Teacher Contracts and Staff Development on Pupil‐Free‐Days

Sex bias in the curriculum is a relatively recent concern of the educational establishment. In 1975 the Sex Discrimination Act established the principle of equal access to educational facilities and equality of treatment for girls and boys. In the same year the HMI catalogued the sexually differentiated curriculum of girls and boys in Education Survey 21 and this surprisingly enlightened pamphlet thrust the issue onto the mainstream educational agenda. Up to that point sexual inequity in education had tended to be perceived as the prerogative of the teaching profession (overwhelmingly female but with few women in senior posts) and the particular promotion prospects of women teachers. The passing of the Sex Discrimination Act has done little to remedy the promotion prospects of women teachers, and in education generally the issue has moved beyond the realm of curricular access and into the less clearly charted territory of sexual differentiation: attention needs to be directed less to the examined curriculum patterns accessible to anyone willing to plough their way through the yearly statistics issued by the Department of Education and Science and focused more on the subtle processes through which girls' and boys' aspirations and expectations are shaped. Examination outcomes are convenient proof that ‘equal access’ has merely ensured that the educational experience of boys and girls continues to differ. This article, then, attempts to address some of the schooling processes as well as the curricular patterns.     

The socially skilled teacher and the development of tacit knowledge

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify ‘bad’ responses, but there was little difference in relation to the identification of ‘good’ responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed.     

Gamers and gaming context: Relationships to critical thinking

Gaming is purported to hold promise for education, in part, because it is thought to develop 21st century skills such as critical thinking. To date, there has been a dearth of generalisable research investigating the relationship between gaming and critical thinking. Results of a survey of 121 adults found that gamers and non‐gamers do not differ significantly on critical thinking dispositions. However, gamers who play strategy games scored higher on actively open‐minded thinking than did other types of gamers. In addition, low compared with high involvement in the gaming community was associated with higher open‐minded thinking. Implications for educators and for further research are discussed.     

Rapid serial naming and reading ability: the role of lexical access

Rapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely that any shared variance between these two formats can be attributed to similar lexical access demands. The present study examined whether there remained any variance in reading ability that could be uniquely explained by the rapid naming task while controlling for isolated naming. Structural equation modeling was used to examine these relations within the context of the phonological processing model. Results indicated that serial naming uniquely predicted reading, and the relation was stronger with isolated naming controlled for, suggesting that isolated naming functioned as a suppressor variable in the relation of serial naming with reading.     

Removing Judgement: Discussing BDSM in Adult Sexuality Education

With increasing cultural attention to kink and BDSM (Bondage/Discipline, Dominance/Submission, and Sadism/Masochism), it is more important than ever for sexuality educators to teach these topics with respect and acceptance. Many depictions of BDSM in the media are deliberately shocking. With limited resources and research surrounding the topic, it can be difficult for educators to not fall into the same trap. This paper discusses the impact of the shock-culture surrounding BDSM and offers suggestions for combating it in the classroom via implementing a combination of affective and cognitive learning.     

“I think I can,but I'm afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency

This study investigated the role of self-efficacy beliefs, mathematics anxiety, and working memory capacity in problem-solving accuracy, response time, and efficiency (the ratio of problem-solving accuracy to response time). Pre-service teachers completed a mathematics anxiety inventory measuring cognitive and affective dispositions for mathematics, before completing an operation span task to measure working memory capacity, rating self-efficacy for mental multiplication, and then solved computer-based multiplication problems at two complexity levels. A simultaneous regression design was used to assess the unique variance associated with each variable. There were two new findings; the differential role of self-efficacy on response time and efficiency, and the potential compensatory relationship between self-efficacy and mathematics anxiety related to efficiency outcomes. Educational implications and suggestions for future research were proposed.     

Enhancing Socio-technical Governance: Targeting Inequality in Innovation Through Inclusivity Mainstreaming

Socio-technical governance has been of long-standing interest to science and technology studies and science policy studies. Recent calls for midstream modulation direct attention to a more complicated model of innovation, and a new place for social scientists to intervene in research, design and development. This paper develops and expands this earlier work to demonstrate how a suite of concepts from science and technology studies and innovation studies can be used as a heuristic tool to conduct real-time evaluation and reflection during the process of innovation – upstream, midstream, and downstream. The result of this new protocol is inclusivity mainstreaming: determining if and how marginalized peoples and perspectives are being maximally incorporated into the model of innovation, while highlighting common problems of inequality that need to be addressed.

     

The influence of isometric preload on power expressed during bench press in strength-trained men

The purpose of this study was to compare the power expressed during the bench press exercise in resistance-trained men following different pre-activation conditions. Twenty-two trained men (age 24.1?±?1.7 years, height 178.6?±?6.1?cm, body mass 81.1?±?10.6?kg) completed a maximal effort bench press (1-RM) test (100.0?kg?±?8.1?kg). In a subsequent assessment, each participant performed concentric bench press movements with loads of 20%, 30%, 40% and 50% of their 1-RM preceded by either a concentric contraction (CC), a low isometric preload (LIP; 70% 1-RM) or a high isometric preload (HIP; 100% 1-RM) conditions. All movements were performed in a Smith machine with a settable quick-release device. Participants performed all three conditions in randomized fashion. Results indicated that power outputs during the bench press exercise following HIP were significantly (p?<?0.05) greater than CC at 20% 1-RM (+9%), 30% 1-RM (+16%) and 40% 1-RM (+14%), and LIP at 20% 1-RM (+4%), 30% 1-RM (+20%) and 40% 1-RM (+15%). No differences were found between conditions at 50% 1-RM. Area under the force–power curve with HIP was greater (p?<?0.05) than with CC and LIP. In conclusion, results of this study indicate that the use of a HIP (100% 1-RM) in trained participants results in significantly greater power output during the concentric phase of a multi-joint exercise when compared to standard concentric movement.     

Comparison of performance on process- and product-oriented assessments of fundamental motor skills across childhood

Process-oriented motor competence (MC) assessments evaluate how a movement is performed. Product-oriented assessments evaluate the outcome of a movement. Determining the concurrent validity of process and product assessments is important to address the predictive utility of motor competence for health. The current study aimed to: (1) compare process and product assessments of the standing long jump, hop and throw across age groups and (2) determine the capacity of process assessments to classify levels of MC. Participants included 170 children classified into three age groups: 4–5, 7–8 and 10–11 years old. Participants’ skills were examined concurrently using three process assessments ((Test of Gross Motor Development-2nd edition [TGMD-2]), Get Skilled; Get Active, and developmental sequences) and one product measure (throw speed, jump and hop distance). Results indicate moderate to strong correlations between (1) process assessments across skills and age groups (r range = .37–70) and (2) process and product assessments across skills and age groups (r range = .26–.88). In general, sensitivity to detect advanced skill level is lowest for TGMD-2 and highest for developmental sequences for all three skills. The use of process and product assessments is suggested to comprehensively capture levels of MC in human movement.