Teachers' reports of student misbehavior in physical education

Classroom management, and, more specifically, the management of student behavior, is an essential skill for and central concern of physical education teachers. Surprisingly little information is known, however about the specific nature of student behaviors that might negatively affect the class environment. The purpose of this study was to examine teachers' reports of student behaviors that may create management issues in physical education classes. Over 300 teachers representing a range of grade levels and school contexts completed a survey related to the frequency of potentially negative student behaviors. Many types of misbehaviors were reported, but the most common were mild. Teachers' reports varied by sex, years of teaching experience, and school context.     

Education as Citizenship: Appropriating a new social space

This article presents a reflection on teaching and curriculum which promotes citizenship education and raises the issue of the purpose of higher education. I embrace a concept of education as action and reflection upon a world in order to change it - or as bell hooks calls it, education as a practice of freedom. I argue for the need to conceptualise students first as citizens, then as employable graduates. My experience involved a shift in focus from what is taught and an emphasis on examinations and essays, to how and what students learn and the process of learning. The article argues, however, that teaching and learning which attempts to balance tensions between values of the market-place and values of education as a practice of citizenship requires more than better teaching and assessment: it requires broader institutional support to be truly effective.     

Instructional design approaches for improving a course in productivity and work measurement

This article explores the teaching styles of the professor, learning styles of the students, characteristics of the students, comparisons of Pearson's correlation coefficients between student grades earned in the course versus their cumulative grade point averages, and factors to consider for future Web‐enhanced courses. The objectives of the course were to develop students' understanding of productivity and work measurement. It also explored the ability to understand and apply systems thinking and innovative planning for the purpose of improving personal productivity, the productivity of other people, and the productivity of systems and organizations.     

A Drop in the Bucket: Randomized Controlled Trials Testing Reading and Math Interventions

The purpose of this study was to determine the proportion of empirical studies published in the last 5 years in a sample of special education peer‐reviewed journals that (1) assessed the effects of reading and math interventions with group designs and (2) used random assignment to treatment conditions to test those interventions. A hand search of articles from the Journal of Special Education, Exceptional Children, Learning Disabilities Research & Practice, the Journal of Learning Disabilities, and School Psychology Review yielded 806 relevant articles, of which 5.46 percent tested a reading or math intervention using a group design and 4.22 percent used random assignment. These findings indicate that randomized experimental designs, which offer the highest level of evidence of an intervention's efficacy, are underrepresented in the literature, at least in the area of reading and math interventions.     

Rats do show primacy and recency effects in memory for lists of spatial locations: A reply to Gaffan

It has been demonstrated that rats display both primacy and recency effects in list-learning experiments for both item- and order-recognition memory for spatial location information. Contrary to a suggestion made by Gaffan (1992) that previous demonstrations of primacy effects in rats are not valid due to statistical and methodological problems, we show that (1) it is not likely that our results are due to experimenter bias and/or nonindependence of trials, (2) primacy and recency effects are obtained whether or not one uses a training criterion, and (3) when many of the published reports from our laboratory are combined, the number of subjects and trials are sufficient to evaluate the validity of primacy and recency effects in list-learning experiments.