What a Difference the Community Makes: Zero Tolerance Policy Interpretation and Implementation

The implementation of zero tolerance policies raises important questions. In this article we explore how zero tolerance policies are interpreted, implemented, and enforced differently in urban, rural, and suburban districts, and how this results in unequal numbers of expulsions and suspensions. Using a policy analysis framework, we explored how administrators from economically and culturally distinct communities developed an understanding of zero tolerance policy. In some cases, administrators modified the policy to meet the needs and culture of their districts, while in other situations, administrators adhered to the policy as written. The varying interpretations allowed some children to remain in school for particular offenses while other children were expelled immediately for similar infractions. Our data show that this policy adversely impacts a disproportionately higher number of students color in urban school districts.     

Creativity and inspiration for problem solving in engineering education

Problem solving is a critical skill for engineering students and essential to development of creativity and innovativeness. Essential to such learning is an ease of communication and allowing students to address the issues at hand via the terminology, attitudes, humor and empathy, which is inherent to their frame of mind as novices, without the attempt to have to be the expert. Deep learning of scientific fact can be facilitated by using non-conventional tools for teaching, learning and presentation such as drama, video, posters, model making and other similar means. It may be time to break free of the PowerPoint tradition to generate successful approaches for establishing student engagement and maintaining such engagement.     

Knowledge management in a small knowledge intensive organisation: research design process at the Cochrane Child Health Field

At the Cochrane Child Health Field, we embarked on a complex project to develop short one-page clinical summaries of health evidence to answer questions posed by paediatricians. Subsequently, our priority was to test these ‘Clinical Answers’ (CAs) to ensure that our product was meeting their needs. This paper provides a reflection of the process of developing a research design to evaluate the CAs format, particularly focusing on the process of partnership. Schön's concept of reflection-on-action is used as a framework.     

The effect of short-duration sprint interval exercise on plasma postprandial triacylglycerol levels in young men

Abstract

It is well established that regular exercise can reduce the risk of cardiovascular disease, although the most time-efficient exercise protocol to confer benefits has yet to be established. The aim of the current study was to determine the effects of short-duration sprint interval exercise on postprandial triacylglycerol. Fifteen healthy male participants completed two 2 day trials. On day 1, participants rested (control) or carried out twenty 6 s sprints, interspersed with 24 s recovery (sprint interval exercise – 14 min for total exercise session). On day 2, participants consumed a high-fat meal for breakfast with blood samples collected at baseline, 2 h and 4 h. Gas exchange was also measured at these time points. On day 2 of control and sprint interval exercise trials, there were no differences (P < 0.05) between trials in plasma glucose, triacylglycerol, insulin or respiratory exchange ratio (RER). The area under the curve for plasma triacylglycerol was 7.67 ± 2.37 mmol · l^–1.4 h^–1 in the control trial and 7.26 ± 2.49 mmol · l^–1.4 h^–1 in the sprint interval exercise trial. Although the sprint exercise protocol employed had no significant effect on postprandial triacylglycerol, there was a clear variability in responses that warrants further investigation.     

Characterising programme‐level assessment environments that support learning

This article outlines a methodology for characterising features of programme‐level assessment environments so that the relationship between features of the assessment environment and students’ learning response can be studied. The methodology was developed through the detailed case study of nine undergraduate degree programmes: one in each of three contrasting discipline areas in each of three contrasting universities. Each case study involved examination of course documentation, interviews with academics and interviews with students, following which each degree programme was coded in relation to a range of features of the assessment environment, such as the proportion of marks derived from examinations and the volume and timeliness of feedback on assignments. Programmes were found to differ profoundly in terms of variables that are known to have implications for student‐learning processes. They also differed widely in the extent to which they illustrated the application of conventional wisdom about curriculum design, embodied in national quality assurance guidelines and the Bologna Agreement. Programmes were found to have either a high volume of summative assessment or a high volume of formative‐only assessment, but never both at the same time. Programmes also differed in the mechanisms used to make goals and standards clear, having either highly explicit curriculum design or high volumes of written and oral feedback, but never both at the same time. The findings suggest that there are distinctive programme‐level assessment environments that operate in quite different ways despite all programmes studied being subject to the same quality assurance code of practice.     

What’s Yours is Mine: An Investigation of Current Copyright Policies of Education Journals

This research investigated the current copyright policies of 21 education journals published by academic societies, universities and university presses, and commercial publishers. For the sample I chose only journals with a copyright policy on the journal or publisher web site, and I then analyzed the content of the policies in order to answer three research questions. (1) What is the nature of copyright for education journals? (2) What evidence exists for the adoption of various copyright innovations (e.g., use of Creative Commons, shared copyright)? (3) Is innovation widespread or limited to certain types of journals? The findings indicate that 16 journals (76%) had traditional “transfer of copyright” policies. However, five journals (24%) offered a range of innovations, including shared copyright, author-retained copyright, first publication rights, and use of Creative Commons licensing.     

Establishing empirical links between high school assessments and college outcomes: An essential requirement for college readiness interpretations

As states evaluate whether they should continue with their current assessment program or adopt next-generation college readiness assessments, it is important to ascertain the degree to which current high school assessments can be used for college readiness interpretations. In this study, we examined the ability of a state assessment to serve as an indicator of college readiness. Empirical evidence is presented summarizing relationships between performance on the standards-based high school assessment and performance in college. Benchmarks were set on the Reading, Mathematics, and Science tests by linking assessment scores directly to grades in college courses. The accuracy of the benchmarks was similar to that of a traditional college admission test. Students who met the college readiness benchmarks earned higher grades in general education college courses and had higher first-year college grade point averages. Implications for states and other stakeholders are discussed.     

Development of 1-mile walk tests to estimate aerobic fitness in children

To examine the reliability and validity of 1-mile walk tests for estimation of aerobic fitness (VO_2max) in 10- to 13-year-old children and to cross-validate previously published equations. Participants (n = 61) walked 1-mile on two different days. Self-reported physical activity, demographic variables, and aerobic fitness were used in multiple regression analyses. Eight models were developed with various combinations of predictors. The recommended model for fitness testing in schools was: VO_2max = 120.702 + (4.114 × Sex [F = 0, M = 1]) – (2.918 × 1-mile Walk Time [min]) – (2.841 × Age), R = .73, standard error of estimate = 6.36 mL·kg^?1·min^?1. Cross-validation of previously published equations demonstrated lower correlations with measured VO_2max than the newly developed walk tests. Evidence of reliability and validity for 1-mile walk tests to estimate VO_2max in young children was provided. The model that included 1-mile walk time, age, and sex may be appropriate for youth fitness testing in physical education, particularly for unmotivated or overweight young children.