Higher Education Literature Revisited: Citation Patterns Examined

The discourse of the field of higher education is complex, as is its analysis. Citation analysis is means of examining communicative processes. This study investigates citations in the papers of three core journals in higher education, Research in Higher Education, Review of Higher Education, and Journal of Higher Education. The results demonstrate that citation practices have remained relatively stable over time with regard to the format of cited items and the people and sources cited. The consistency applies, even with the electronic availability of a greater amount, and greater diversity, of materials. Some differences from past practices are also presented.     

The outcomes of running a sport camp for children and youth with visual impairments on faculty members’ teaching,research, and service activities: a case study

Abstract

We explored the outcomes of running a sport camp for children and youth with visual impairment on faculty members’ roles. Seven adapted physical activity faculty members were interviewed. Questionnaires and documents were also analyzed and a variety of strategies were employed to ensure the study’s trustworthiness. Regarding the teaching role, disability knowledge and real life examples gave faculty more credibility in conducting their class. As for the research role, the outcomes were not shared by the majority of participants and seemed to rely on aspects such as camp maturity, directors’ aptitudes, and partnerships. In turn, running the camp was a means for faculty members to perform their external service roles. These potential outcomes may become a significant part of the process by which people enact their institutional roles and may serve as a framework for future studies with a more hypothesis-driven approach.     

Demographic profiling of British Olympic equestrian athletes in the twenty-first century

Analyses of the determinants for participation in specific sports have been neglected and the use of demographic profiling in equestrian sports is limited. The aim of this research was to compare demographic profiles of British Olympic equestrian athletes, across and within disciplines, and suggest implications for the national federation’s micro-level athlete development strategy. Data were collected about all Team GB equestrian competitors over the last five Olympic Games. Equestrian sports are not organised by sex segregation, however no female showjumping competitors have represented Team GB in the twenty-first century. Competitors ranged in age over five decades and support the unusual early start-late specialisation paradigm, introduced by the national federation in 2007. Horse ownership is unusual amongst competitors, although it is more common amongst male athletes. The inter-athlete variation and inter-discipline variation these athletes show post challenges to the single development strategy currently in use.     

Does students’ heritage matter in their performance on and perceptions of historical reasoning tasks?

This mixed methods study explores how high school students (N = 35) enrolled in a US charter school with a high Latino/a population perform on and perceive (in terms of interest and relevance) document-based type historical reasoning tasks: one about the Dust Bowl in the 1930s and the other about the experiences of Mexicans and Mexican Americans in the 1920s. Students wrote essay responses and completed perception inventories about the tasks. We also interviewed 10 focal students to delve more deeply into students’ thinking regarding the tasks and their interest levels in the two topics. We scored students’ responses along the criteria of historical claims, substantiation of claims, use of evidence from documents, sourcing of documents and contextualization. Our hypotheses were that students would perform better on, and be more interested in, tasks that were culturally relevant to them. We found that although students did not perform differently on the two tasks overall, students’ perceptions of the tasks differed, with a significantly greater interest in the task about Mexicans and Mexican Americans. We address the complexity of these findings and discuss implications for curriculum and practise.     

What are “Complex Case Discussions” and how do they impact on key-workers?

Previous research has not focussed on defining the abstract, transferable processes which make ongoing consultation successful. This study aimed to explore and define the nature and impact of weekly consultations, or “Complex Case Discussions” (CCDs), with key-workers from two family intervention projects which were facilitated by educational psychologists (EPs) within one local authority (LA). Semi-structured interviews were carried out with key-workers. These were first transcribed and then analysed using thematic analysis. The themes identified fell into three overarching themes: “Process”, “People” and “Impact”. CCDs may lead to a quicker turnaround of families and to more sustainable changes. The key, transferable processes which make CCDs successful and valuable were identified as: time, hypothesising, a tailored approach and questioning assumptions. Due to the small-scale nature of this study, future research may look to apply these principles more widely and evaluate the impact of doing so.     

Approaches to teaching in higher education: the perspective of network analysis using the revised approaches to teaching inventory

Higher Education - Over time, the academics’ approaches to teaching (i.e., content- or learning-focused approach) were intensively studied. Traditionally, studies estimated the shared...