Decision making in sport: the effect of stimulus-response probability on the performance of a coincidence-anticipation task

The purpose of the present study was to evaluate the quality of a motor response for different levels of expectancy and time constraint, in a two-choice coincidence-anticipation task. The probability of each of the two events likely to be presented were varied across different levels as well as the speed of the stimulus to be intercepted. The results indicated that neither the choice reaction time (CRT) and movement time, nor the performance of coincidence-anticipation were affected by the probability of the stimulus for the low and moderate stimulus speeds. However, when the stimulus traveled at a high speed a trade-off took place. The CRT decreased as the probability of the event increased, whilst the proportion of response initiation errors increased for the low probability events. This trade-off resulted in a better coincidence-anticipation as the probability of the event increased. The results obtained in the present experiment are clearly different from those obtained in a classic CRT-deadline paradigm, in that the trade-off observed between CRT and response initiation errors was far less pronounced in the coincidence-anticipation task. This difference was attributed to the higher negative consequences associated with a response initiation error in a coincidence-anticipation task. It is thus concluded that the tasks used to study the nature of the decision processes taking place in sports and sports-like situations must have some ecological validity to be of some help for the practitioner.     

What Do We Really Know About the edTPA? Research,PACT, and Packaging a Local Teacher Performance Assessment for National Use

This article calls attention to the overreliance on research about the Performance Assessment for California Teachers (PACT)—often labeled edTPA's predecessor—as justification for the edTPA. The article argues that the distinctions between the assessments are too vast to rely on PACT data to support the edTPA, given the localized nature of PACT and the way in which it is scored.     

Teaching multidigit multiplication: combining multiple frameworks to analyse a class episode

This paper provides an analysis of a teaching episode of the multidigit algorithm for multiplication, with a focus on the influence of the teacher’s mathematical knowledge on their teaching. The theoretical framework uses Mathematical Knowledge for Teaching, mathematical pertinence of the teacher and structuration of the milieu in a descending and ascending a priori analysis and an a posteriori analysis. This analysis shows a development of different didactical situations and some links between mathematical knowledge and pertinence. In the conclusion, the contribution of the frameworks from both French and Anglo-American origins is briefly addressed.     

Joint trajectories of behavioral,affective, and cognitive engagement in elementary school

The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth mixture modeling, they identified 5 distinct trajectories of student engagement. Although a large majority of children presented a stable and high level of engagement on the three dimensions over time, more than one third of them showed a lower or changing level of engagement as the years progressed. These students were more likely to be boys and to be perceived by teachers as being less engaged. They also present more learning or behavioral problems and share less positive relationships with teachers. The results support the need to consider group-based differences when designing and adapting prevention and intervention strategies to favor student engagement.     

Collaborative action research through technologically mediated agoras

The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training.     

The use of portfolios to foster professionalism: attributes,outcomes, and recommendations

The main objective of this research was to review the characteristics of portfolios and their outcomes for teaching professionalism to undergraduate medical students. A systematic review on the use of portfolios in teaching professionalism to medical students identified 1257 papers. Of these, 11 articles met all inclusion criteria. According to the papers, the use of portfolios for teaching professionalism shows versatility, supports learning strategies and has the potential to be used in different contexts, including for formative and summative purposes. The weaknesses were based on the artificiality of the reflections, deficient instructions, time-consuming processes and preference among students for other teaching methods. Students complained about feeling that the reflection was ‘forced’, and they tended to write based on social conventions rather than reveal their true thoughts. Reflection is a powerful component of the portfolio, but the method by which it is taught could easily ruin its potential to boost professionalism. Requiring reflection did not ensure its achievement; increased understanding by students regarding how and why they were doing it, the clarity of assessment methods and constructive feedback might strengthen the potential for success. A framework was designed to support faculty members in developing and applying portfolios with a clear and broad view of this teaching strategy.