Promoting and recognising excellence in the supervision of research students: an evidence‐based framework

One issue universities face is the need to demonstrate excellence in postgraduate research supervision at the individual, faculty and university level. While poor supervision might become obvious over time, with grievances, withdrawals and poor completion times and rates, this paper focuses specifically on identifying and demonstrating supervisory excellence. Currently, the amount and range of evidence used to support claims of supervisory excellence tends to be limited, leaving supervisors, faculties and institutions in a position where demonstrating excellence remains difficult. This paper proposes two inter‐dependent ideas which, considered together, help to redress this problem. The first is a ‘map’ for the collection and use of evidence of supervisory excellence. The second is a ‘template’ for a ‘supervisory excellence report’. The ‘map’ details the organisational elements, uses of data, and data types which can be considered. The ‘report’ explains one simple and potent way to organise and present these data for multiple purposes. Together they constitute a much‐needed framework for promoting and recognising excellence in the supervision of research students.     

Relationships of hip abductor strength,neuromuscular control,and hip width to femoral length ratio with peak hip adduction angle in healthy female runners

ABSTRACT

A large peak hip adduction angle during running is a risk factor for several overuse injuries in women. The purpose of this study was to determine if female runners with a large peak hip adduction angle have differences in eccentric hip abductor muscle strength, hip neuromuscular control, and/or hip width to femoral length ratio (HW:FL) compared to those with a small angle. Hip adduction during running, hip strength, hip control, and HW:FL were measured in sixty healthy female runners (1.66 ± 0.06 m; 63.2 ± 8.3 kg; 27 ± 6 years). Data from twenty runners with the largest and twenty with the smallest peak hip adduction angles were analysed. Between-group differences in hip strength, control, and HW:FL were determined using independent t-tests (p < 0.05). Variables that were significantly different between groups were entered into a regression model. Runners in both groups had similar hip strength (p = 0.90) and control (p = 0.65). HW:FL was greater in the large peak angle group (p = 0.04), but only explained a small amount of peak hip adduction angle variance for all sixty runners (R² = 0.05). Alarge peak hip adduction angle in some healthy female runners may simply be instinctive as there were no deficiencies in the strength or neuromuscular control constructs assessed.     

Perceptions of School and Aspirations of Rural Students with Learning Disabilities and Their Nondisabled Peers

This study examined the school perceptions and educational aspirations of 6,599 rural high school students, a sample that included 428 students with learning disabilities (LD). Regardless of disability status, rural high school students who had negative perceptions of school had less well‐defined postsecondary educational plans and less often aspired to complete college or pursue an advanced degree. Compared to nondisabled youth, rural students with LD were more likely to have negative perceptions of school and lower postsecondary aspirations. However, students with LD who had positive perceptions of school more often planned to pursue postsecondary education and aspired to complete college or an advanced degree. Implications for research and interventions pertaining to the educational attainment of students with LD are discussed.     

Early development among dual language learners: The roles of language use at home,maternal immigration,country of origin,and socio-demographic variables

Using nationally representative data from the ECLS-B, we examined children's outcomes and growth from 9 to 65 months as a function of language used in the home at 24 months (English only n = 7300; English and another language n = 1500; other language only n = 400). We also examined whether demographic variables moderated the effects of DLL status in predicting child outcomes. Results revealed substantial variation within the DLL population within and across language groups in immigration status, heritage country, child outcomes, and family socioeconomic risk. DLL status was associated with differential outcomes, gains over time, and processes in complex ways. Maternal birth outside of the U.S., child gender, and parental education moderated relations between home language and child outcomes. Use of the heritage language at home served as a protective factor for children of immigrant families for a few outcomes. Gender and parental education were more strongly associated with child outcomes among English-speaking households than among DLLs.     

A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior

The present study examined the pattern of association(s) over time between (a) knowledge of and observational skills in identifying teacher–child interactions, and (b) observed behavior in the domain of instructional interaction for 405 preschool teachers enrolled in a professional development study. Teacher's knowledge/observational skills and observed instructional support behaviors with children were assessed in the fall and spring over a two-year period. During this time, the teachers were also randomized into a college course focused on interactions, then re-randomized into a coaching intervention, also focused on instructional interaction. Cross-lagged analyses suggest that prior observed behavior was the stronger predictor of change in both knowledge/observation skills and in later observed behavior, and that both the course and the coaching interventions contributed to improvements in teachers observed instructional support behavior. Mediational analyses of the course effects indicated longer-term impact on observed instructional behavior were through immediate impacts on those same behaviors, whereas long-term impacts on knowledge were through immediate impacts on both observed instructional behavior and knowledge. The results have implications for the design, delivery, and focus of professional development for early childhood educators.