Start hard,finish better: further evidence for the reversal of the RAE advantage

The relative age effect (RAE) has been highlighted extensively within literature as influencing selection and identification within sports. However, this initial bias appears to not be systemic in some talent development systems. Accordingly, we report an investigation into the initial identification, selection and conversion of academy players from professional Rugby Union and Cricket at national level. Reflecting previous studies, data again demonstrated a reversal of RAE advantage whereby relatively young players from both sports were less likely to be selected into their respective national academy systems but were more likely to transition into senior national squads. On the basis of our observations, we further propose a psychological explanation for the mechanism of such a reversal, based on the influence of additional challenge experienced throughout the development journey. As such, we also highlight the need for further qualitative investigation to explore this phenomenon in greater depth.     

Elaborating a framework for communicating assessment aims in higher education

Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.     

EEG analysis of children with attention-deficit/hyperactivity disorder and comorbid reading disabilities

This study investigated electroencephalographic differences between two groups of children with attention-deficit/hyperactivity disorder, combined type, with reading disabilities (ADHD + RD) or without (ADHD) and typical control participants. Twenty participants were included in each group. All participants were between the ages of 8 and 12 years, and groups were matched on age and gender. The electroencephalographic (EEG) was recorded during an eyes-closed resting condition from 21 monopolar derivations, which were clustered into nine regions for analysis. The EEGs were Fourier-transformed to provide absolute and relative power estimates for the delta, theta, alpha, and beta bands. Ratio coefficients were also calculated for the theta/alpha and theta/beta ratios. Compared with controls, the clinical groups demonstrated the increased slow-wave and reduced fast-wave activity commonly reported in the ADHD literature. The ADHD + RD group had more relative theta, less relative alpha, and a higher theta/alpha ratio than the ADHD group. A number of hemispheric differences were also found in the delta and alpha bands. These results suggested that some of the EEG divergences found in the ADHD + RD group represent an electrophysiological component associated with the reading disability that is independent of the EEG divergences found in ADHD.     

Responding to Sexual Assault Victims: Considerations for College Counselors

College counselors need to be informed of effective interventions when counseling students who have been sexually assaulted. This article applies research and theory from the general literature on counseling sexual assault victims to college counselors' work with this population. An overview of the effects of sexual assault is followed by specific implications for counseling students who have been sexually assaulted.     

Improving educational outcomes for at‐risk students

Drawing on data from a longitudinal study of at‐risk youth (n = 593), this article reports on the analysis of factors that enabled these youth to succeed at school. It considers the impact of three baseline factors (age, gender, ethnicity) and a number of time‐dynamic factors [positive school environment, additional educational support, positive peer and parent relationships, exclusion/expulsion from school, depression and externalising individual risk, as well as the involvement of a range of services (mental health, justice, welfare)] upon educational progress. Over time, the educational status of this group of youth deteriorated. Differences were observed for indigenous, older and male youth who had poorer outcomes on average. Positive peer groups and a positive school environment predicted better outcomes, while the use of harsh disciplinary practices such as expulsion was the strongest predictor of poorer educational outcomes and had a pervasive negative impact on all three educational progress measures. Formal services did not make an appreciable difference to educational outcomes, while the provision of additional educational support only contributed to keeping youth enrolled in educational programmes but did not appreciably improve their educational outcomes. Improving educational outcomes for at‐risk youth requires a pan‐system response, whereby schools reduce the use of expulsion and create a positive school climate, other professionals support schools to retain challenging students at school and the positive resources generated by pro‐social peer groups are harnessed.     

Discourse

Introduction The study of discourse is the study of language independently of the notion of the sentence. This usually involves studying longer (spoken and written) texts but, above all, it involves examining the relationship between a text and the situation in which it occurs. So, even a short notice saying No Bicycles can be studied as discourse. A discourse analyst would be interested in the following questions about the notice:     

Using Authentic Assessment to Evidence Children’s Progress Toward Early Learning Standards

The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children’s progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented.