Examining the impact of capital on academic achievement

While a growing body of literature on education production looks at the impact school inputs have on academic achievement, virtually no research is examining the impact capital is having on academic achievement. In this study, we take an initial step towards that end. By using school districts' level of bond indebtedness as a proxy for capital, we find evidence that capital stock does affect academic achievement. In light of these findings along with the general lack of research on capital inputs, we conclude that capital expenditures should be given greater attention in future research.     

Exercise in the heat: challenges and opportunities

Exercise in the heat poses a formidable challenge to the body's ability to control its internal environment due to the high rates of metabolic heat production and heat gain by physical transfer from the environment. In an attempt to restrict the rise in core temperature, an increased rate of sweat secretion onto the skin is invoked. This may limit the rise in core temperature, and can prolong the time before a limiting temperature is attained, but it does so at the cost of a loss of body water and electrolytes. The effects of the diminished blood volume are offset to some extent by cardiovascular adaptations, including an increased heart rate and an increased peripheral resistance, but these are insufficient to maintain functional capacity when blood volume is reduced. Prior dehydration will impair performance in both prolonged exercise and short-term high-intensity exercise. Athletes living and training in the heat may experience chronic hypohydration due to inadequate replacement of fluid losses. The negative consequences of exercise in the heat are attenuated to some extent by a period of adaptation, and by the ingestion of water or other appropriate fluids. Optimum fluid replacement strategies will depend on the exercise task, the environmental conditions and the individual physiological characteristics of the athlete. Manipulation of pre-exercise body temperature can also influence exercise performance and may be a strategy that can be used by athletes competing in stressful environments.     

The Disposition of Eleventh-Grade Science Students Toward Critical Thinking

The California Critical Thinking Disposition Inventory (CCTDI) was used to assess the disposition of Israeli eleventh-grade science students toward critical thinking according to school type affiliate, scientific level, and gender. Our findings, strongly support (a) the establishment of a baseline reference for disposition toward critical thinking of high school science students; (b) the application of the CCTDI in the context of ongoing science education in different settings; and finally (c) the reliable use of the CCTDI in future research aiming at evaluating the effectiveness of critical thinking (CT) and higher-order cognitive skills (HOCS) oriented instructional goals.     

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

This article uses a South African case study to argue that postcolonial, emerging economy societies in transition often contain schools characterised as high risk and high need. Such schools require teachers to adapt to roles other than facilitating learning, such as psychosocial support and care, and which requires additional professional development. In the absence of structured teacher professional development programmes, alternatives are required to assist teachers. The paper describes a nine-year partnership between higher education researchers and teachers in high-risk and high-need schools in three South African provinces. The participatory reflection and action (PRA) study served as platform for a school-based intervention to assist in-service teachers to adapt to their additional responsibilities. Thematic analysis was used to identify the ways in which teachers’ adaptation to high risk benefitted from the programme, and self-determination theory is used to argue for a dynamic and interconnected relationship between the teachers’ demonstrated pathways to psychosocial support and care. The article argues that in socio-politically transforming societies where need is high for in-service teacher training and formal structures for teacher professional development may be limited, partnerships between researchers and teachers appear to be useful platforms for school-based interventions to support teacher resilience.