Further evidence for teacher knowledge: supporting struggling readers in grades three through five

We report the results of a study with 30 teachers designed to examine the effects of teacher knowledge on the achievement of struggling readers. We worked with teachers of grades three, four, and five during a 10-day intervention focused on literacy instruction and related linguistic knowledge, and we assessed their students’ learning across the year. Hierarchical models of student outcomes indicated that lower-performing students in intervention classrooms showed significantly higher levels of performance at year end on all literacy measures, compared with their peers in control classrooms (n = 140). In addition, teacher’s linguistic knowledge was related to improved student performance, regardless of condition. Additional analyses including all students (n = 718) indicated that benefits for the lower performing students in intervention classrooms were shared by their classmates, but to a more limited extent.     

Preschool Math Exposure in Private Center-Based Care and Low-SES Children’s Math Development

Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private centers, resulting in a sample of 288 children nested within 73 preschool classrooms. Classroom observations were conducted for 150 min during fall and winter of the preschool year using a time sampling method. Preschoolers were exposed to an average daily amount of 2 min (range = 0–23) of math exposure. Hierarchical linear models were run to examine associations between math exposure and math achievement. Children’s exposure to math activities significantly and positively predicted their spring math scores, but associations between math exposure and math scores were stronger for children with lower initial cognitive abilities and self-regulation skills. Practice or Policy: Our findings revealed generally low levels of math instruction occurring in private child care centers primarily serving low-SES children. Even limited exposure to math activities predicted children’s math skills, however, which highlights the importance of math content in these settings.     

“There’s More Than One Right Path to The Destination”: Does Degree Type Make a Difference in Police Recruiting?

Each year colleges and universities market criminology and criminal justice programs to potential applicants by suggesting these programs offer a uniquely tailored path for those seeking entry into a policing career. Despite such claims, little empirical research exists to suggest that degree content is a factor in influencing recruitment outcomes. In this paper, we present results from an ongoing, exploratory study into pre-recruitment education to show that program content—in this case, a criminology or criminal justice diploma or degree—has generally little influence on how police agencies evaluate a potential applicant. Drawing on interviews with thirty-two (n = 32) police recruiters and senior officers from police services across the province of Ontario in Canada, we show that, while many agencies prefer candidates with degrees, criminology and criminal justice degree holders are not privileged in the recruiting process over those applicants from other disciplines.     

Solution Stories: A Narrative Study of How Teachers Support Children’s Problem Solving

Young children’s self-regulation and problem-solving skills are significant predictors of school success. While early childhood educators shape the development of these skills, providing effective and timely assistance can be challenging. Drawing on complementary theories of Vygotsky, Pekrun, and Lerner, this article chronicles the instructional approaches and strategies employed by one team of teachers to support preschool children’s solutions to complex functional and social problems in the classroom. Findings from this narrative study highlight the focal teachers’ use of modeling, mindful language, and other proactive strategies to develop students’ problem-solving skills and foster independence. In an age of results-focused education, this article argues for the importance of cultivating intentional teacher pedagogies that build young children’s autonomy and efficacy by working through problems, as opposed to seeking resolution only. In so doing, this study elucidates the value of these intuitive and often nuanced aspects of early childhood educators’ classroom practices.     

Public Pedagogy and Social Justice in Arts Education

In this article we explore examples of public pedagogical actions and interventions, reading them through a social justice education framework lens. In our discussion we start with definitions of social justice, public pedagogy and case study methodologies. Then, we look at a variety of international examples to highlight the pervasiveness of public pedagogical opportunities in visual culture that include a festival, an individual, a citywide symposium, an online community, a cultural group and a museum exhibition. They are divided into three categories based on social justice principles suggested by Ayers et al. and later interpreted by Dewhurst: (1) Public pedagogy and social justice is rooted in people's experiences: Fiesta del Señor de Choquekillka: Ollantaytambo, Peru and Janet Weight Reed – an artist's public pedagogy utilising social media; (2) Public pedagogy and social justice is a process of reflection and action together: Ideas City Festival and the Vlogbrothers; (3) Public pedagogy and social justice seeks to dismantle systems of inequality to create a more humane society: CULTURUNNERS and sh[OUT]: Lesbian, Gay, Bisexual, Transgender and Intersex art and culture. It is our hope that in looking more closely at these international examples of public pedagogy and social justice education that the power of such alternative sites of learning is apparent and encourages further interventions and investigations in such spaces of inquiry.     

