A comparison of methods of observation in preservice teacher training

Summary This study tested the hypothesis that different techniques of classroom observation result in different degrees of learning by teachers-in-training. Specifically, it was predicted that kinescope recordings (prepared in advance) provide a more effective medium of observation than closed-circuit television and that TV observation is in turn more effective than the traditional procedure of direct observation in the classroom. The logical theoretical basis for this hypothesis and the special conditions of experimentation used in this study were elaborated. Measures of two dependent variables were used to test this hypothesis. One measure of the students’ response to these observational techniques, an objective multiple-choice measure of information about methods of teaching, failed to confirm the hypothesis, but did show systematic variation with several other experimental variables. The other measure, an essay examination assessing ability to evaluate an observed classroom lesson critically, revealed strong confirmation of the hypothesis. Several other results emerged. One significant finding indicated that when used by certain instructors, the differential effect of the observational condition can outweigh the very great importance of general scholastic ability as a correlate of gain in learning. Interpretations of these data were made to clarify the role of classroom observation in the teacher training process. This research was supported by a grant from the Educational Media Branch of the U.S. Office of Education.     

Transition club: Facilitating learning, participation and psychological adjustment during the transition to secondary school

The transition from the primary to secondary phase of education has been highlighted as an area of concern for policy makers, educators and researches alike in recent years. In particular, there is evidence to suggest that it is during this crucial phase of compulsory education that many pupils are at risk of becoming marginalized and disaffected — thus, it is a salient topic for consideration in the broader discourse on inclusive education. The current paper reports on the attempts of a secondary school in the north-west of England to facilitate the learning, participation and psychological adjustment of new pupils through an innovative process called Transition Club. Using participant observations, questionnaires and a focus group interview we examined the views of 38 pupils who participated in its pilot. Qualitative content analysis of our dataset indicated that Transition Club was successful in providing pupils with a sense of belonging, helping them to navigate the ‘maze’ of secondary school, and making learning fun. There was also evidence to suggest that pupils who did not participate directly also experienced some of the benefits of the process.     

Implementing community-based comprehensive sexuality education with high-risk youth in a conservative environment: lessons learned

Although comprehensive sexuality education programmes have the potential to improve the sexual health and well-being of young people, many socially conservative rural states in the USA have laws and policies restricting school-based comprehensive sexuality education and supporting abstinence-only education. This paper describes the process of building a community-university partnership to implement a community-based comprehensive sexuality education peer education programme for high-risk young people and presents preliminary findings from a longitudinal evaluation. Through purposive recruitment, the sample included 386 young people (mean age) who were more diverse than the local community. Important university-community partnership components included (1) establishing local connections and legitimacy, (2) adapting and tailoring programmes to meet community context, (3) sustainability planning, and (4) flexibility, persistence, and patience. Building community trust and capitalising on the mutual benefits of community-university partnerships are effective methods of building community sexuality education programming in a conservative environment. Tailoring evidence-based approaches to comprehensive sexuality education in a politically restrictive environment shows promise in improving the sexual and reproductive health of young people.     

Joint coordination when running in minimalist,neutral, and ultra-cushioning shoes

ABSTRACT

Ultra-cushioning (ULTRA) shoes are new to the running shoe market. Several studies have evaluated kinematics and kinetics while running in ULTRA shoes, however it remains unknown how such shoes influence joint coordination. Therefore, the purpose of this study was to evaluate lower extremity coordination and coordination variability when running in minimalist (MIN), traditional (NEUT) and ULTRA shoes. Fifteen runners ran for ten minutes in each shoe type. Coordination patterns and coordination variability were assessed for rearfoot-tibia, rearfoot-knee, and tibia-knee couplings using a modified vector coding method during early, mid, and late stance periods. During late stance ULTRA shoes resulted in more antiphase coordination than MIN (p =.036) or NEUT (p =.047) shoes and less in-phase coordination than MIN (p =.048) or NEUT (p =.013) shoes. During late stance there was also more proximal phase rearfoot-knee coordination in ULTRA shoes than in either MIN (p =.039) or NEUT (p =.005) shoes and less in-phase coordination in ULTRA shoes than in NEUT shoes (p =.006). There were no differences in coordination variability between shoes during any phase. The differences in coordination may have implications for tissue loading and injury development when running in ULTRA shoes..