Professional judgement and decision-making in adventure sports coaching: the role of interaction

This qualitative study presents the view that coaching practice places demands on the coach’s adaptability and flexibility. These requirements for being adaptive and flexible are met through a careful process of professional judgement and decision-making based on context-appropriate bodies of knowledge. Adventure sports coaches were selected for study on the basis that adventure sports create a hyper-dynamic environment in which these features can be examined. Thematic analysis revealed that coaches were generally well informed and practised with respect to the technical aspects of their sporting disciplines. Less positively, however, they often relied on ad hoc contextualisation of generalised theories of coaching practice to respond to the hyper-dynamic environments encountered in adventure sports. We propose that coaching practice reflects the demands of the environment, individual learning needs of the students and the task at hand. Together, these factors outwardly resemble a constraints-led approach but, we suggest, actually reflect manipulation of these parameters from a cognitive rather than an ecological perspective. This process is facilitated by a refined judgement and decision-making process, sophisticated epistemology and an explicit interaction of coaching components.     

Start hard,finish better: further evidence for the reversal of the RAE advantage

The relative age effect (RAE) has been highlighted extensively within literature as influencing selection and identification within sports. However, this initial bias appears to not be systemic in some talent development systems. Accordingly, we report an investigation into the initial identification, selection and conversion of academy players from professional Rugby Union and Cricket at national level. Reflecting previous studies, data again demonstrated a reversal of RAE advantage whereby relatively young players from both sports were less likely to be selected into their respective national academy systems but were more likely to transition into senior national squads. On the basis of our observations, we further propose a psychological explanation for the mechanism of such a reversal, based on the influence of additional challenge experienced throughout the development journey. As such, we also highlight the need for further qualitative investigation to explore this phenomenon in greater depth.     

Reading for Learning – Information Retrieval Skills in English

of work on reading for learning skills. The unit was team taught by a head of English and an LEA English consultant. Details of the unit of work as it developed, examples of the students’ work, the issues that arose and how the English Department has developed an overview to tackle this cross-curricular aspect of the Key Stage 3 reading curriculum are included. The potential impact across the range of subject areas is also considered.     

Connecting best practices in public relations to social media strategies for academic libraries

Academic libraries worldwide use social media to inform and connect with users. Virginia Commonwealth University (VCU) Libraries is no different and must keep up with rapidly evolving platforms and user expectations. When our presence stretched across twenty-two channels, we needed to ensure that social media efforts were managed in the most effective and efficient manner possible. To develop a research-based, unified vision for communication for new media, we scanned the literature in the library and public relations fields and then surveyed librarians to address identified gaps. Based on results, we offer recommendations focused on best management practices and strong content strategies.     

‘Success’ and ‘Failure’ in the Education Marketplace: An Example from New Zealand

This paper details the impact of market policies in New Zealand on one low socio-economic school, raising questions about the underlyingassumptions of the programmes designed to turn around so called failing schools. The impact of macro policies on disadvantaged schoolsin the market place is documented, as is recent evidence on the impactof schools entering a spiral of decline on their examination outcomes.It is argued that school success and failure cannot be understood inisolation but needs to be placed in the wider context of stateeducational policy. Consequently, change strategies which ignore thewider policy settings risk failure.     

What makes a successful transition to school? Views of Australian parents and teachers

This paper reports a survey of 355 parents and 166 teachers of young children starting school in New South Wales, Australia. Parents and teachers were asked to rate a list of 20 items in answer to the question 'How important are the following for deciding whether a child has had a successful first two terms of school?' The results are presented in relation to individual items as well as broad categories, with comparisons between the perceptions of teachers and parents. Overall, teachers placed most emphasis on the areas of children's adjustment to the school context and their dispositions or feelings about being at school. Less emphasis was attributed to areas such as knowledge. Parents were more likely than teachers to focus on knowledge, as well as children's dispositions. Implications are drawn for collaborative interaction between parents and teachers as children start school.     

University Teachers' Conceptions of Memorising in Learning Science

This paper describes what a sample of university teachers in science conceive to be the role of memorising and the relationship between memorising and understanding in their disciplines. Sixteen, purposively selected university teachers were interviewed in depth. The university teachers were from three disciplines--mathematics, physiology and physics. Analysis of the data was undertaken from a phenomenographic perspective (Marton, 1988) and indicates a set of conceptions of memorising including memorising as rote learning for reproduction, as facilitating learning--a way to progress--and as a key component of the learning process. Opposing views of the relationship between memorising and understanding were expressed; these were viewed either as unrelated processes or as dynamically interwoven.     

Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland

The beneficial role that children’s literature plays in facilitating the meaningful integration and advancement of literacy and numeracy in the primary mathematics classroom has been well validated by research findings internationally. In Ireland, supporting the development of literacy and numeracy is a key educational priority. Consequently, a myriad of policy initiatives such as the Literacy and Numeracy for Learning and Life strategy have been introduced. All aim to address concerns about young people’s lack of basic literacy and numeracy skills and to consider new teaching and learning modalities to enhance same. Despite this, no official emphasis is given to incorporating literature in the Irish primary school mathematics curriculum. Therefore, it is pertinent and timely that this study seeks to ascertain pre-service and in-service teachers’ views on the use of literature to support mathematics teaching and learning and to investigate perceived barriers to and enablers for the integration of children’s literature in the mathematics classroom in Ireland. The analysis of the findings will be framed using Ajzen’s (Ajzen, Icek. 1991. “The Theory of Planned Behavior.” Organizational Behavior and Human Decision Processes 50 (2): 179–211) Theory of Planned Behavior (TPB) model. This research is part of a large international research collaboration (see www.mathsthroughstories.org), in which the beliefs of teachers with respect to children’s literature are investigated.