-level and classroom-level social capital have substantial effects on school adjustment. At the individual level, the size of one’s network is more important than its structure. At the collective level, social capital also has a ‘dark side’ because it can have negative effects on adjustment, lowering the academic performance in a class.     

A defensive mindset: A pattern of social information processing that develops early and predicts life course outcomes

The hypothesis was tested that some children develop a defensive mindset that subsumes individual social information processing (SIP) steps, grows from early experiences, and guides long-term outcomes. In Study 1 (Fast Track [FT]), 463 age-5 children (45% girls; 43% Black) were first assessed in 1991 and followed through age 32 (83% retention). In Study 2 (Child Development Project [CDP]), 585 age-5 children (48% girls, 17% Black) were first assessed in 1987 and followed through age 34 (78% retention). In both studies, measures were collected of early adverse experiences, defensive mindset and SIP, and adult outcomes. Across both studies, a robust latent construct of school-age defensive mindset was validated empirically (comparative fit index = .99 in each study) and found to mediate the impact of early child abuse (38% in FT and 29% in CDP of total effect) and peer social rejection (14% in FT and 7% in CDP of total effect) on adult incarceration.     

Reconceptualizing student ratings of teaching to support quality discourse on student learning: a systems perspective

Higher Education - This paper summarizes the discourse on student ratings of teaching in higher education. It reconceptualizes student ratings within a larger process of promoting quality in...     

Exploring explanations for the gender gap in study abroad: a case study of the Netherlands

Higher Education - The overrepresentation of female students in study abroad programmes across the Western world represents one of the major gaps in scientific research on study abroad. In this...