Emergent fields through adaptation and identity: overcoming social distance

We examine the inseparability of one’s environment with the elements of adaptation and identity. Specifically, we revisit the Project H.O.M.E. learning environment as we suggest that the entities of adaption and environment are not only binding, but also naturally in constant flux as they interact with each other. Contrary to nature, however, the social distance between the instructors and learners is the result of a human construct that often hinders adaptation and identity development. We address the factors that afforded participants overcoming social distance and ultimately cultivating a shift in the learning structure of Project H.O.M.E.

Examining the implementation of the mathematics strand of the Key Stage 3 Strategy: What are the bases of evaluation?

This article presents findings from a comparative case study examining the implementation of the mathematics strand of the Key Stage 3 Strategy in two contrasting schools—one using setting and whole‐class teaching, the other incorporating mixed‐ability grouping and individualised learning. A number of ‘outcomes’ of implementation are considered, including teachers' and students' experiences, changes in pedagogic practice and students' attainment. Whilst both schools achieved highly in relation to similar schools, higher attainment gains between Key Stage 2 and Key Stage 3 in the school using setting/whole‐class teaching were associated with increasing student disaffection and dependence on teachers. In contrast, the attainment gains at the school using individualised learning were associated with increasing enthusiasm and independence. The mixed picture of outcomes and their complex interconnections suggest that evaluations of implementation resting on attainment‐based outcomes are problematic in terms of longer‐term aims of increasing the proportions of students choosing to study mathematics and developing the skills of independent learning.     

An evaluation of a pre‐training assistant educational psychologist programme

Two cohorts of psychology graduates with Graduate Basis for Registration (GBR) with the British Psychological Society (BPS), and a range of relevant work experience (teaching, youth and social work) were employed by the Kent Educational Psychology Service (EPS) over a two‐year period as assistant educational psychologists (Assistant EPs). This paper presents information about the role and effectiveness of this pre‐training Assistant EP programme. The role of the Assistant EP was identified as including: individual and group level casework, projects, applied research, and delivering training, under the direct supervision of EPs. All Assistant EP work was evaluated using a range of measures. Outcomes showed that intervention targets (as agreed using the Target Monitoring and Review form) were consistently met or exceeded. Key stakeholders perceived Assistant EPs to be a valuable and flexible resource and Assistant EPs felt that the role prepared them well for applying for professional training courses. The paper concludes with a brief discussion around the future role of pre‐training Assistant EPs.     

Brokering Community–University Engagement

Although substantial areas of agreement exist regarding the characteristics of effective community–university partnerships for research, there is little empirical research on the relationship between the characteristics of such partnerships and their outcomes. In this study, we explored the relationship between partnership characteristics and partnership outcomes. Analyses of the relationships between partnership dynamics and perceived benefits show that (1) effective partnership management is associated with increased research on a community issue, problem, or need; (2) co-creation of knowledge is associated with improved service outcomes for clients; and (3) shared power and resources are negatively associated with increased funding for community partners’ organizations. Our findings suggest that effective partnership management and opportunities for the co-creation of knowledge are practices that are worthy of deliberate cultivation within community–university partnerships for research. Miles McNall is the Assistant Director of the Community Evaluation and Research Center, University Outreach and Engagement, Michigan State University. He received his Ph.D. in sociology from the University of Minnesota. His research and scholarship focus on program evaluation and the evaluation of university–community partnerships. Celeste Sturdevant Reed is an evaluator with University Outreach and Engagement at Michigan State University. She has an M.S.W. from the University of Michigan and a Ph.D. in Interdisciplinary Social Science/Labor and Industrial Relations from Michigan State University. Her current evaluation projects focus on comprehensive early childhood services and out-of-school time (K-12) programs. Robert E. Brown is the Associate Director of University–Community Partnerships, Michigan State University Outreach and Engagement. He brokers, facilitates, and participates in university-community partnerships that are scholarly, community-based, collaborative, responsive, and capacity-building for the public good. He has a master’s degree in public administration from Western Michigan University. Angela Allen is an ABD Research Associate with the Charles F. Kettering Foundation. She is completing her Ph.D. in Higher, Adult, and Lifelong Education at Michigan State University. She holds an M.S.W from the University of Michigan-Ann Arbor and a B.S. in Urban and Regional Planning from Michigan State University. Her dissertation research is entitled, “Faculty and Community Collaboration in Sustained Community–University Engagement Partnerships”.     

