The relationship between language dominance and pre-reading skills in young bilingual children in Egypt

This study explored the relationship among pre-reading skills, language proficiency, and visual perceptual abilities in 150 children who had been exposed to both English and Arabic (mean age 70 months). Information regarding language proficiency was gathered indirectly through reports from teachers and parents and directly through children’s test performance. Consequently, the children were divided into three language dominance groups: stronger in Arabic, stronger in English, or equally strong in both English and Arabic. The main aim of this study was to determine whether the pre-literacy skills (visual processing skills, phonological processes, and orthographic knowledge) differed across the three groups and were correlated with langauge dominance. No significant relationships were found between language dominance and tasks that pertained to phonological awareness skills, which may support the notion of the transfer of phonological processing skills between languages. Visual processing and visual memory skills did not differ across language groups, a finding which was expected, as these functions do not directly pertain to language dominance. However, overall the groups did better on the English orthographic task than on the Arabic orthography, perhaps because they found Arabic print more visually confusing and demanding than English.     

Getting Grandma Online: Are Tablets the Answer for Increasing Digital Inclusion for Older Adults in the U.S.?

Using information and communication technologies (ICTs) can improve older adults’ quality of life. ICT use is associated with decreased feelings of loneliness and depression, along with increased feelings of independence and personal growth. However, limited access and low technological self-efficacy are key reasons why some groups, especially older adults, are excluded from being fully engaged in the digital world. In this study, we focus on older adults’ technological self-efficacy, which is related to their actual use of technology and the second level digital divide. Specifically, we examine: (a) how older adults decide to use a new technology, tablet computers; (b) how they conquer the barrier of technological self-efficacy through using tablets; and (c) the impacts of using this new technology in their lives. Twenty-one in-depth interviews were conducted with older adults residing in independent living communities in a medium-sized city in the Deep South region of the United States. Observational and enactive learning played important roles for older adults in using tablets. Seeing others use tablets, getting recommendations from family members, or having tablets given to them were the primary reasons they started to use tablet computers. The ease of use feature of tablets helped solve the problem of lacking technological self-efficacy. Using tablets helped increase a sense of connectedness. Tablet computers may be one way to increase digital inclusion among older adults.     

‘Computer games can get your brain working’: student experience and perceptions of digital games in the classroom

There is considerable enthusiasm in many quarters for the incorporation of digital games into the classroom, and the capacity of games to engage and challenge players, present complex representations and experiences, foster collaborative learning, and promote deep learning. But while there is increasing research documenting the progress and outcomes of game-based learning, relatively little attention is paid to student perceptions and voice. In order to effectively target game-based learning pedagogy, it is important to understand students' previous experience, if any, of the use of games in the classroom, and what they made of these. In this paper, we present findings from a survey of 270 primary and secondary school students in Year Levels 4–9 (aged 9–14) in 6 Queensland schools at the start of a 3-year Australian Research Council project researching the use of digital games in school to promote literacy and learning.     

Impact of professional development on teacher practice: Uncovering connections

An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts to offer 4–6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. From pre/post content exams, PD surveys, focus group, and assessment data, teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD. These obstacles included limited resources, time constraints, mandated curriculum pacing, language learning, and classroom management issues. Strategies to mitigate these barriers in order to maximize the impact of professional development need to be a priority in professional development reform.     

The MMP3 gene in musculoskeletal soft tissue injury risk profiling: A study in two independent sample groups

Matrix metalloproteinase-3 (MMP3) is a mediator of matrix remodelling and a proposed susceptibility locus in the genetic profile of musculoskeletal soft tissue injuries. Therefore, this study aimed to validate the MMP3 gene as a risk marker for these injuries by conducting a case control genetic association study in two independent samples groups. Three previously investigated MMP3 variants (rs679620, rs591058 and rs650108) in addition to the functional promoter variant (rs3025058) were genotyped in 195 Australian control participants and 79 Australian individuals with chronic Achilles tendinopathy. Similarly, 234 South African individuals with acute anterior cruciate ligament ruptures and 232 matched control participants were also analysed. Based on high linkage with the previously associated MMP3 variant rs679620, rs3025058 was inferred and found to be associated with increased risk for Achilles tendinopathy within the South African group (P = 0.012; OR: 2.88; 95% CI: 1.4 to 6.1). Lastly, the 6A-G-C-G haplotype, constructed from the investigated variants, was significantly associated with reduced risk for Achilles tendinopathy (29% CON vs. 20% TEN, P = 0.037) in the Australian group. In conclusion, a signal surrounding MMP3 is apparent with respect to Achilles tendinopathy. However, whether the investigated variants are contributing to injury susceptibility or whether they are merely linked to the risk conferring variants mapping elsewhere within the MMP gene cluster on chromosome 11, still requires refining.     

Bayesian hierarchical modelling of basketball tracking data - a case study of spatial entropy and spatial effectiveness

ABSTRACT

Spatio-temporal data in sport is increasing rapidly, however suitable statistical methods for analysing this data are underdeveloped. The current study establishes the need for spatial statistical methods, propose a Bayesian hierarchical model as an appropriate method for comparing spatial variables, and test this model across three spatial scales. The need for spatial statistical methods was established through the identification of spatial autocorrelation. This necessitated the use of a Bayesian hierarchical model to test for an association between spatial ball movement entropy and spatial effectiveness. Posterior distribution results showed a generally positive association such that increases in entropy were associated with increases in effectiveness. The strength and confidence of the associations were impacted by the spatial scale, with the 6 × 6 grid showing the most conclusive evidence of a positive relationship; the 4 × 4 grid was mostly positive, however with a large variation; and finally, the basket-centric scale results were less conclusive. The results of the current study demonstrate the suitability of a Bayesian hierarchical model for testing for associations or differences between spatial variables. With the increase in spatial analyses in sport, this study presents an appropriate statistical method for dealing with complex problems associated with spatial analyses.     

HOW EARLY CHILDHOOD EDUCATORS ARE ADVOCATES: IMPLICATIONS FOR TEACHER EDUCATORS

The aim of the present study was to examine prospective early childhood educators' attitudes towards teaching multicultural classes using the planned behavior theoretical framework. One hundred and forty-eight undergraduate students voluntarily participated in the study. Participants were divided into two groups. The first group comprised students who attended courses on multicultural education, whereas the second group comprised students who did not attend those courses. A specifically designed questionnaire was administered to assess attitudes toward teaching multicultural classes, subjective norms, perceived behavioral control, and self-assessed knowledge. Results showed that the planned behavior model can be applied to the multicultural domain. Self-assessed knowledge significantly increased the predictability of the prospective students' intentions only for the first group (R ² = .61). It was concluded that prospective early educators' participation in courses regarding cultural diversity facilitated their attitudes towards teaching children from various cultural backgrounds.