Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study

In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators.     

How Many Brains for How Many Minds? Hemisphericity and education

The origins and current status of the concept of hemisphericity are discussed, with particular reference to research in education. The principal approaches adopted in hemisphericity: lateral eye movement research, electrophysiological measures, questionnaires and the use of cognitive test batteries, are evaluated and studies of direct validation reviewed. It is argued that hemisphericity, as a neuropsychological phenomenon, is scientifically invalid and of little relevance to education. While direct investigations of cognitive style within education are to be encouraged, the misleading reference to cerebral organisation should be abandoned as false and dangerous. The potential contribution of neuropsychology within education is discussed.     

Conversations on cultural sustainability: stimuli for embedding Indigenous knowledges and ways of being into curriculum

While Australian higher education agendas and literature prioritise Indigenous knowledges and perspectives across policy, curriculum and pedagogy, enacting this in practice remains problematic and contentious. Often the result is the inclusion of simplified Indigenous knowledges, rather than sustained engagement with and embedding of multiple and ‘messy’ ontological and epistemological positions. This paper explores ways of engaging with this ‘messiness’. Taking messiness as a focal point within our own context of teacher education at a regional university, this agenda and tension inform an ongoing dialogue about ways of assuring a conscious approach to cultural sustainability to embed, value and foreground Indigenous knowledges and ways of being and doing in curriculum. This endeavour can be conceptualised as a heuristic project, an ongoing conversation in response to multiple stimuli rather than a fixed endpoint or framework. In response to this exploration, this paper presents the stimuli for our conversation: situated, plural and reflexive knowledges that work together in inherently relational ways to nourish the cultural sustainability of Indigenous knowledges.     

Chronic ingestion of a low dose of caffeine induces tolerance to the performance benefits of caffeine

This study examined effects of 4 weeks of caffeine supplementation on endurance performance. Eighteen low-habitual caffeine consumers (<75 mg · day^?1) were randomly assigned to ingest caffeine (1.5–3.0 mg · kg^?1day^?1; titrated) or placebo for 28 days. Groups were matched for age, body mass, V?O_2peak and W_max (P > 0.05). Before supplementation, all participants completed one V?O_2peak test, one practice trial and 2 experimental trials (acute 3 mg · kg^?1 caffeine [precaf] and placebo [testpla]). During the supplementation period a second V?O_2peak test was completed on day 21 before a final, acute 3 mg · kg^?1 caffeine trial (postcaf) on day 29. Trials consisted of 60 min cycle exercise at 60% V?O_2peak followed by a 30 min performance task. All participants produced more external work during the precaf trial than testpla, with increases in the caffeine (383.3 ± 75 kJ vs. 344.9 ± 80.3 kJ; Cohen’s d effect size [ES] = 0.49; P = 0.001) and placebo (354.5 ± 55.2 kJ vs. 333.1 ± 56.4 kJ; ES = 0.38; P = 0.004) supplementation group, respectively. This performance benefit was no longer apparent after 4 weeks of caffeine supplementation (precaf: 383.3 ± 75.0 kJ vs. postcaf: 358.0 ± 89.8 kJ; ES = 0.31; P = 0.025), but was retained in the placebo group (precaf: 354.5 ± 55.2 kJ vs. postcaf: 351.8 ± 49.4 kJ; ES = 0.05; P > 0.05). Circulating caffeine, hormonal concentrations and substrate oxidation did not differ between groups (all P > 0.05). Chronic ingestion of a low dose of caffeine develops tolerance in low-caffeine consumers. Therefore, individuals with low-habitual intakes should refrain from chronic caffeine supplementation to maximise performance benefits from acute caffeine ingestion.     

Redundancy and expertise reversal effects when using educational technology to learn primary school science

Two experiments using the science topics of Magnetism and Light were conducted with younger learners (Year 5) who had no prior knowledge of the topics, and older learners (Year 6) who had studied the topics previously. Half of the learners were presented the information in auditory form only while the other half were presented the auditory information simultaneously with a visual presentation. Results indicated that older students with prior knowledge of the topic learned more from the auditory only presentation. For these students, the addition of visual information was redundant and so they were disadvantaged by the use of an audio-visual presentation. However, for younger students with no prior knowledge of the topic, the difference between means reversed. Some of these students might require a visual presentation to make sense of the auditory explanation. These two sets of results were discussed in the context of the redundancy and the expertise reversal effect.     

Tutors’ Forum: engaging distributed communities of practice

The need to engage students studying at a distance in order to reduce isolation, foster a sense of belonging and enhance learning has received significant attention over the past few years. Conversely, very little research has focused on teachers working in this type of environment. In fact, we argue, they appear to be the forgotten dimension in ‘communities’ of distance learning. In this paper we identify some of the problems generated by teaching university subjects simultaneously across a network of campuses: a practice known as multi‐location teaching. We examine strategies for engaging multi‐location teachers as key contributors to a quality learning experience for students, and provide an analysis of how identified teaching needs and professional development are addressed within one particular teaching team by a small but powerful micro‐practice called the ‘Tutors’ Forum’. Drawing on data collected through a survey and interviews conducted over 2006/07, we discuss the benefits and critical success factors of the Tutors’ Forum in facilitating engagement and professional development for teachers working at a distance from the subject coordinator and other members of the teaching team. These factors include a specific style of leadership that fosters an inclusive, dialogic space where the patterns of interaction are characterised by reciprocity, collegiality and professional care. We discuss the implications of this practice for the further engagement of university teachers in an increasingly casualised and fragmented higher education sector.     

Home advantage and the debate about competitive balance in professional sports leagues

A recurrent theme in sports economics is the extent to which overall league attendances will be raised by measures, such as revenue sharing, which aim to improve competitive balance. This debate has ignored the phenomenon of home advantage, which may, however, be important to the extent that, if all teams had equal talent, all matches may then be weighted heavily in favour of the home team. We present an analysis of the relationship between attendance and match-level uncertainty in the English Football League. A simulation from our model indicates that equality of playing talent would in fact lower aggregate attendance. This result is explained by the loss of prospectively the most uncertain games, where weak teams have home advantage over strong teams.     

Changing classrooms bring new questions: environmental influences,self-efficacy,and academic achievement

Learning Environments Research - In recent years, considerable attention has been given to how the physical structure of active learning classrooms affects academic performance, but little is known...