Teachers’ perceptions, attitudes and beliefs regarding curriculum integration

This paper summarises the results of a three-day workshop conducted between October and December of 2007 as part of a larger project dedicated to improving teacher quality at the pre-service and in-service levels. Both pre- and post-test measures were administered before and after workshop completion in order to capture changes in knowledge, attitude, and perception. For contextual relevance, findings are summarised in light of extant literature pertaining to curriculum integration.     

Self-beliefs in organic chemistry: Evaluation of a reciprocal causation,cross-lagged model

This study is designed to test a reciprocal causation, cross-lagged model of self-concept, self-efficacy, and achievement in a postsecondary STEM course. Both self-efficacy and self-concept are known to be related to achievement; however, there is a need to untangle the relationship between the two constructs as well as their association to achievement across time to best direct future research efforts. To achieve this research interest, a longitudinal measurement strategy was used to measure chemistry self-concept and self-efficacy for learning and performance before and after achievement measures (i.e., two term examinations) in a postsecondary organic chemistry course context. A reciprocal causation, cross-lagged model best fits the data as a representation of the relationships between these three measures over time as compared to autoregressive, performance effects, and self-belief effects models. Significant paths in the reciprocal causation, cross-lagged model include the first self-concept measure to the first achievement measure as well as from the second self-concept measure to the third self-efficacy measure. Relationships from achievement to each subsequent self-belief measure were also significant. This study demonstrates the ability of longitudinal measurements of multiple constructs in postsecondary STEM educational research to collect nuanced information that is overlooked when pre-measure designs of single constructs are used. In the classroom, an initial measure of self-concept can inform instructors of the likelihood of students to succeed on an initial achievement measure, at which point they may choose to implement some of the targeted intervention strategies from literature.     

You've Met Your Match: Using Culturally Relevant Pairing to Cultivate Mentoring Relationships during the Early Practicum Experience of Community College Preservice Teachers

Abstract

This work explores mentoring triad relationships between pre-service teachers, school-based cooperating teachers, and professors at a community college. Using cultural historical activity theory, we provide a retrospective analysis of the factors influencing the success of the mentoring relationships. We assessed 60 mentoring triads with a rubric focused on how triads established intersubjectivity and the activity systems of practicum and college course were able to intersect and establish common goals. Results showed that highly successful triads were most likely to have culturally matched student/cooperating teacher pairs and culturally diverse practicum placements. Qualitative analysis showed that an equal exchange of power among the triad was foundational for enabling intersubjectivity. Therefore, equal power exchange between the triad during early practicum experiences are supported by and support cultural responsiveness. We argue for further research on this population of pre-service teachers as well as greater attention to issues of power and cultural responsivity during mentorship.     

Perceptions of Instructor Interactional Justice as a Predictor of Student Resistance An earlier version of this paper was presented at the 2004 annual meeting of the Central States Communication Association,Cleveland, OH and was named a Top Four Paper in the Communication Education Interest Group.

This study examined students’ perceptions of instructor interactional justice as a predictor of students’ self-reported likelihood of using teacher-owned resistance strategies. Interactional justice refers to the fairness and quality of interpersonal treatment students receive from their instructors. Results indicate that students’ perceptions of instructor interactional justice negatively predicted the student resistance strategies of Teacher Advice, Teacher Blame, Appeal to Powerful Others, and Modeling Teacher Affect. This study suggests that instructors use interactional justice as a possible means to reduce student resistance.     

The iPad in Library Instruction: Collaborative Inquiry for Information Retrieval

While iPads have grown in use for reference or circulation in academic libraries, the author investigates the potential for using iPads to teach information retrieval. A review of the technical logistics and classroom management strategies accompanies an appraisal of the pros and cons of teaching information literacy with tablets. In a collaborative, inquiry-based classroom, the iPads foster increased student engagement and mastery of search techniques.     

Between-limb asymmetry in kinetic and temporal characteristics during bilateral plyometric drop jumps from different heights

ABSTRACT

This study investigated the between-limb asymmetry in kinetic and temporal characteristics during bilateral plyometric drop jumps from different heights. Seventeen male basketball players performed drop jumps from 3 heights on two platforms in randomized orders. Vertical ground reaction force data were analysed with respect to the lead limb (i.e. the limb stepping off the raised platform first) and trail limb. Peak forces and loading rates of each limb were calculated. The absolute time differential between the two limbs at initial ground contact and takeoff were determined. The frequency of symmetrical landing and taking off with “both limbs together” were counted using 3 time windows. Results showed that the lead limb displayed higher peak forces and loading rates than the trail limb across all heights (p <.05). As drop height increased, the absolute time differentials decreased at initial ground contact (p <.001) but increased at takeoff (p =.035). The greater the preset time window, the more landings and takeoffs were classified as bilaterally symmetrical. In conclusion, higher drop heights allowed subjects to become more bilaterally symmetrical in the timing of landing but this reduction in temporal asymmetry did not accompany with any reduction in kinetic asymmetry.