Underlying Consumer-Valuing Structures of Baby Boomers as Older Adults in Community Colleges: A Grounded Theory

The purpose of this study was to present a grounded theory that fills in gaps in the higher education literature on the concept of educational consumer value and perceptions that support consumer value. Specifically, this study focuses on the learning experiences of Baby Boomers (40–60 year old adults) as older adult students attending community colleges. This study examines value as a factor in the consumer behavior of these students. An understanding of Baby Boomer consumer behavior, the processes which drive this behavior, and the aging Baby Boomers' potential as continuously returning learners, could help develop programs and marketing plans for community colleges interested in attracting and retaining the Baby Boomer market.     

How does leadership affect student achievement? Results from a national US survey

Using survey responses from a national sample of US teachers, this paper provides insight into 2 questions: (1) Do 3 specific attributes of leadership behavior – the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement – affect teachers' work with each other and their classroom practices? and (2) Do the behaviors of school leaders contribute to student achievement? We tie this investigation of school leader behaviors to 2 additional factors that have also received increasing attention in research because they have been shown to be related to student achievement: professional community and the quality of classroom instruction. Our analysis provides an empirical test of the notion that leadership variables are positively related to student learning. It also suggests that both shared and instructionally focused leadership are complementary approaches for improving schools.     

The Contest of Faculties: On Discerning the Politics of Social Engagement in the Academy

McLuhan: Hot and Cool. Edited by Gerald Emanuel Stearn. New York: Dial, 1967; pp. xxii+312. $6.95.

Politics and Television. By Kurt Lang and Gladys Engel Lang. Chicago: Quadrangle, 1968; pp. 315. $6.95.

The Image Candidates: American Politics in the Age of Television. By Gene Wyckoff. New York: MacMillan, 1968; pp. xiv+274. $6.95.     

Understanding Students' Motivation in Sport and Physical Education: From the Expectancy-Value Model and Self-Efficacy Theory Perspectives

In this article, the roles of individuals' expectancy beliefs and incentives (i.e., task value, outcome expectancy) in sport and physical education are examined from expectancy-value model and self-efficacy theory perspectives. Overviews of the two theoretical frameworks and the conceptual and measurement issues are provided, followed by a review of developmental and gender/racial differences and the influences of sport and physical education on children's motivational beliefs.     

BACKGROUND AND TRAINING OF TEACHERS IN JEWISH SCHOOLS: CURRENT STATUS AND LEVERS FOR CHANGE

Abstract

This paper presents a secondary analysis of data from a survey of teachers in the Jewish schools of three communities. Previous findings had shown that only 19% of teachers have professional training in both Jewish content areas and in the field of education, and despite incomplete professional backgrounds, little professional growth was required of teachers. What can be done to enhance and expand professional growth activities for teachers in Jewish schools? Analyses reported in this paper examine three possible “levers” for changing standards for professional growth: state licensing requirements for pre‐schools, state requirements for continuing education among professionally‐trained teachers, and community incentives for training of supplementary school teachers. Results indicate that pre‐school teachers in state‐licensed pre‐schools and supplementary school teachers who were paid for meeting a professional growth standard reported that they were required to attend more in‐service workshops, compared to other teachers who were not subject to these conditions. In addition, standards for the quantity of in‐service were higher among teachers who have stronger Judaic backgrounds and who are committed to a career in Jewish education.     

COLLEGE AND THE TRAINING OF TEACHERS

In 1970 teachers in 39 schools reported how they organized their classrooms. Seven years later teachers in these same schools were invited to take part in a follow‐up survey. The results showed that no dramatic shifts in classroom organizational policy had occurred. Overall there was no evidence of further innovation nor of a swing back to traditional methods. However, there were a number of small changes which hinted at various subtle shifts and counterbalances in teachers' organizational strategies.     

Learning Through Case Comparisons: A Meta-Analytic Review

Over the past 20 years, there has been much research on how people learn from case comparisons. This work has implemented comparison activities in a variety of different ways across a wide range of laboratory and classroom contexts. In an effort to assess the overall effectiveness of case comparisons across this diversity of implementation and contexts and to explore what variables might moderate learning outcomes, we conducted a meta-analysis of 57 experiments with 336 tests. Random effects analyses of the 336 tests revealed that case comparison activities commonly led to greater learning outcomes than other forms of case study including sequential, single case, and nonanalogous, as well as traditional instruction and control (d = .50), 95% CI [.44, .56]. Of 15 potential moderators, four variables were found to reliably moderate the effectiveness of case comparisons: the objective of the comparison, the presentation of a principle, the content, and the lag between the comparison and testing. Asking learners to find similarities between cases, providing principles after the comparisons, using perceptual content, and testing learners immediately are all associated with greater learning. We conclude with a discussion of the theoretical and practical implications of these results for cognitive theory and classroom practice.     

The biomechanical difference between running with traditional and 3D printed orthoses

ABSTRACT

Running-related injuries have been associated with excessive foot pronation and high vertical loading rates. Traditional plaster-molded (TPM) foot orthoses are commonly prescribed to minimize these atypical biomechanical patterns. Recently, 3D printed (3DP) orthoses have become popular, yet the functional difference between these two types of orthoses remains unknown. Therefore, this study compared running biomechanics and perceived comfort during treadmill running in three orthotic conditions: 3DP orthoses, TPM orthoses, and a no-orthoses control condition (CON). Thirteen female asymptomatic runners with excessive foot pronation were recruited. Rearfoot eversion angle and velocity (at initial contact and peak) during stance, vertical loading rates, and perceived comfort were compared. Results showed lower peak rearfoot eversion angles during running with TPM (p=0.001, d=0.38) or 3DP orthoses (p=0.002, d=0.24) than CON. No differences were observed in other biomechanical parameters among the three conditions (p>0.05). Running with TPM (p≤0.001, d=1.74–1.82) and 3DP orthoses (p<0.003, d=1.06–1.34) resulted in better perceived comfort in “medial-lateral control” and “heel cushioning” than CON. There were no statistical differences in all parameters between TPM and 3DP orthoses. The present findings indicate improved comfort during running with TPM or 3DP orthoses, which hinted 3DP orthoses could be a viable alternative to TPM orthoses for clinical practice.     

“...If I Had a Choice,I Would....” A Feminist Poststructuralist Perspective on Girls in Physical Education

A significant number of studies evidence girls' lack of participation in physical education. This study used feminist poststructuralism to examine the ways in which high school girls participated in or resisted physical education. Using qualitative research methods, researchers collected field notes, informal interviews, and formal interviews with the teacher and 15 female students. In contrast to previous studies, girls in this study enjoyed and valued physical activity. As active agents, they chose to participate in or resist specific physical activities through their negotiations of gender relations. Physical education classes emerged as a contested terrain in which girls supported the notion of equal opportunity in physical activity but perceived limits on their choices in physical education as compared to male peers.