Putting the child first how one student teacher negotiated the moral landscape of teaching

Abstract

One student teacher's moral development process is uncovered, using a case study approach to capture the participant's internal processes and the constructed social context. The participant was in the first eight‐week placement of her semester‐long student teaching assignment, a kindergarten classroom in a rural public elementary school with a diverse student body. The participant believed that her professional moral responsibility was to “put the child first.” She believed this included protecting the child's dignity and autonomy, creating a close classroom community, establishing trust between teacher and child, fostering productive communication among all adults in the child's life, and safeguarding the child's health and safety. The participant maintained these priorities in her daily teaching practice and used them in her decision‐making process. However, the decisions that she was required to make during her early weeks of student teaching led to a modified understanding of her values. Democratic discourse and professional autonomy were associated with the process of moral development in this case. Theoretical and practical implications are described.     

Youth are watching: Adolescents’ sociopolitical development in the Trump era

This study examined whether appraisals of 45th U.S. President Donald J. Trump by 1433 adolescents (M_age = 16.1, SD_age = 1.16, Female = 56.9%, Latinx = 43.6%, White = 35.7%, Black = 12.6%, Asian = 5.8%) predicted change from 2017 to 2018 across four dimensions of sociopolitical development (SPD): marginalization, critical analysis, civic efficacy, and political action. Trump supporters declined in awareness of inequality and race consciousness but increased in voting intentions. Trump detractors increased in awareness of inequality, race consciousness, and experiences of discrimination. Trump supporters and detractors increased in civic efficacy compared to youth with no opinion. Additional findings were moderated by race and ethnicity. Findings suggest adolescents’ SPD has been shaped in distinct ways by the Trump era.     

The relationship between cardiac autonomic function and maximal oxygen uptake response to high-intensity intermittent-exercise training

Abstract

Major individual differences in the maximal oxygen uptake response to aerobic training have been documented. Vagal influence on the heart has been shown to contribute to changes in aerobic fitness. Whether vagal influence on the heart also predicts maximal oxygen uptake response to interval-sprinting training, however, is undetermined. Thus, the relationship between baseline vagal activity and the maximal oxygen uptake response to interval-sprinting training was examined. Exercisers (n?=?16) exercised three times a week for 12 weeks, whereas controls did no exercise (n?=?16). Interval-sprinting consisted of 20 min of intermittent sprinting on a cycle ergometer (8 s sprint, 12 s recovery). Maximal oxygen uptake was assessed using open-circuit spirometry. Vagal influence was assessed through frequency analysis of heart rate variability. Participants were aged 22 ± 4.5 years and had a body mass of 72.7 ± 18.9 kg, a body mass index of 26.9 ± 3.9 kg · m^?2, and a maximal oxygen uptake of 28 ± 7.4 ml · kg^?1 · min^?1. Overall increase in maximal oxygen uptake after the training programme, despite being anaerobic in nature, was 19 ± 1.2%. Change in maximal oxygen uptake was correlated with initial baseline heart rate variability high-frequency power in normalised units (r?=?0.58; P < 0.05). Thus, cardiac vagal modulation of heart rate was associated with the aerobic training response after 12 weeks of high-intensity intermittent-exercise. The mechanisms underlying the relationship between the aerobic training response and resting heart rate variability need to be established before practical implications can be identified.     

Before ‘us’ and ‘now’: developing a sense of historical consciousness and identity at the museum

ABSTRACT

Young children seem to begin to develop a sense of historical consciousness and associated belonging to a wider collective identity prior to the commencement of formal schooling. Historical consciousness is a capacity to differentiate and also make connections between the past, present and future that contributes to a growing understanding of one’s own life and identity in the context of a historical past. The responses of 24 young children aged from 3 to 7 years visiting a small social history museum were analysed through photo-elicitation and parent reports. It would seem that the museum experience assisted in the development of foundational concepts of historical consciousness. Growth of a sense of historical identity was evident for some children, related to a sense of belonging to the ‘we’ of contemporary times in contrast to the ‘they’ of the past. The role of language to support young children’s understanding and thinking is highlighted by this research.     

Redefining the performing arts archive

This paper investigates representations of performance and the role of the archive. Notions of record and archive are critically investigated, raising questions about applying traditional archival definitions to the performing arts. Defining the nature of performances is at the root of all difficulties regarding their representation. Performances are live events, so for many people the idea of recording them for posterity is inappropriate. The challenge of creating and curating representations of an ephemeral art form are explored and performance-specific concepts of record and archive are posited. An open model of archives, encouraging multiple representations and allowing for creative reuse and reinterpretation to keep the spirit of the performance alive, is envisaged as the future of the performing arts archive.     

Peer training in expert searching: the observation effect.

OBJECTIVES: The purpose of this study is to determine if searchers' observing each others' search processes is an effective training method and if sharing through observation can strengthen search skills. METHOD: A shared email account was established among all public services librarians conducting literature searches at the Ehrman Medical Library. Three questionnaires were sent to the public services librarians soliciting input on the shared-search process. The results were analyzed for this study. RESULTS: The shared-search process has helped searchers become more effective in searching. Colleagues' viewing of the search results is a major factor influencing the searchers' performance. CONCLUSIONS: Easy to implement, the peer-training model is an effective way to train searchers as well as help keep skills up to date.