On the Effectiveness of Pop-Up English Language Glossary Accommodations for EL Students in Large-Scale Assessments

This study examined the effectiveness and influence on validity of a computer-based pop-up English glossary accommodation for English learners (ELs) in grades 3 and 7. In a randomized controlled trial, we administered pop-up English glossaries with audio to students taking a statewide accountability English language arts (ELA) and mathematics assessments. As is typically found, EL students exhibited lower achievement scores than non-EL students in all portions of the test. The pop-up glossaries provided inconsistent benefit for EL students. There was some evidence that the pop-up English glossaries had a minimal inhibitory effect for 3rd-grade students on both the ELA and mathematics assessment. Furthermore, 7th-grade ELs also showed slightly inhibited performance when using the pop-up glossary on the mathematics assessment. However, 7th-grade EL students had a performance benefit when using the pop-up glossary on the ELA assessment. We discuss how increased cognitive load placed on younger students may play a role in diminishing performance when using pop-up glossaries. We explore potential explanations for the difference outcomes between mathematics and ELA in grade 7.     

School Counseling Site Supervisor Training: An Exploratory Study

This study explored the supervision training needs of site supervisors of master's program school counseling interns via the construct of self‐efficacy. Using the Site Supervisor Self‐Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self‐efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self‐efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self‐efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered.     

A study of technical signs in science: implications for lexical database development

Both classroom instruction and lexical database development stand to benefit from applied research on sign language, which takes into consideration American Sign Language rules, pedagogical issues, and teacher characteristics. In this study of technical science signs, teachers' experience with signing and, especially, knowledge of content, were found to be essential for the identification of signs appropriate for instruction. The results of this study also indicate a need for a systematic approach to examine both sign selection and its impact on learning by deaf students. Recommendations are made for the development of lexical databases and areas of research for optimizing the use of sign language in instruction.     

Does teacher professional development affect content and pedagogical knowledge: How much and for how long?

We examine the impact of teacher professional development on a key aspect of teacher quality—teacher knowledge. Specifically we use English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that knowledge six months after the institutes are completed. The results indicate that teachers vary significantly in pre-institute knowledge on the four assessed domains, that they demonstrate significant knowledge growth between the pre- and post-assessments, but that practical classroom experience hinders knowledge retention as measured six months later. Further, pre-exiting knowledge gaps are not systematically reduced thereby not alleviating the uneven distribution of teacher quality among California elementary schools.     

Using Performance Analysis for Training in an Organization Implementing ISO‐9000 Manufacturing Practices; A Case Study

This case study extends previous research on the theory and practice of performance analysis by examining the application of one model, the Performance Analysis for Training (PAT) Model, in an organization that was implementing ISO‐9000 processes. The research questions focused on whether using the PAT Model produced the expected results and on the correspondence between the actual process used for the performance analysis and the process outlined in the PAT Model. The study findings revealed that the performance analysis produced the expected results and that the results were influenced by the three elements identified in the model's conceptual framework—organization characteristics, decision maker characteristics, and analyst characteristics—and their interactions. In addition, four adaptations to the PAT model were identified.     

The effect of physical contact on changes in fatigue markers following rugby union field-based training

Repeated physical contact in rugby union is thought to contribute to post-match fatigue; however, no evidence exists on the effect of contact activity during field-based training on fatigue responses. Therefore, the purpose of this study was to examine the effect of contact during training on fatigue markers in rugby union players. Twenty academy rugby union players participated in the cross-over study. The magnitude of change in upper- and lower-body neuromuscular function (NMF), whole blood creatine kinase concentration [CK] and perception of well-being was assessed pre-training (baseline), immediately and 24?h post-training following contact and non-contact, field-based training. Training load was measured using mean heart rate, session rating of perceived exertion (sRPE) and microtechnology (Catapult Optimeye S5). The inclusion of contact during field-based training almost certainly increased mean heart rate (9.7; ±3.9%) and sRPE (42; ±29.2%) and resulted in likely and very likely greater decreases in upper-body NMF (?7.3; ±4.7% versus 2.7; ±5.9%) and perception of well-being (?8.0; ±4.8% versus ?3.4; ±2.2%) 24?h post-training, respectively, and almost certainly greater elevations in [CK] (88.2; ±40.7% versus 3.7; ±8%). The exclusion of contact from field-based training almost certainly increased running intensity (19.8; ±5%) and distance (27.5; ±5.3%), resulting in possibly greater decreases in lower-body NMF (?5.6; ±5.2% versus 2.3; ±2.4%). Practitioners should be aware of the different demands and fatigue responses of contact and non-contact, field-based training and can use this information to appropriately schedule such training in the weekly microcycle.