History

Rachel Theilheimer teaches early childhood education at Borough of Manhattan Community College in New York City. Rachel Lebwohl is a fourth-grader at Irvington School in Portland, Oregon. Rebekah Lebwohl is in third grade at the Portland Jewish Academy. Sean Masterson is a third-grader at the Chapel Street School in Stratford, Connecticut.     

From the kids to ‘The Kids’ – the development of negative social capital I a Little League Baseball organization

Abstract

Based on extensive fieldwork within a youth baseball league in the American Southwest, this paper has two goals. First, I make a conceptual distinction between the dark side of social capital and what I term “negative social capital.” Second, I detail how negative social capital developed and was deployed within the Valley City Little League, with an emphasis on origins and the consequences for both the individuals involved as well as the league as a whole. I also examine how negative social capital was able to develop in a child-centered voluntary organization, an anomaly within extant research on negative relationships in such organizations.     

Revisioning Philosophy of Education Instruction in Competency-Based B. Ed. Programs

This article concerns the relationship between classroom assessments that are aligned with “competencies-based” teaching in Teacher Education programs on the one hand, and on the other hand, the challenge of offering authentic “philosophy of education,” “education theory,” or “education foundations” courses for student–teachers who are enrolled in a professional degree and on the way towards certification. Briefly, administrative and accreditation concerns with developing and demonstrating core “competencies” when teaching is considered strictly as a “profession” do not align with more ancient understandings of teaching as a “way of life”—especially when that life is led in some relation to philosophy, or “the pursuit of wisdom.” This article examines the disjunction between these two conceptualizations of teaching; it encourages readers to think about how this disjunction problematizes their pedagogy as “philosophers of education.”     

Is sport good for older adults? A systematic review of psychosocial outcomes of older adults’ sport participation

Although sport is promoted as a vehicle to enhance health and well-being throughout the life course, little is known about the psychosocial benefits and costs associated with sport participation in older adulthood. A mixed studies systematic review of English-language, peer-reviewed, original research articles (from the earliest record until March 2015) was undertaken to identify psychosocial outcomes of sport for adults over age 65 and to determine whether sport provides psychosocial outcomes that are distinct from other forms of physical activity. Results suggest sport involvement later in life was related to ageing, cognitive/perceptual, emotional, social, and motivational outcomes but it remains unclear whether these effects were solely related to participation in sport. Additional work with increased attention to methodological design and participant recruitment is needed to better understand psychosocial outcomes of older adults’ sport participation and to inform potential interventions. Recommendations to enhance the quality of future studies in the area are discussed.     

Estimating changes in hydration status from changes in body mass: considerations regarding metabolic water and glycogen storage

The potential for imprecision in the estimation of hydration status from changes in body mass has been outlined previously but the equations derived from these derivations appear inconsistent. Reconciliation of body mass loss in terms of sweat loss and effective body water loss is possible from specific equation sets provided that gains and losses of both body mass and water used in the derivation of sweat loss and to derive effective body water loss are in inclusive equation sets. This is obligatory so that mass and water changes as quantifiable determinants are consistent with both internal processes and external gains and losses. Thus, body mass loss, substrate oxidation, metabolic water, and all the terms used in simultaneous equation sets have to be reconciled not only as identical variables but mathematically balance exactly. The revised equation for effective body water loss given here is different from that originally proposed. Metabolic water is part of body mass loss corrected for substrate oxidation, fluid ingestion, and respiratory water to derive sweat loss and it may not be justified to also include water associated with glycogen as releasable bound water. Accordingly, our calculated effective body water loss is substantially a greater loss than originally supposed but clearly still less than the simple balance between mass loss and fluid ingested.     

Optimization of handheld gauge sizes for rocker measurements of skate blades and bobsleigh runners

This work uses numerical methods to investigate the feasibility of modifying an instrument used in speed skating to analyze blades from four different ice sports. The instrument, a handheld rocker gauge, is adapted to create a device that can effectively profile other types of skate blades and bobsleigh runners. Since there are significant differences between short and long-track blades one could expect a difference in the gauges used to study these blades. Despite this expectation, the same gauge is used in both disciplines. The usefulness of these gauges has been proven in speed skating so it is expected that they should also be useful to study hockey blades and bobsleigh runners. To optimize the gauge size for different blade types we digitize the profile of a blade, which we use to simulate gauge data. Then we use that gauge data to reconstruct the profile and compare it to the original digital profile. The result is compared for various gauge sizes and the gauge size is optimized for each of the four disciplines. The only commercially available device seems optimal for bobsleigh and long track speed skating. Smaller gauges are recommended for analyzing short track speed skates and hockey skates.

When ‘we wish they knew’ meets ‘I want to know’

ABSTRACT

The tension between mandated curricula and students’ interests is evident throughout the history of science education. Societal expectations for student learning often lead to standards and curricula that leave little room for students to explore their own individual interests. Occasionally, however, an event can capture the interest of so many students that teachers feel compelled to respond. The Ebola outbreak of 2014 was such an event. This article discusses findings from a study of teacher decision-making; specifically, it explores how high school science teachers in the U.S. decided whether and how they should address Ebola during the 2014–2015 school year, when the Ebola outbreak in West Africa was at its peak. Approximately 2500 teachers of science responded to an online questionnaire that addressed their Ebola-specific instruction. In comparing the decisions of those who taught about Ebola and those who did not, the study found that teachers weighed various factors, in particular student interest but also curriculum standards, time, and availability of resources for teaching about Ebola. The article concludes with implications for future urgent health-related issues.