Towards Treating Chemistry Teacher Candidates as Human

This research inquiry investigates the factors influencing chemistry teacher candidates’ development during their extended practica in the second and final year of an After-Degree Bachelor of Education at a university in central Canada. A variety of data sources are used to identify the risk and protective factors impeding and contributing to the achievement of their chemistry pedagogical aspirations. Two theoretical frameworks, both having their origins in the pioneering work of Kurt Lewin, are used to conceptualize how a complex amalgam of personal attribute and environmental factors and the interplay among these factors influence teacher candidate developmental trajectories. The tenets of both Bronfenbrenner’s bioecological model and Learning Environment research provide insights into how the factors influencing teacher candidate development can be understood and systematically documented to provide a template for reflective consideration of the practicum experience for both teacher candidates and those involved in fostering the development of chemistry teacher candidates.

A clinical model for treatment of dyslexia

Children with moderate learning disabilities often fail to qualify for special education programs in public schools, but are ill-suited for placement in private schools concerned with the severely disabled. Parents of such children may place their hopes in the promises of private teachers or clinics. Yet the quality of services provided in the private sector varies widely. This paper describes a model program against which parents and private service providers can measure the strengths and weaknesses of the programs they are concerned with. The model places special emphasis on thorough evaluation, frequent reevaluation, staff accountability, program flexibility, and recognition of the parents’ role in the child’s education.     

Validity of proximity sensor-based wear-time detection using the ActiGraph GT9X

Our study investigated the performance of proximity sensor-based wear-time detection using the GT9X under laboratory and free-living settings. Fifty-two volunteers (23.2 ± 3.8 y; 23.2 ± 3.7 kg/m²) participated in either a laboratory or free-living protocol. Lab participants wore and removed a wrist-worn GT9X on 3–5 occasions during a 3-hour directly observed activity protocol. The 2-day free-living protocol used an independent temperature sensor and self-report as the reference to determine if wrist and hip-worn GT9X accurately determined wear (i.e., sensitivity) and non-wear (i.e., specificity). Free-living estimates of wear/non-wear were also compared to Troiano 2007 and Choi 2012 wear/non-wear algorithms. In lab, sensitivity and specificity of the wrist-worn GT9X in detecting total minutes of wear-on and off was 93% and 49%, respectively. The GT9X detected wear-off more often than wear-on, but with a greater margin of error (4.8 ± 11.6 vs. 1.4 ± 1.4 min). In the free-living protocol, wrist and hip-worn GT9X’s yielded sensitivity and specificity of 72 and 90% and 84 and 92%, respectively. GT9X estimations had inferior sensitivity but superior specificity to Troiano 2007 and Choi 2012 algorithms. Due to inaccuracies, it may not be advisable to singularly use the proximity-sensor-based wear-time detection method to detect wear-time.     

Preserving digital scholarship: the future is now

The Cedars project in the UK has been set up to explore some of the issues associated with archiving of digital materials and to make recommendations to libraries about preserving digital materials. Cedars, which is led by the Consortium of University Research Libraries (CURL), is funded as part of the Electronic Libraries Programme (eLib) by the Joint Information Systems Committee of the Higher Education Funding Councils.     

Feasibility,acceptability, and potential efficacy of a childcare-based intervention to reduce sitting time among pre-schoolers: A pilot randomised controlled trial

The aim of this study was to test the feasibility, acceptability and potential efficacy of a childcare-based intervention to reduce total and prolonged sitting time in pre-schoolers. Four centres and 115 pre-schoolers (44 % boys; 4.1y) participated in a 3-month, 2-arm pilot cluster randomised controlled trial. Feasibility and acceptability were assessed through observations and semi-structured interviews. Sitting time, and breaks and bouts of sitting during childcare were assessed using an activPAL accelerometer over a one-week period at pre- and post-test (12wks). EF (inhibition, working memory and shifting) was assessed using the Early Years Toolbox. Intervention fidelity was high for both intervention centres (77 % vs 70 %) and educators reacted positively to the intervention. Proportion of sitting time per day reduced significantly at post-test in both intervention (?5.3%/day,[2.13, 8.50]) and control centres (?6.45 %,[4.20, 8.71]), resulting in a non- significant between-group difference (p = 0.51[2.4, 4.9]). EF scores did not significantly differ between groups (p > 0.05). Modifications to the childcare environment to reducing sitting, particularly the standing workstations, were feasible and acceptable to educators and children. No differences in sitting time between groups were seen; additional changes and longer-term trials are needed to reduce sitting time in pre-schoolers.     

The impact of rewards within communities of practice: a study of the SAP online global community

This paper explores the effects of introducing rewards within a virtual community of practice: the software vendor SAP (Systems Applications and Products) online global community. The study of postings to the SAP community discussion forums shows that rewards have had a damaging effect on the exchange of knowledge and generalised trust among members within the community. The intrinsic motivation of members to share knowledge was undermined by rewards, with the consequence that the pursuit of rewards became the priority for many, over and above contributing valuable information to the community. Thus, the introduction of rewards devalued the concept of knowledge as a public good, voluntarily shared out of moral obligation and community interest. Instead, knowledge came to be seen as a private good to be shared out of economic self-interest. Following the introduction of rewards, the primary motivation of many members to participate within the community shifted from community interest and moral obligation to that of economic self-interest.