A comparison of performance and attitudes in mathematics amongst the ‘gifted’. Are boys better at mathematics or do they just think they are?

This paper explores gender differential performance in ‘gifted and talented’ 9‐ and 13‐year‐olds in a mathematics assessment in England. Boys’ and girls’ attitudes to mathematics and their views about which gender is better at mathematics are also considered. The study employs the use of a matched sample of boys and girls so that school, age and previous achievement in mathematics can be controlled whilst exploring performance on World Class Test items. The main result of this research was that there was no significant gender difference in performance for the 9‐ or the 13‐year‐olds. However, attitudinal differences were found, including a seemingly commonly held stereotypical view of mathematics as a boys’ subject. These results are important since the uptake of higher level mathematically‐based courses by girls is poor. Further findings reveal that where ‘gifted’ girls perform as well as ‘gifted’ boys, their confidence in the subject is lower than their performance might suggest. This work is also discussed in the light of related research findings and in relation to stereotype threat theory.     

Sport expertise in perception–action coupling revealed in a visuomotor tracking task

We compared the visuomotor coordination of tennis players with different levels of expertise (Super-Experts, Experts and Non-Experts) in a visuomotor tracking (VMT) task. Participants were asked to track a moving target which could rebound on the sides of a 2D screen. Results indicated that the VMT task allowed the discrimination of expertise. Multiple regression analysis revealed that performance could be explained by the temporal adaptation of participants to rebounds and the number of movement adaptations. Compared to Non-Experts, the Experts had a shorter perturbation time with higher adaptation and regulation. This corresponds to a better perception–action coupling and the predominant use of a prospective control process. Results also indicate that perception–action coupling capacities are transferable to virtual tasks, and allow us to reveal processes of visuomotor coordination that differentiate experts and novices.     

Collection development for new librarians: Advice from the trenches

There are many challenges facing new librarians in the academic environment, including collection development. This article analyzes the topic of collection development and how it relates to new professionals in the field of librarianship. The article contains a literature review of papers discussing the collection development curriculum in library and information science programs, expected skills required of collection development offices, and library training programs for new librarians. The article also provides practical advise by recent graduates and their collection development experiences. Topics of discussion include acclimation to a new environment, collection development policies and procedures, liaison work, resource selection, and time management.     

Synchronous collaboration competencies in web‐conferencing environments – their impact on the learning process

Based on a three‐semester design‐based research study examining learning and teaching in a web‐conferencing environment, this article identifies types of synchronous collaboration competencies and reveals their influence on learning processes. Four levels of online collaborative competencies were observed – operational, interactional, managerial, and design. The relative importance of students and teachers possessing the different levels of competencies depended on the degree of interactivity in the learning designs being applied. Both misunderstandings and misuses impacted on learning and collaborative processes, with misuses occurring more persistently throughout semesters than misunderstandings. The distinction between developing students’ technical skills and their collaborative capabilities is drawn. Strategies for developing each are recommended.