Expanding the landscape: developing knowledgeability through communities of practice

Rapid changes in the Higher Education (HE) sector are increasing the pressure on teaching staff to introduce technology-enhanced learning experiences into the curriculum. Institutions therefore need to provide effective means of enabling academics to successfully transition to these new modes of curriculum delivery. This paper reports on an inquiry into the efficacy of a community of practice (CoP) approach trialled at a HE institution to contribute to the design of a renewed, blended curriculum. Analysis indicated that participation in the CoP had a positive impact on academics’ sense of community and their knowledgeability in relation to new teaching approaches.     

Why do information gaps persist in African smallholder agriculture? Perspectives from farmers lacking exposure to conservation agriculture

Purpose: To explore why substantial agricultural information gaps persist in African smallholder farming communities and how to reduce them.

Design/methodology/approach: Using conservation agriculture (CA) as a case study, we deeply explore with 29 smallholder farmers why they are yet to obtain sufficient information to enable practice evaluation.

Findings: Respondents asserted that their lack of information on CA was not reflective of a lack of interest in obtaining it, but of the unavailability and inaccessibility of learning opportunities. A deeper analysis revealed an underlying passive approach to seeking information and culture of financial expectancy.

Practical implications: If extension systems are to catalyse broader sustainable intensification, we find the need for emphasis on (1) more inclusive extension mechanisms; (2) education of farmers about demand-driven extension; and (3) revision of direct input provision to lead farmers.

Theoretical implications: While not contesting the value of farmer-to-farmer (F2F) extension systems for those socially connected to lead farmers, we find four research questions for further exploration regarding the practical application of F2F mechanisms that may impede their broader effectiveness, namely (1) Is extension coverage sufficient? (2) Do farmers understand demand-driven extension systems? (3) Do current incentive structures complicate farmer information seeking behaviour? and (4) Do current mechanisms encourage social stratification?

Originality/Value: To date, adoption studies have largely utilised quantitative, econometric lenses that generally assume farmers are sufficiently aware of the technologies in question. Due to our in-depth qualitative analysis, we provide novel insights into how to close informational gaps that hamper efforts to increase the food and livelihood security of African smallholder farmers.     

Mechanisms of social capital creation and consumption in a youth baseball league

Abstract

In this paper, I explore social capital creation within a youth baseball league in the American Southwest. Within, I first propose a parent typology that centres on the level of parental social and pragmatic involvement with their child’s team. Second, I examine that the specific facets of league structure facilitate relationship building among parents and volunteers within the league, including team creation, practices and games, all-star participation, volunteering, and player relationships, all of which play both a facilitating and constraining role in the types of relationships parents were prone to forming, and the social capital benefits that were likely to accrue within.     

Does variability within natural turfgrass sports fields influence ground-derived injuries?

Natural turfgrass sports fields exhibit within-field variations due to climatic conditions, field construction, field management, and foot traffic patterns from field usage. Variations within a field could influence the playing surface predictability and require athletes to make abrupt or frequent adjustments that lead to increased ground-derived injury occurrence. This study introduces a new methodology aimed at evaluating the potential relationship between within-field variations of turfgrass sports field properties and ground-derived athlete injuries. Collegiate Club Sport athletes self-reported ground-derived injuries over two years. Soil moisture, turfgrass quality, surface hardness, and turfgrass shear strength were quantified from their two home fields. Hot spot analysis identified significantly high (hot spots) and low (cold spots) values within the fields. Injury locations were compared to hot spot maps each month. Binomial proportion tests determined if there were differences between observed injury proportions and expected proportions. Twenty-three ground-derived injuries were reported overall. The observed injury proportions occurring in turfgrass quality cold spots [0.52 (95% CI 0.29–0.76)] and soil moisture hot spots [0.43 (95% CI 0.22–0.66)] was significantly higher than expected [0.20 (p?p?相似文献