Constructive Interference: Wikis And Service Learning In The Technical Communication Classroom

Four service-learning projects were conducted in technical communication courses using wikis. Results confirm previous findings that wikis improve collaboration, help develop student expertise, and enact a “writing with the community” service-learning paradigm. However, wikis did not decenter the writing classroom as predicted by previous work. Instructors using wikis to scaffold client projects should calibrate standards for evaluation with students and client, and they may need to encourage clients to stay active on the wiki.     

Emotion regulation and motor performance: an integrated review and proposal of the Temporal Influence Model of Emotion Regulation (TIMER)

ABSTRACT

Adaptive regulation of emotions is imperative for successful sport performance. However, the lion’s share of mainstream emotion regulation (ER) literature is founded on perspectives prioritising mental health, not performance. Consequently, ER strategies are predominantly classified as adaptive or maladaptive based on effectiveness in achieving targeted mental health outcomes. These conventional mental health classifications can catalyse misapplication of ER strategies within sport and other motor performance contexts when (1) ER motives are instrumentally directed towards performance enhancement and (2) Minimal consideration is given to the consequences of ER on the coordination and execution of motor actions. Herein, we review the current state of relevant ER research within and outside of sport contexts. We also present a novel conceptual framework, the Temporal Influence Model of Emotion Regulation (TIMER). TIMER proposes that ER strategies exert distinct, temporally dependent demands upon perceptual-cognitive and motoric resources. These unique regulatory profiles influence subsequent motor performance outcomes. Critically, the degree to which regulatory strategies are appropriate or ideal varies given environmental constraints along with performers’ affective and performance goals. The model includes testable hypotheses to guide theoretical and applied research in the domain of ER within sport and other motor performance contexts.     

Reading Instruction for English Learners in the Middle Grades: a Meta-Analysis

This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades.     

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.     

Short-Term Study-Abroad Experience in Ireland: An Exercise in Cross-Cultural Counseling

International exchanges or study-abroad experiences can have lifelong impacts on students from various disciplines. This article describes the integration of a short-term study-abroad program to Ireland into two socio-cultural courses. The experience also offers course credit for major requirements in two programs. Through this two-week travel experience students are brought into intensive contact with educators, scholars, and community activists in Ireland and Northern Ireland and weigh differences and similarities in the social issues and services among the three countries. While the course is aimed at students in the counseling field, it also appeals to students majoring in criminal justice, sociology, women's studies, international studies, and political science.     

Voices from the Field: Perspectives of U.S. Kinesiology Chairs on Opportunities,Challenges, and the Role of Mentoring in the Chair Position

This study examined perspectives of U.S. collegiate kinesiology department chairs (n = 54/144; 37.5% response rate) relative to: (a) opportunities and most enjoyable aspects of being a department chair, (b) challenges and least enjoyable aspects of being a department chair, and (c) perspectives on mentoring. The majority of participants enjoyed their chair role (90%) and did not aspire to advance in administration (61%). Job-related opportunities included mentoring others, facilitating department success, and leading initiatives (e.g., curricula, policies, and finances). Job-related challenges included a lack of university support, personnel issues, and urgent requests for information. Many had a mentor for a long time (mean = 7.9 ± 7.6 years; range 1 to 28 years), and the majority (71%) did not consider their dean a mentor. Protégés appreciated their mentors’ experience, listening skills, and willingness to share information, advice, and empathy. Results from this study provide helpful information for serving as a kinesiology chair.     

Poverty Experiences of Young Children and the Quality of Their Home Environments

This paper assesses the relative contribution of maternal, household, child, and poverty characteristics to the quality of the home environment. The sample consists of 1,887 children birth to 4 years old from the National Longitudinal Survey of Youth (NLSY). Ordinary least-squares regression is used to explore conceptually distinct aspects of children's poverty experiences. Poverty variables are found to have a statistically significant effect on the quality of the home environment, after controlling for the effects of other variables in the models. Statistically significant interactions among poverty variables are identified. A major finding is that improvements in family income have the strongest effects on the quality of the home environment for children who were born poor or lived much of their lives in poverty. The conclusion emphasizes implications for future research.     

Predictive text entry with PAL and children with learning difficulties

Nine case studies were conducted to evaluate the usefulness of a predictive text entry program within a classroom environment. The program, PAL, was found to be very successful in eight of the cases. For children with poor motor control, the key-saving aspects speeded up text creation. Of even greater significance was the extent to which children with severe spelling problems were helped. They were able to produce much higher quality written work with a substantial reduction in the number of spelling errors. This provided great motivation for the children, and teaching staff commented on their improved confidence and attention span, as well as stimulation of language and vocabulary development. One of the children was on the verge of being classified as a non-reader and, although progress was slow, a significant improvement in the child's work was observed.     

Museums and Indigenous People in Australia: A Review of Previous Possessions,New Obligations: Policies for Museums in Australia and Aboriginal and Torres Strait Islander Peoples

Previous Possessions, New Obligations was launched by Museums Australia Inc. in 1993, the International Year for the World's Indigenous People, as a policy framework to guide the development of relationships between museums in Australia and Indigenous Australians. The policy was based on consultation with Indigenous people to develop protocols, policies and procedures for more sensitive collection management and for including Indigenous people in research and public programs; and to address issues of governance. It expressed the values that would underpin new relationships between museums in Australia and Indigenous Australians. An evaluation of the policy was conducted in 2000 in a collaboration between the Australian Museum Audience Research Centre, Sydney, and Museums Australia Inc., Canberra. The evaluation found that the policy had substantially met its goals, particularly in establishing the primary rights of Indigenous people to control their cultural material in museum collections. However, a range of substantially new issues emerged which require new policy responses and initiatives.