The influence of discussion groups in a case-based learning environment

The common practice of using discussion groups during case-based learning makes the role of discussion important in these learning environments. However, little empirical research has been done to investigate the influence of discussion on performance and motivation in case-based learning. The purpose of this article is to present the results of a study conducted to examine the role of discussion groups in a case-based environment. College students completed two cases either individually or in small discussion groups. Measures included two case analyses, an attitude survey, time on task, and document analysis. Results revealed significant performance and time differences between instructional methods on the first case, but not on the second case. In addition, results indicated significant differences in student attitudes between treatments. Overall, participants who worked in groups liked their method significantly better than those who worked alone, felt they learned more working in a group than they would have working alone, and expressed a preference for working in a group if they had to do the class over again. Implications for implementing case-based learning and future research are discussed. Anna E. Flynn is Vice President and NAPM Associate Professor with the National Association of Purchasing Management.     

Exploring the Usefulness of the Monsen Problem‐solving Framework for Applied Practitioners

This paper explores the reflections of practising educational psychologists on the usefulness of a framework used in training for the role of educational psychologist. The Monsen problem‐solving framework is taught on the M.Sc. Educational Psychology Programme at Strathclyde University. The framework aims to support learning in the processes of conceptualising complex and ill‐defined problems and in subsequently developing effective interventions. It offers systematic steps to help structure, organise and analyse the complexities of problems in a coherent way, facilitating understanding and transparency of processes for both psychologists and clients. How effective is the training device in ensuring that problems are understood and addressed in practice? Does the framework influence or shape the work of the fully‐fledged practitioner? The present study indicates that the Monsen framework is perceived to be highly effective in some executive areas and that these aspects transfer well to applied practice. However there is less transferability in those aspects relating more directly to psychological theory and thinking, in particular the formulation of hypotheses and the sharing of the problem dynamics with stakeholders. Respondents describe the limitations of the model in the contexts of collaborative working, time management and competing theories and frameworks. These issues are discussed in relation to professional practice and accountability. It is proposed that the advantages of using the Monsen model may be even clearer if the role of psychological theory is more fully articulated within the framework.     

Heart rates of high school physical education students during team sports, individual sports, and fitness activities

This study examined how activity type influenced heart rates and time spent in target heart rate zones of high school students participating in physical education classes. Significantly higher average heart rates existed for fitness (142 +/- 24 beats per minute [bpm]) compared to team (118 +/- 24 bpm) or individual (114 +/- 18) activities. Similar results occurred for the percentage of activity time spent within a target heart rate zone (fitness 81.7 +/- 15.9%, individual 68.4 +/- 30.5%, and team 60.6 +/- 30.5%). Boys attained higher heart rates during team activities, while female students had higher rates during individual activities indicating male and female adolescents respond differently to activity types. The highest mean heart rates were observed during fitness activities.     

Dialogic spaces: a critical policy development perspective of educational leadership qualifications

The critical exploration of policy development processes employed to construct leadership qualifications is the focus of this inquiry. This exploration is made through specific application of the necessary conditions of Habermasian ‘practical discourse’ to current dialogic procedures used to develop policies for principal, supervisory officer and teacher leadership qualifications. This exploratory inquiry illuminates current means of policy development and the enhancements required for the embodiment of the idealizing conditions of practical discourse. Situating practical discourse within policy development practices for educational leadership also broaches the broader question of establishing a suitable moral epistemology for educational institutions in pluralist societies. As such, the current inquiry represents an important step in the progress of educational governance with relevant implications for all regulatory institutions charged with the task of creating policy guidelines that shape educational leadership practices across highly diverse and culturally rich societies.     

Skating

Technical evaluation in the sport of figure skating is characterized by a subjective marking system. Figure skating judges are responsible for quickly and accurately discerning the quality of technical elements as well as assigning a score to the overall aesthetic appearance of a performance. Traditionally, overall placement marks are assigned for the entire performance; however, the landing of a jump is widely acknowledged as one of the most critical elements of a skater's program. Therefore, our aims were to identify the biomechanical variables that contribute to technical success in executing landings and to establish whether landings rated as biomechanically optimal are also awarded high technical merit scores by judges. Ten nationally ranked competitive figure skaters were asked to execute on‐ice, double and triple revolution jumps and to try to land the jumps void of technical faults within a calibrated space. Data were collected at 60 Hz using standard three‐dimensional videography. Data reduction was done using the APAS system (Ariel Dynamics Inc). Concurrently, videotapes were viewed and evaluated by 42 accredited judges to determine the perceived technical quality of the landing performances. Judges were asked to evaluate the landing phase of each jump against a landing criteria document. A comparative criteria model was developed to facilitate an assessment of excellence in landing performances through both empirical and subjective analyses. Results of these analyses were twofold: a biomechanical profile of on‐ice landings was obtained, and on‐ice jump landing strategies rated by empirical evaluations were in agreement with judge's perceptions of the same performances.