Analytical attractions and the techno-continuum: Conceptualising data obsessions and consequences in elite sport

The proliferation of sports science and technological innovation within performance settings has precipitated the generation of increasing volumes of data to aid athletes. Copious data production has also perpetuated the privileging of scientific information, and a ‘thirst’ for ‘more data’ as an unproblematic ‘truth’. Of significance is not merely the use of technology for the production of data-for-data's sake, or the utility of data for a greater cause (e.g. the good of the team), but the quest for personalised data for individual athletes to be analysed, and reflected upon ad nauseam. Furthering scholarship on disciplining bodies, we argue that increased technological consumption, and the related excessive quantification of athletes’ bodies via data production, adds further insecurity into performance sports work. Finally, attention is given to the cultural step-change new techno-dispositions may now present.     

Teachers’ role and attitudes concerning ADHD medication: A qualitative analysis

The increased use of Attention Deficit/Hyperactivity Disorder (ADHD) medication by children has led to growing concerns. In a previous study, we found that many of the teachers that were interviewed about ADHD spontaneously associated ADHD with medication. The present study is a qualitative reanalysis of what precisely these 30 primary school teachers had spontaneously said about medication in our previous semi‐structured interviews on ADHD. Almost all respondents had experience with pupils taking ADHD medication. The majority of spontaneously mentions medication as the treatment of ADHD. Attitudes towards ADHD medication use by pupils are mainly ambivalent, but more positive than negative effects of medication are reported. However, what teachers say about ADHD medication is often not based on sound information; their attitudes tend to be formed by personal experiences rather than founded on professional and scientific sources. We conclude from our analysis that it will be in the interest of reducing the number of children on ADHD medication that teachers have good access to verified and up‐to‐date information on ADHD and medication so that they are better supported in making evidence‐based pedagogical judgments.     

Navigating individual and collective notions of teacher wellbeing as a complex phenomenon shaped by national context

In an era of globalisation (Spring 2008), wellbeing no longer can be explored within one’s own national borders, but necessitates cultivating shared international understandings to maintain healthy twenty-first-century classrooms. This literature review across Chinese and English international publications contends that understanding wellbeing entails more thoughtful global discussions examining wellness as a personal commodity and shared societal experience. This paper initiates explorations of teacher wellbeing as an individual and collective phenomenon that includes teacher autonomy, goal orientation, professional efficacy, personal health and positive collegial relationships, institutional recognition/support and professional development opportunities. This review suggests teachers in Western and Chinese contexts may benefit from unique forms of support to balance and reconcile individual and collective aspects of teacher wellbeing. Teachers across contexts must have professional opportunity and incentives for engaging in autonomous practice supported by professional collaboration and development.     

Predicting individual differences in reading comprehension: a twin study

We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the “Simple View” of reading.     

Naturally Acquired Mentoring Relationships and Young Adult Outcomes Among Adolescents with Learning Disabilities

We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self‐esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self‐esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self‐esteem and no differences in high school completion rates. Future research should include more in‐depth, objective assessments of youths’ learning disabilities, consideration of interactions with concurrent risk factors, and efforts to clarify optimal strategies for mentoring support of YLD.     

‘We need a woman,we need a black woman’: gender,race, and identity taxation in the academy

In 1994, Amado Padilla used the phrase ‘cultural taxation’ to describe the extra burden of service responsibilities placed upon minority faculty members because of their racial or ethnic background. In this paper, we expand upon Padilla's work and introduce the concept of ‘identity taxation’ to encompass how other marginalised social identities (such as gender, race and gender, and sexual orientation) may result in additional non-academic service commitments for certain faculty. Using qualitative interviews with faculty members at a large, public university in the Midwest, we examine identity taxation involving gender and the intersection of gender and race to demonstrate how women faculty (in general) and women of colour (specifically) feel their gender and racial group memberships influence their experiences in academia.     

Computer use within a play-based early years curriculum

Early years curricula promote learning through play and in addition emphasise the development of computer literacy. Previous research, however, has described that teachers feel unprepared to integrate Information and Communication Technology (ICT) and play. Also, whereas research has suggested that effective computer use in the early years is associated with adult direction, further research suggests adult presence can inhibit play and reduce children's engagement. Focusing on 12 settings following the Welsh play-based Foundation Phase, this paper explores teachers' experiences of integrating computer use into classroom practice, children's levels of engagement with computer activities and how playful children perceive computer use to be. Teachers confidently delivered a variety of computing experiences. Children consistently rated these activities as play regardless of adult presence and demonstrated moderate to high levels of engagement. Findings and the features of observed practice are discussed in relation to the teachers' role as a play partner and the successful co-construction of the play-based curriculum.     

Further developing the library curriculum: skills for life delivery

This feature discusses how the library curriculum was developed at Plymouth Hospitals NHS Trust Library Service to aid the delivery of Skills for Life. In particular, the feature describes how, through collaboration with learndirect, literacy and numeracy skills were embedded into the broader library and information skills training programme. The article reports on how the programme resulted in the provision of qualifications and skills development opportunities to NHS staff, and an increase in the NHS library profile.     

Assessing the Benefits of Content Notes Enhancements for Digital Audio Resources

Our library has previously investigated the potential impact the addition of contents notes on circulation. In a subsequent study, we found contents notes were the second metadata element most heavily linked to circulation (title was first). Since there has been a marked decline in the use of print resources at our library and a corresponding increase in digital resources, we wanted to know if the addition of contents notes to records for online streaming audio files would result in a similar increase in usage. After enhancing the records, we tracked usage for a period of three months.     

Impact of question-answering tasks on search processes and reading comprehension

This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns.