Taking the Guesswork out of Locating Evidence‐Based Mathematics Practices for Diverse Learners

Legislations mandates that educators use evidence‐based practices (EBPs) that are supported by scientifically based research. EBPs have demonstrated a likelihood to work for students with disabilities. EBPs should match targeted needs of the student receiving the instruction, which sometimes requires educators to search for the best intervention to meet specific student needs. This article discusses the impetus for practices supported by evidence, where to find interventions and strategies, and what to do when targeted interventions do not exist. Additionally, this article emphasizes the need to evaluate effectiveness of intervention at the student level.     

Youth With Disabilities in Foster Care: Developing Self-Determination Within a Context of Struggle and Disempowerment

Abstract

This article focuses on the transition experiences of foster youth with disabilities, a group of students with disabilities who have often been neglected by researchers and policy makers. We begin by discussing transition outcomes for youth with disabilities, highlighting the progress that has been achieved in recent years, and noting that much of this progress is related to the effective transition planning practice of promoting self-determination. We then examine the challenging context children in foster care typically face as they move into adulthood, drawing attention to the neglect of policy and practices designed to promote self-determination for foster youth with disabilities. To do this, we describe 4 recent studies by our research group that involve this vulnerable population and stress key elements of self-determination that seem to be lacking in the context in which these youth function. We end by emphasizing the need to continue focusing on this at-risk group of young people, as well as on transition supports that promote their self-determination.     

Doctoral Writing in the Visual and Performing Arts: Issues and Debates

Drawing from a larger study of doctorates in the visual and performing arts, we examine here the diversity of relations which can exist between the creative and written components of a doctoral thesis in these fields in terms of diversity of naming practices for these relations, institutional variation in guidelines and expectations, and fundamental functional roles for the respective components. By bringing together and highlighting key details in these debates and issues, this article provides a foundation for further studies in this complex area.     

Time to embrace the complexity when analysing GPS data? A systematic review of contextual factors on match running in rugby league

ABSTRACT

This systematic review aimed to identify and summarise associations between currently identified contextual factors and match running in senior male professional rugby league. Eligible articles included at least one contextual factor and used GPS to measure at least one displacement variable within competitive senior, male, professional rugby league matches. Of the 15 included studies, the identified contextual factors were grouped into factors related to individual characteristics (n = 3), match result (n = 4), team strength (n = 2), opposition strength (n = 3), match conditions (n = 6), technical and tactical demands (n = 6), spatial and temporal characteristics (n = 7), and nutrition (n = 1). Speed was the most commonly reported measure of match running (100%), followed by distance (47%), and acceleration (20%). Inconsistencies were found between studies for most contextual factors on match running. Higher speeds were generally associated with higher fitness, encountered earlier in the match and whilst defending. All 15 studies utilised a univariate approach to quantify associations of a contextual factor. The inconsistencies found in the associations of given contextual factors highlight the complex and multi-faceted nature of match running. Therefore, practitioners should consider contextual factors when analysing and interpreting GPS data.     

The influence of children's prior knowledge and previous experience on their spatial orientation skills in an urban environment

This study investigates the capacity of children to develop map-based skills in spatial orientation in an urban environment unknown to them. In this quantitative study, a total of 328 pupils of grades 3–5 had to achieve specific skills with regard to map-based skills in spatial orientation (such as turning-off skills, transformation from map to place, finding one's direction, navigation). These skills were tested by means of a map of Münster (Westphalia, Germany). This paper focuses on factors of potential influence, such as prior knowledge in the field of map reading as well as family- and school-related previous experience.