A Systematic Review of Barriers and Facilitators of Disability Disclosure and Accommodations for Youth in Post-Secondary Education

This review critically appraised the literature on disability disclosure and accommodations for youth with disabilities in post-secondary education (PSE). Systematic searches of 8 databases identified 36 studies meeting our inclusion criteria. These studies were analysed with respect to the characteristics of the participants, methodology, results of the studies and quality of evidence. Five thousand, one hundred and seventy four participants (mean age 26.4) were represented across six countries. Barriers to disability disclosure and requests for accommodations in PSE included stigma, discrimination, lack of knowledge of supports and how to access them, type of course and instructor, coping styles, and nature of the disability. Facilitators included supports and resources, coping and self-advocacy skills, mentorship, and realising the benefits of disclosure. Factors affecting the process and timing of disability disclosure in PSE included the type of disability, and mode of disclosure. There was a lack of consensus on the timing of disclosure.     

The influence of Cardan rotation sequence on angular orientation data for the lower limb in the soccer kick

Abstract

The influence of the Cardan rotation sequence on the orientation angles for joints is well known but has not been explored for dynamic sports movements. The purpose of this study is to establish the influence of Cardan rotation sequence on the orientation angles of the ankle, knee, and hip of the support leg and pelvis during dynamic sports movements, typified by a maximal instep kick in soccer. We found that: (a) the X (flexion/extension) axis rotations provide data that are robust for any sequence used other than the YXZ sequence, although the Y (abduction/adduction) and Z (internal/external) axes rotations are variable in both shape and offset magnitude; (b) the preferred rotation sequence is either XYZ or XZY for dynamic sports movements, although for the soccer kick the XYZ rotation sequence has been widely used and so this is recommended as a standard; and (c) most uncertainties exist in the Y and Z axes and are most apparent at the beginning of the movement. Where uncertainty exists in identifying Y and Z axes orientations, the integrated angular velocity may be considered as an alternative to determine the relative changes in segment orientation.     

A Comparison of Knowledge Obsolescence of Graduating Seniors and Practitioners in the Field of Physical Education

Abstract

The issue of defining and measuring professional obsolescence among physical educators is examined through a comparison of the current knowledge base of graduating physical education seniors and physical education practitioners in Pennsylvania. In a previous study, the “Inventory of Recent Knowledge in Physical Education,” a 260-item sample of current knowledge as defined by content experts was developed by the authors and administered by mail to the population of 2,737 male professional members of the public school districts' departments of physical education in Pennsylvania. In the present study, results from the first study were compared with those from an administration of the same instrument to 462 female and male physical education majors graduating from nine Pennsylvania higher education institutions. Both studies employed multiple-matrix procedures for item-person sampling and data analysis. An analysis of the results for both groups showed essentially similar performance profiles on the Inventory. Average scores of the two groups tended to be low and neither met preestablished minimum standards for defining up-to-date or nonobsolete performance. These results point to a clear conflict between what experts think up-to-date persons in the field of physical education should know and the knowledge performance of practitioners and students.     

Instructional Climates in Preschool Children Who Are At-Risk. Part II

In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with the Pictorial Scale of Perceived Competence and Social Acceptance. A significant Treatment × Time interaction (p < .001) was present, supporting that MMC participants reported significantly higher PPC scores over time, while no positive changes were present in LA and comparison participants. The results show that an MMC leads to psychological benefits related to achievement motivation. These findings should encourage early childhood educators to consider the effect of instructional climates on children's self-perception.     

The FTSE-British Olympic Association Initiative: A resource dependence perspective

The Financial Times Stock Exchange (FTSE)-British Olympic Association (BOA) Initiative, a partnership scheme initiated in 2007 between a number of FTSE 100 companies and Olympic National Governing Bodies (NGBs) in the UK, seeks to improve the effectiveness of the Olympic NGBs delivery and subsequent performance through the provision of support in-kind from the corporate partner. The paper uses resource dependency theory to analyse the partnerships within the Initiative, focusing primarily on the operation and benefits of those partnerships from the perspective of the Olympic NGBs. Despite being the less powerful party in the partnership, the NGBs are able to use the partnerships to acquire critical resources. While the benefits received by the companies are softer and more social in nature, nevertheless they demonstrate mutual dependency between the partners. This knowledge provides an incentive for NGBs to engage in co-optation and constraint activities as a way to strengthen the dependency relationships and protect their position.     

The development, validation, and applicability of The Personnel Evaluation Standards

Michigan State UniversityAir Force Human Resources Laboratory     

Investigating the impact of NAPLAN on student,parent and teacher emotional distress in independent schools

Concerns have been raised about the impact Australia’s national standardised testing, the National Assessment Program-Literacy and Numeracy (NAPLAN), has upon the well-being of students, parents and teachers. To date, research evidence is unclear as to the level and extent of emotional distress experienced by stakeholders during testing. Despite an unclear evidence base, the prevailing view is that NAPLAN has a general negative impact upon stakeholder well-being. In a pilot study that surveyed all stakeholder groups across 11 independent schools in Western Australia, we found evidence of a minimal impact from the testing. We also found evidence for a small positive association between student and parent distress during testing, and a moderate positive association between parent and teacher distress during testing and their estimations regarding how NAPLAN impacts other people. Our results are not consistent with the prevailing view that NAPLAN has a broad negative impact on well-being, and highlights the need for further research to inform debates about the usefulness and impact of NAPLAN testing.     

Assessing institutional performance in higher education: a managerial perspective

Although many institutions are expending considerable effort in attempts to assess institutional performance and to utilize the results in improving performance, there are many impediments to the success of these endeavours. These include conceptual problems with the notion of institutional performance, inadequacies in the current measurement techniques and judgement procedures, and the mis-match between the results produced and management's information requirements. Institutional management in higher education has unique characteristics which give rise to particular information needs. The existing approaches to institutional evaluation vary in their ability to provide information meeting management's requirements.     

The ‘Problem’ of the Female Pupil Teacher: constructions,conflict and control 1860‐1910

This paper highlights just one aspect of the highly gendered nature of nineteenth century pupil teaching and focuses on how the female pupil teacher was constructed as a ‘problem’. The paper consists of two broad sections and draws extensively upon the experience of female pupil teachers who attended pupil teacher centres during the school board period. First, to set the scene and contextualise the ‘problem’, a brief account of the feminisation of teaching and what this meant for the female pupil teacher and pupil teaching in general is explored, with particular reference to the complexities of female pupil teachers’ working life and the issue of mixed centre organisation. Secondly, there follows an analysis of how attempts were made to solve or contain the perceived ‘problem’ of the female pupil teacher through the simultaneous exercise of: moral control; protection and concern with physical and mental well‐being; moulding through the medium of ‘healthful recreation’.