International approaches to the definition,philosophical tenets,and core elements of physical literacy: A scoping review

PROSPECTS - This paper addresses the inadequate understanding of the concept of physical literacy (PL), often originating from complex terminology and philosophical language used in the current...     

Contemporary practices in school psychology: A national survey of roles and referral problems

Eight hundred school psychologists who were members of the National Association of School Psychologists were mailed a survey designed to assess their roles, types of referrals, consultation practices, and crisis team involvement. Three hundred seventy (49%) completed surveys were analyzed. Assessment was the most common role followed distantly by consultation. Academic problems were the most frequent type of referral with reading being the most common concern. Of the behavioral referrals, externalizing problems were more frequent than internalizing concerns. Behavioral consultation was the most common model used but less than half of respondents follow all of the stages. Only forty percent use an evaluative component in consultation. A majority of the informants had some involvement with their schools' crisis team. Implications of these findings for training, professional development, and future roles are discussed. © 2002 Wiley Periodicals, Inc.     

A Little Bit of the Blues: Low-Level Symptoms of Maternal Depression and Classroom Behavior Problems in Preschool Children

Research Findings: The purpose of this study was to examine the relationship between low-level depressive symptoms in mothers and teacher-reported child behavioral outcomes. Participants included 442 low-income mothers of preschool-age children who were screened for maternal depression by their child's preschool teacher. Teacher reports of child behavior problems were collected on a random sample of the children (n = 264). Of mothers screened for depression, 16.7% reported low-level depressive symptoms (below the cutoff on the screener indicating clinically elevated symptoms). Analyses revealed that children of mothers with low-level depressive symptoms had significantly greater problems with externalizing behavior compared to children of mothers with no depressive symptoms. Practice or Policy: Results suggest that children whose mothers experience even low-level depressive symptoms are at risk for problems with behavior, pointing to the need for screening and interventions to address maternal depression at all levels of severity. Early childhood education providers are in an excellent position to support families impacted by symptoms of maternal depression through screening and education, supportive daily interactions, and referrals for services if needed. Teachers can also provide direct support for high-risk children's social and emotional skill development through the provision of sensitive, nurturing care.     

Playing to Draw [for Design]

There is a disconnect for a number of applied design students who utilise drawing from online, published and photographic sources, in the development of design collections. In practice they are engaged with a subject that physically demands the direct use of hands in the making of artefacts, particularly within textile fields. Drawing is at the core of the development of ideas but it is often seen as being different or awkward and can cause anxiety amongst students who may be more focused on the end [designed] result. This article reflects upon the teaching of a drawing class with year two undergraduates on a textiles degree course at a UK university. Rather than relying on that which is readily available (from museums, online content, galleries, archives or trend forecasting sites), students make their own 2D and 3D primary sources from which they develop drawn proposals for textile and surface samples. Does this approach allow fresh visuals, new languages and translations for design to emerge? Will it provide a further level of engagement for those students who already love drawing as well as those who don't (yet)? Data has been drawn from key texts, questionnaires, journals and observations of the work carried out by participating students.     

Practice, instruction and skill acquisition in soccer: challenging tradition

The acquisition of soccer skills is fundamental to our enjoyment of the game and is essential to the attainment of expertise. Players spend most of their time in practice with the intention of improving technical skills. However, there is a lack of scientific research relating to the effective acquisition of soccer skills, especially when compared with the extensive research base on physiological aspects of performance. Current coaching practice is therefore based on tradition, intuition and emulation rather than empirical evidence. The aim of this review is to question some of the popular beliefs that guide current practice and instruction in soccer. Empirical evidence is presented to dispel many of these beliefs as myths, thereby challenging coaches to self-reflect and critically evaluate contemporary doctrine. The review should inform sports scientists and practitioners as to the important role that those interested in skill acquisition can play in enhancing performance at all levels of the game.     

Tutor and student perceptions of what makes an effective distance language teacher

This collaborative research project sought to determine the attributes, skills and expertise/knowledge needed by distance language teachers. The first phase of the project explored tutor perspectives using discussion groups, questionnaires, interviews and a yoked-subject technique. Statements and categories of expertise were identified, elaborated on and refined to produce a taxonomy of teaching expertise. The second phase explored how distance language students viewed the domains of teaching expertise put forward by tutors, and attempted to identify any gaps, differences and points of convergence. Tutor and student views were generally aligned, but differed in emphasis. Issues related to articulation of non-verbal communication, differentiation and empathy with the learner were highlighted. This article argues for the value of enquiring into student and tutor perspectives on teaching expertise, and concludes with implications for linking research and practice and for teacher professional development.     

Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education

While research on and development of evidence‐based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher‐centered systemic reform model as a framework, we explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. Postsecondary chemistry faculty present a unique population for the study because of their role in teaching prerequisite courses, such as general and organic chemistry, which are key to many science major fields. A measure of teacher beliefs and self‐efficacy was administered to a national survey of postsecondary chemistry faculty members. Instructional practices used in a chemistry course were also collected via self‐report. While instructional practices were not directly observed, a cluster analysis of our data mirrors patterns of instructional practices found in observation‐based studies of chemistry faculty. Significant differences are found on teacher thinking and self‐efficacy measures based on enacted instructional practices. Results support the hypothesized connection between beliefs and instructional practice on a larger scale than in previous studies of this relationship, bolstering the evidence for the importance of this relationship over previously criticized results. These results present a call for reform efforts on fostering change from its core, that is, the beliefs of those who ultimately adopt EBIPs. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform.     

Implementation of Ethical Higher Education Marketing

Tertiary Education and Management - With consumerism changing students to customers and teachers to service providers, ever more vulnerable and naïve students enrol and, instead of...     

When We Inquire Into Our Own Practice: An Early Childhood Teacher Research Group

Every day, early childhood teachers confront issues, problems, and concerns in their classrooms. Sometimes they do nothing. Sometimes they use trial and error. Sometimes they go to a workshop or read an article. We have found a way to intentionally and systematically research and answer our own questions and to enrich our own professional development through teacher research. Teacher research provides early childhood educators with a strategy that supports reflective thinking and practice. This article describes the experience of a small group of early childhood teacher researchers. How is it different from other required assessments? How is it different from other professional development?