How to create an action learning environment that makes self and social awareness business-like

Promoting open reflection and exploration on group dynamics is delicate work and is often considered ‘not very business-like’ in a business context. How to approach this work is a constant balance and struggle for action learning practitioners. In this account of practice, we present central elements in our action learning framework – Action Lab^® – where the design builds on Business Driven Action Learning. We share core ideas and assumptions behind our action learning approach, which is informed by a systems psychodynamic understanding of groups. This account of practice aims at sharing and discussing ideas and distinctive work modes for creating double awareness – i.e. how to maintain a balanced awareness of task and process and how to increase self and social awareness – in a performance-driven business contexts.     

How to improve argumentation comprehension in university students: experimental test of a training approach

Instructional Science - The ability to comprehend informal arguments is essential for scientific literacy but students often lack structural knowledge about these arguments, especially when the...     

Achievement Outcomes Among High School Graduates in College and Career Readiness Programs of Study

This study investigated the relationships between completing the high school portion of a college- and career-preparatory program of study and high school achievement outcomes in a large urban district in the West. Programs of study are secondary-to-postsecondary educational programs mandated by the federal legislation (Perkins IV) governing career and technical education (CTE) in the United States. At graduation, 49.5% of students in the sample who began a program of study had completed their programs. Using multiple regression models, we compared graduates who completed a program of study (hereafter POS completers) to graduates who completed a number of CTE courses in a specific occupational area (CTE concentrators), and to graduates who may have taken a CTE course or two during high school but were neither POS completers nor CTE concentrators (All Others). POS completers were more likely to (a) have a higher overall GPA, (b) have a higher CTE GPA, and (c) earn more STEM (science, technology, engineering, and mathematics) credits than All Other students. Compared with CTE concentrators, POS completers were more likely to (a) have a higher overall GPA and (b) earn more STEM credits. Qualitative data describe contextual elements of programs of study as offered in West District that could explain these results. Study results suggest that districts should consider implementing career-themed programs such as programs of study that enhance their existing college- and career-readiness initiatives. We also call for further study of the postsecondary and labor market outcomes associated with programs of study in order to generate a clearer picture of their potential to increase academic and technical achievement and promote successful student transitions to higher education and the workplace.     

THE EFFECT OF ACADEMIC FACTORS ON TRANSFER STUDENT PERSISTENCE AND GRADUATION: A COMMUNITY COLLEGE TO LIBERAL ARTS COLLEGE CASE STUDY

Critics contend that enrollment in a community college lessens the likelihood that a student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number of studies have examined personal, demographic, and environmental characteristics that influence the academic performance of community college transfer students. This research has included characteristics that are not readily available to admissions representatives at four‐year institutions, and studies have not considered the private, liberal arts college as the senior institution.

The purpose of this study was to identify easily ascertainable characteristics that occur prior to transfer and to assess the relationship of these characteristics to persistence and baccalaureate attainment at a private, liberal arts college. Two academic factors related to persistence and graduation were included in the methodology: completion of the associate (AA) degree and community college grade point average (GPA) The subjects for the study were 200 students who completed the AA degree and transferred from one of three community colleges to a private, liberal arts college over a 5‐year period.

Results indicated that whereas completion of the AA degree resulted in a higher persistence/graduation rate, completion of the AA degree with a community college GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to that of native students.     

Physical,physiological, and technical demands of national netball umpires at different competition levels

ABSTRACT

To compare demands of national netball umpires between levels of competition, 22 Netball New Zealand high-performance umpires participated in this investigation. These included from highest to lowest standard: 9 × semi-professional ANZ Championships (ANZC); 6 × National A Squad (NZA); and 7 × National Development Squad (DEV). Physical (global positioning system tri-axial accelerometry), physiological (heart rate) and technical (video analysis) demands were determined for 48 (16 per group) umpire match performances. Level of competition had no significant effect on physical or mean physiological demands. However, ANZC umpires spent a lower proportion of time at low heart rates compared to DEV, and a greater proportion of time at high, rather than moderate, heart rates compared to NZA. Compared to lower standard umpires, ANZC spent lesser proportions of time standing but greater proportions of time walking backwards and sideways, and turning to change direction. Furthermore, ANZC umpires spent lower proportions of time jogging, but greater proportions of time sprinting compared to DEV. Finally, ANZC umpires spent longer mean durations than DEV on the goal third side line. As such, the difference in demands experienced by national netball umpires between levels of competition is more technical than physical or physiological.     

Museums and Technology: Being Inclusive Helps Accessibility for All

This paper explores accessibility issues for museums in the context of growing dependence on technology. The background of these issues is described, along with the evolution from physical access to digital access—for example, via the Web—and, increasingly, mobile technology. The authors are people with different disabilities and they describe personal experiences, giving a sense of the various barriers and benefits that are involved. The aim of this paper is to provide museums with a disabled person's point of view, which could help in inspiring improvements for the future. Often the task is one of understanding as much as financial constraints, since many solutions can be implemented at little additional cost.     

Using the iPad as a tool to support literacy instruction

The purpose of this case study was to examine how iPads could be integrated into literacy instruction in a fourth-grade classroom in ways consistent with new conceptions of literacy and in ways that transform traditional literacy instruction by supporting readers in creating multimodal responses to reading. Results indicate that several features of the iPad support literacy instruction, a context in which both traditional literacy skills and new literacies must be taught. Data analysis revealed the following four themes that characterise the ways in which classroom instruction was supported by integrating iPads: (1) choosing new ways to communicate a message; (2) detailed work and revision; (3) spontaneous collaboration and (4) student interest and attention to the tasks. Results indicate that features of the iPad may provide a simplified path to integrating technology into literacy instruction.