Examining technology integration in middle school STEAM units

ABSTRACT

This research draws on a longitudinal study in which middle school math and science teachers enacted STEAM (science, technology, engineering, art and mathematics) teaching in their classroom after participating in intensive STEAM professional development aimed at increasing effective STEAM teaching. The authors address one important aspect in STEAM teaching, technology integration practices of teachers during instruction, and theorise their work using connected learning theory. Qualitative case study is used to identify and describe technology integration themes which emerged during STEAM instruction. Results suggest 17 of the 21 teachers participating in the study demonstrated technology integration involving one or more areas of instructional approaches, assessment and student use. The research expands what we know about how technology can be integrated in STEAM instruction and suggests ways to capitalise on technology to broaden access and appeal to all students during STEAM instruction.     

Resilience in Community: Relational Learning in a Small Congregational School

ABSTRACT

This case study is an investigation of the teaching and learning of a teacher in the congregational school of which the author was the director, whose classroom practice was strongly reflective of relational learning theory. It explores the pathways through which this teacher was in turn supported in learning and teaching by relationships with peers, supervisors, and teen madrichim in the Relational Learning Community in which the faculty participated. Most significantly, this study examines how such support provided a source of resilience during a period of intense stress and disconnect, and explores the wider implications for teacher growth and retention.     

Developing a measurement tool for assessing physiotherapy students’ self-efficacy: a pilot study

The aim of this research was to determine if self-efficacy can be correlated with prior academic achievement and whether self-efficacy can be an outcome measure of education. A self-efficacy instrument was developed and administered to physiotherapy students following completion of their pre-clinical theory experience. The questionnaire results completed by students regarding their self-efficacy were compared with their pre-clinical theory performance prior to clinical placement. Sixteen third-year physiotherapy students completed and returned the self-efficacy questionnaire. Correlation of the self-efficacy questionnaire results with the students’ pre-clinical grade was undertaken with a statistical correlation of 0.55 found between pre-clinical grade and students’ total self-efficacy score. This indicates that self-efficacy measurement is a possible outcome for educational interventions.     

Crafting an Education Reform Agenda Through Economic Stimulus Policy

The economic stimulus enacted during President Obama's initial weeks included a down payment on his ambitious education reform agenda. By combining short-term policy with reform, the strategy gained his administration three advantages: a discretionary funding source with little Congressional scrutiny; flexibility in pursuing education reform goals without crowding out other policies on his agenda; and the ability to shape the national reform discussion for more than a year, without being constrained by negotiations over a specific piece of legislation. This article details the strategy and discusses whether the Obama administration's political dexterity can be matched by skill in fashioning institutional arrangements to ensure the long-term sustainability of these reforms.     

Intraseason changes in the body composition of collegiate female gymnasts

Body composition measures were collected pre‐, mid‐ and post‐season on a team of eight national‐calibre collegiate women gymnasts to examine intraseason changes. Also analysed were interseason changes using pre‐ and post‐season data on five of the eight subjects during the current and previous year, according to a 2 x 2 (years x tests) analysis of variance repeated‐measures design. Skinfold, circumference and diameter measures were collected with percentage body fat, lean body mass and body density determined by regression equations developed specifically for collegiate female gymnasts.

Intraseason body weight decreased significantly from pre‐ to mid‐season (x = 55.0 and 53.6 kg respectively); but the difference between mid‐ and post‐season (53.9 kg) values was not significant (P>0.05). The majority of the 1.4 kg weight loss occurred during intense pre‐season conditioning and not during the actual season. Percentage body fat, on the other hand, decreased significantly from pre‐to mid‐season and mid‐ to post‐season (x = 21.4%, 17.4% and 13.45% respectively; P<0.0005). Body density increased significantly from pre‐ to mid‐season and mid‐ to post‐season (x = 1.0476, 1.0584 and 1.0681 respectively; P<0.0005). Of the circumference and skinfold values used in calculating percentage body fat and body density, only the skinfold values displayed significant decreases throughout the season.

Interseason analyses revealed no significant changes in any of the dependent measures between seasons, despite consistent trends. There were no significant years x tests interactions and all intraseason changes for two seasons (n = 5) were the same as those found in more detailed analysis of a single season (n = 8) except in the case of weight loss, which was marginally significant (P < 0.046) in the single‐season and not in the dual‐season analysis (P>0.05).

Body composition of these gymnasts changed in many ways within competitive seasons. The most pronounced changes observed were decreases in subcutaneous fat and increases in body density. This study reinforces the need for administrators, coaches and athletes to be concerned with percentage body fat and skinfold measures rather than weight alone when determining if a person is ‘fat’.     

Training Tech Services’ Student Employees Well: Evidence-based Training Techniques in Conjunction with Coaching and Mentoring Strategies

Librarians in higher education who work in technical services must frequently rely on student employees to accomplish tasks previously assigned to professional staff. Hiring, training, managing, and mentoring student workers for the performance of high-level library functions can prove challenging. However, working side-by-side with student employees can be a positive experience when evidence-based training techniques and effective coaching and mentoring strategies are utilized. This article focuses on training techniques integrated with ongoing coaching and mentoring strategies to promote a positive work environment and motivated, successful student employees.