LGBTQ parents’ experiences of community youth sport: Change your forms,change your (hetero) norms

This interpretive study sought to critically examine lesbian, gay, bisexual, transgender, or queer (LGBTQ) parents’ experiences of community organized youth sport. Using a constant comparative method of data analysis, the authors examined perspectives of participants from Australia, Canada, and the United States. Three emergent themes best reflected the parents’ experiences: (a) anticipating sexual stigma and finding accepting communities; (b) confronting assumptions of heterosexuality; and (c) educating but not flag waving. Emphasis is placed on the parents intersecting social identities and notions of privilege (e.g., socio-economic resources and the ability to live in socially progressive areas), and how it altered their experiences within the community youth sport context. The findings call attention to the responsibility of youth sport organisations to create a climate of social change through inclusive language, behaviours, and program design.     

Overuse wrist injuries in young athletes: What do sports physicians consider important signals and functional limitations?

This study’s objective was to collect items from experienced sports physicians, relating to the presence and severity of overuse wrist injuries in young athletes, for developing a measurement instrument for signals of overuse wrist injury. Seven Dutch elite sports physicians involved in guidance and treatment of young athletes in wrist-loading sports (gymnastics, tennis, judo, field hockey, volleyball and rowing) participated in a focus group. They discussed signals and limitations related to overuse wrist injuries in young athletes. Data were coded and categorised into signals and limitations with subcategories, using an inductive approach. Of the resulting 61 signals and limitations in nineteen (sub)categories, 20 were considered important, forming a comprehensive item set for identifying overuse wrist injury in young athletes. Signals such as pain, “click”, crepitations, swelling and limited range of motion were marked useful for early identification of overuse wrist injury. Limitations in movement and performance were considered indicative of severe overuse injury but less relevant for initial injury identification. The focus group provided 17 important signals and 3 important limitations indicative of overuse wrist injury. These provide the basis for a valid measurement instrument for identifying overuse wrist injury in young athletes, with equal emphasis on pain and on other symptoms.     

Sex differences in postprandial lipaemia after acute high-intensity interval running in young people

Acute exercise reduces postprandial triacylglycerol concentrations ([TAG]) in boys and girls; however, it is not known whether between-sex differences exist in response to exercise. Fifteen boys (mean(SD): 11.8(0.4) years) and sixteen girls (12.1(0.7) years) completed two, 2-day conditions. On day 1, participants rested (CON) or completed 10 × 1 min high-intensity interval runs at 100% maximal aerobic speed with 1 min recovery (HIIR). On day 2, participants consumed a standardised breakfast and lunch over a 6.5-h period during which seven capillary blood samples were collected. Based on ratios of the geometric means (95% CI for ratios), fasting [TAG] was 32% lower in boys than girls (?44 to ?18%, ES = 1.31, P < 0.001), and 12% lower after HIIR than CON (?18 to ?5%, ES = 0.42, P = 0.003); the magnitude of reduction was not significantly different between the sexes (8% (ES = 0.36) vs. 15% (ES = 0.47), respectively; P = 0.29). The total area under the [TAG] versus time curve was 27% lower in boys than girls (?40 to ?10%, ES = 1.02, P = 0.005), and 10% lower after HIIR than CON (?16 to ?5%, ES = 0.36, P = 0.001); the magnitude of reduction was similar between the sexes (11% (ES = 0.43) vs. 10% (ES = 0.31), respectively; P = 0.87). The small-moderate reduction in postprandial [TAG] after HIIR was similar between the sexes.     

A cross-national comparison of international strategies: global citizenship and the advancement of national competitiveness

This paper examines national-level strategies concerning internationalisation of education and the extent to which global citizenship is deployed in their discourse. We focus on a cross-national comparison of selected internationalisation strategies in Australia, Canada, Ireland, the UK and the USA, all countries with highly developed economies and a relatively high proportion of the market share of international students. We draw on a thematic textual analysis and the use of corpus technologies to explore the framing of discourses and language use in each strategy. Our comparative analysis of national strategies highlights a dominant approach to international education that is primarily competitive in its orientation, with national interest as the key driver. This cross-national comparison also revealed considerable variation in framing of strategic internationalisation on a discourse level. Based on findings, we argue that internationalisation strategies limit the possibilities of advancing central tenets of global citizenship.     

Taking stock and effecting change: curriculum evaluation through a review of course syllabi

A multi-disciplinary academic unit at a Canadian university completed an evaluation of course syllabi used in its undergraduate programmes over the previous five years. This paper examines the reasons for the evaluation, the processes employed to collect and analyse the data, and how the results will be incorporated into the next steps of the overall curricula reform planned within the unit. The evaluation focused on the unit’s adherence to departmental and university policies, course reading materials, experiential learning opportunities, forms of assessments (e.g. types and weighting of assignments), learning outcomes and instructor-specific policies (e.g. group work expectations, late assignments). While a summary of the results of the evaluation are provided herein, these are meant to highlight the administrative and curricular benefits and uses of the data, rather than an analysis and discussion of the results themselves.