A Behind‐the‐Scenes Guide to School‐Based Research

Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools.     

Influence of using challenging tasks in biology classrooms on students’ cognitive knowledge structure: an empirical video study

Empirical analysis of secondary biology classrooms revealed that, on average, 68% of teaching time in Germany revolved around processing tasks. Quality of instruction can thus be assessed by analyzing the quality of tasks used in classroom discourse. This quasi-experimental study analyzed how teachers used tasks in 38 videotaped biology lessons pertaining to the topic ‘blood and circulatory system’. Two fundamental characteristics used to analyze tasks include: (1) required cognitive level of processing (e.g. low level information processing: repetiition, summary, define, classify and high level information processing: interpret-analyze data, formulate hypothesis, etc.) and (2) complexity of task content (e.g. if tasks require use of factual, linking or concept level content). Additionally, students’ cognitive knowledge structure about the topic ‘blood and circulatory system’ was measured using student-drawn concept maps (N?=?970 students). Finally, linear multilevel models were created with high-level cognitive processing tasks and higher content complexity tasks as class-level predictors and students’ prior knowledge, students’ interest in biology, and students’ interest in biology activities as control covariates. Results showed a positive influence of high-level cognitive processing tasks (β?=?0.07; p?.01) on students’ cognitive knowledge structure. However, there was no observed effect of higher content complexity tasks on students’ cognitive knowledge structure. Presented findings encourage the use of high-level cognitive processing tasks in biology instruction.     

A strategic approach to developing e-learning capability for healthcare

Objectives: This article examines a strategic approach to developing e‐learning capability to enhance learning opportunities for the workforce of a healthcare organization. Emphasis is given to the procurement of a bespoke Managed Learning Environment (MLE). Strategic organizational issues impacting on future e‐learning developments are considered. Methods: The 2‐year implementation plan was evaluated through a two phase external research project. The first phase focused on the effectiveness of a training programme designed to build capacity for e‐learning within the Northern area and also included a virtual learning environment usability study which informed the MLE specification. The second phase evaluation is ongoing during 2005 and interim findings are presented. Results: The MLE has been piloted and on‐line learning packages have been acquired. There has been a phased take‐up of e‐learning opportunities and e‐tutor training. Some virtual Communities of Practice have been established. Key organizational issues have been identified and ongoing findings are informing strategic planning. Conclusions: The healthcare MLE is offering enhanced learning opportunities and assisting area healthcare providers in training their dispersed workforces. Blended learning strategies are most successful. The need for protected time for e‐learning is a key issue, financial savings are available. Progress has been slowed by identified organizational constraints—the MLE's benefits are widely recognized.     

Do ankle braces provide similar effects on ankle biomechanical variables in subjects with and without chronic ankle instability during landing?

PurposeThe purpose of this study was to examine effects of a sport version of a semi-rigid ankle brace (Element?) and a soft ankle brace (ASO) on ankle biomechanics and ground reaction forces (GRFs) during a drop landing activity in subjects with chronic ankle instability (CAI) compared to healthy subjects with no history of CAI.MethodsTen healthy subjects and 10 subjects who had multiple ankle sprains participated in the study as the control and unstable subjects, respectively. The CAI subjects were age, body mass index and gender matched with the control subjects. The arch index and ankle functions of the subjects were measured in a subject screening session. During the biomechanical test session, participants performed five trials of drop landing from 0.6 m, wearing no brace (NB), Element? brace and ASO brace. Simultaneous recording of three-dimensional kinematic (240 Hz) and GRF (1200 Hz) data were performed.ResultsThe CAI subjects had lower ankle functional survey scores. The arch index and deformity results showed greater arch deformity of Element? against a static load than in NB and ASO due to greater initial arch position held by the brace. CAI participants had greater eversion velocity than healthy controls. The ASO brace reduced the first peak vertical GRF whereas Element? increased 2nd peak vertical GRF. Element? brace reduced eversion range of motion (ROM) and peak eversion velocity compared to NB and ASO. In addition, Element? reduced dorsiflexion ROM and increased peak plantarflexion moment compared to NB and ASO.ConclusionResults of static arch measurements and dynamic ankle motion suggest that the restrictions offered by both braces are in part due to more dorsiflexed ankle positions at contact, and higher initial arch position and stiffer ankle for Element?.     

Exploring the effects of a 14 week person-centred counselling intervention with learning disabled children

Abstract

This study evaluates the effects of a person-centred counselling intervention on the learning disabled child's self-concept. The participants are children who attend a London borough school for moderate learning difficulties. The study is qualitative and incorporates two parts: (1) practitioner research via a 14 week person-centred counselling intervention; (2) exploration of teachers’ views of the child's self-concept via a pre- and post-intervention questionnaire. The study used person-centred art therapy as an adjunct to counselling. A projective technique was used to measure the child's self-concept.Three out of four child participants indicated an improved self-concept. However, only one out of four teachers’ questionnaires indicated a positive movement within the child. This article explores the difficulties encountered as well as highlighting positive paths, and supposes that the results support carrying out this research project over an extended period and with a larger research group.