In search of well‐started beginning science teachers: Insights from two first‐year elementary teachers

The purpose of this qualitative case study was to explore what aspects of two first‐year elementary teachers' practices were most consistent with an inquiry‐based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the participants data included audio‐recorded interviews, video‐recorded classroom observations, lesson plans, and samples of student work. Data analysis illustrated that both participants engaged their students in question‐driven investigations, the use of observational data, making connections between evidence and claims, and communicating those claims to others. Moreover, there was clear evidence in the findings of the study that a considerable degree of coherence existed between the two participants' knowledge on one hand and their instructional practices on the other hand. The participants perceived specific learning experiences during their programs as being critical to their development. The contribution of this study lies in the fact that it provides examples of well‐started beginning elementary teachers implementing inquiry‐based science in 2nd and 5th grade classrooms. Implications of the study include the need for the design of university‐based courses and interventions by which teacher preparation and professional development programs support teachers in developing PCK for scientific inquiry and enacting instructional practices that are congruent with reform initiatives. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:661–686, 2010     

Effect of different velocity loss thresholds during a power-oriented resistance training program on the mechanical capacities of lower-body muscles

This study compared the effects of two velocity loss thresholds during a power-oriented resistance training program on the mechanical capacities of lower-body muscles. Twenty men were counterbalanced in two groups (VL10 and VL20) based on their maximum power capacity. Both groups used the same exercises, relative intensity and repetition volume, only differing in the velocity loss threshold of each set (VL10: 10% vs. VL20: 20%). Pre- and post-training assessments included an incremental loading test and a 15-m linear sprint to assess the force- and load-velocity relationships and athletic performance variables, respectively. No significant between-group differences (P > 0.05) were observed for the force-velocity relationship parameters (ES range = 0.15–0.42), the MPV attained against different external loads (ES range = 0.02–0.18) or the 15-m sprint time (ES = 0.09). A high between-participants variability was reported for the number of repetitions completed in each training set (CV = 30.3% for VL10 and 29.4% for VL20). These results suggest that both velocity loss thresholds induce similar changes on the lower-body function. The high and variable number of repetitions completed may compromise the velocity-based approach for prescribing and monitoring the repetition volume during a power-oriented resistance training program conducted with the countermovement jump exercise.     

Swimming and peak bone mineral density: A systematic review and meta-analysis

This meta-analysis aims to determine the effects of regular swimming on bone mineral density (BMD) in young adults (18–30 years). A systematic search was performed in Pubmed, SPORTDiscus and the Cochrane Library from the earliest possible year to March 2016. Swimmers were compared to non-athletic controls (CG) and to high-impact athletes (HIGH). Effect sizes with the Hedges g in random effects models were developed. Fourteen studies met the inclusion criteria and were included in the meta-analyses. Swimmers presented similar BMD values to CG in whole-body (g = ?0.20; P = 0.251), femoral neck (g = ?0.05; P = 0.818) and lumbar spine (g = 0.18; P = 0.492); and lower BMD in the whole-body (g = ?1.21; P < 0.001), femoral neck (g = ?1.51; P < 0.001) and lumbar spine (g = ?0.84; P = 0.017) than the HIGH. For the whole-body differences, the higher the latitude the smaller the differences between swimmers and HIGH (B = 0.10; P = 0.001). For the femoral neck differences, age also seemed to reduce the differences between groups (B = 0.19; P = 0.020). Young adult swimmers present similar BMD values than CG and lower values than HIGH.     

Acute intraocular pressure changes during isometric exercise and recovery: The influence of exercise type and intensity,and participant´s sex

ABSTRACT

We assessed the intraocular pressure (IOP) behaviour during a 1-minute period of isometric physical effort and the immediate 1-minute of recovery in the mid-thigh clean pull and squat exercises at three different intensities. Twenty physically active individuals performed the isometric mid-thigh clean pull and squat exercises at three intensities (0% [low-intensity], 25% [medium-intensity] and 50% [high-intensity] of the maximum isometric force). IOP was semi-continuously measured by rebound tonometry. There was a statistically significant effect of exercise intensity on IOP (p < 0.001, ?_p² = 0.416), observing that IOP increments were positively associated with exercise intensity. The mid-thigh clean pull and squat exercises did not demonstrate differences (p = 0.510), and also, no differences were observed between men and women (p = 0.683). The IOP changes during the isometric physical effort showed a positive linear behaviour in all conditions (r = 0.70 to 0.96). IOP returned to baseline levels after 8 seconds of recovery. Our data showed a progressive and instantaneous IOP increment during isometric exercise, which was positively associated with exercise intensity. IOP changes were independent on the type of exercise and participant´s sex. After exercise, IOP rapidly (≈ 8 seconds) returned to baseline levels.     

Preservice Science Teachers' Beliefs About Teaching and Learning: The Influence of K-12 Field Experiences

Teaching is a complex task shaped by many external and internal influences, including the beliefs held by individual teachers. This study sought an understanding of the impact of field experiences on the beliefs developed by preservice science teachers. The participants were students in an undergraduate science education methods course that involved observation and teaching experiences in K-12 classrooms. The data used in this qualitative study included drawings representing beliefs and in-depth interviews with selected participants. The findings indicate that beliefs focused on two key dualities: learning through experience and transmission and student-centered and teacher-centered instruction. The findings also suggest that field experiences both reinforce and challenge the beliefs held by preservice science teachers.     

Can educational engagement prevent Early School Leaving? Unpacking the school’s effect on educational success

There is growing evidence that school engagement, or more specifically disengagement, is a key indicator for predicting Early School Leaving. The aim of this article is to explore the impact of secondary schools in student (dis)engagement and subsequent opportunities to succeed in school. Drawing on data from a qualitative study in five secondary schools in Barcelona, the article discusses the role of school context in inhibiting or facilitating school engagement by exploring compositional effects, organisational and pedagogical practices, and teachers’ expectations. To do so a twofold perspective is adopted: firstly, we look at the main school features and their impact on students’ educational opportunities; and secondly, a systematic analysis of the dimensions of school engagement (behavioural, emotional and cognitive) is carried out. As a result, the article contributes to the identification of the most significant variables at school level that influence student engagement and their opportunities for school success.     

A Learning-Based System to Categorize Teacher Behavior

As part of their quest to secure academic credibility, physical educators in Australia, Canada, Britain, and the United States have increasingly privileged empirical–analytical forms of research. We argue that this strategy has resulted in a montage of professional values and practices that we term technocratic physical education (TPE). We contend that TPE is based on ideologies of professionalism, scientism, and instrumental rationality, which articulate one-dimensional definitions of excellence in teaching, the body, and sport and also marginalize issues related to political and moral ends. By drawing on the traditions of critical pedagogy and reflective teaching, we suggest some ways in which the limits of TPE can be transcended in pre- and inservice teacher education curricula.     

Open educational practices for curriculum enhancement

Open educational resources (OER) and open educational practices (OEP) are relatively new areas in educational research. How OER and OEP can help practitioners enhance curricula is one of a number of under-researched topics. This article aims to enable practitioners to identify and implement appropriate open practices to enhance higher education curricula. To that aim, we put forward a framework of four open educational practices based on patterns of OER reuse (‘as is’ or adapted), mapped against the processes of curriculum design and delivery. The framework was developed from the in-depth analysis of 20 cases of higher education practitioners, which revealed patterns of OER reuse across disciplines, institutions and needs. For each open practice we offer evidence, examples and ideas for application by practitioners. We also put forward recommendations for institutional policies on OER and OEP.