Technique and timing in women's backward two and one half somersault tuck (205C) and the men's backward two and one half somersault pike (205B) 3m springboard dives

The purpose of this study was to compare the backward two and one half somersault dive in a tuck position (205C) performed by females (n = 22) and the backward two and one half somersault dive in a pike position (205B) performed by males (n = 27) and by females (n = 6) to determine changes required by females to successfully perform 205B. Video data of the dives performed at the 1999 FINA World Diving Cup were captured and digitised to obtain times and postures of the divers at specific events including maximum depression, takeoff, and entry. Estimates of mass-normalised work done on the springboard were obtained from flight times. Males performed 31% more mass-normalised work on the springboard to gain height than females. Based on the dive scores and the short time to extend and prepare for entry it was concluded that females are not yet able to perform 205B with the same quality as they perform 205C. Females performing backward dives need to adjust their techniques to allow increased work on the springboard to generate height and rotation. Also, faster contraction of the hip flexors may allow them to achieve the tightest position more quickly to complete rotations with more time to prepare for entry.     

Reliability and Preliminary Use of a Rubric to Assess Pre-Kindergarten Teachers’ Video Uses

The presence and use of new technologies in early childhood settings are rapidly increasing. One technology tool used in early childhood settings is monthly DVD classroom newsletters, yet there is a lack of assessments to support pre-kindergarten teachers’ uses of such DVD newsletter technology—in general and in specific. The present study helps to fill this gap by developing and testing a revised rubric to evaluate the quality of monthly DVD classroom newsletters. Results indicate that the revised Monthly DVD Classroom Newsletter-Rubric exhibited good overall reliability. We suggest that the use of a rubric to assess pre-kindergarten teacher-created monthly DVD classroom newsletters supports teachers’ decision making about technology uses and professional development.     

Two-year follow-up of a code-oriented intervention for lower-skilled first-graders: the influence of language status and word reading skills on third-grade literacy outcomes

For 2 years we followed lower-performing English learner (EL) and native English speaking (non-EL) students who participated in an efficacy trial of a supplemental first-grade code-oriented intervention implemented by paraeducators. At the end of grade three, across all students (n = 180 of the original 187 students), treatment effects were maintained on word reading (approximate d = .45), spelling (.36) and reading comprehension (.24). However, treatment effects tended to be smaller for EL students, and were significantly smaller for spelling in particular. While pretest grade one word reading did not moderate treatment response for either ELs or non-ELs, it was found to strongly predict all three end-of- grade-three outcomes, although to a lesser extent for ELs on reading comprehension. Findings add support to previous research on the benefits of early code-oriented tutoring.     

Queering Art Teacher Education

This article sounds a call to action and addresses the challenges of creating inclusive, queer‐affrming art teacher education curricula. We examine such challenges through case study vignettes of our varied US university settings and explore the perils of teaching in an increasingly queer‐hostile culture. Strategies are given for avoiding attacks against LGBT‐supportive pedagogy and championing the cause of social justice for queer students, parents, artists, teachers and faculty.     

Contributions of morphological skill to children’s essay writing

Morphological skills have previously been found to reliably predict reading skill, including word reading, vocabulary, and comprehension. However, less is known about how morphological skills might contribute to writing skill, aside from its well-documented role in the development of spelling. This correlational study examines whether morphological skill, as measured by a sentence generation task tapping both derivational morphology and meta-syntactic skills, predicts performance on a standardized essay writing task for fifth- and eighth-grade U.S. students (N = 233), after controlling for grade level, comprehension, and writing fluency. Multilevel analyses indicated that morphological skill and writing fluency were each uniquely predictive of essay quality, and this finding was consistent regardless of whether accurate spelling was required in the morphological task. Our results suggest that morphological skills play an important role in writing, as has been previously documented in reading and spelling.     

Contextual Counseling With Clients of Color: A “Sista” Intervention for African American Female College Students

The authors argue that college counselors need to consider culturally appropriate adaptations of traditional counseling. They describe a counseling intervention for African American female college students and present a case study to illustrate the effectiveness of this counseling strategy.     

Improving educational outcomes for at‐risk students

Drawing on data from a longitudinal study of at‐risk youth (n = 593), this article reports on the analysis of factors that enabled these youth to succeed at school. It considers the impact of three baseline factors (age, gender, ethnicity) and a number of time‐dynamic factors [positive school environment, additional educational support, positive peer and parent relationships, exclusion/expulsion from school, depression and externalising individual risk, as well as the involvement of a range of services (mental health, justice, welfare)] upon educational progress. Over time, the educational status of this group of youth deteriorated. Differences were observed for indigenous, older and male youth who had poorer outcomes on average. Positive peer groups and a positive school environment predicted better outcomes, while the use of harsh disciplinary practices such as expulsion was the strongest predictor of poorer educational outcomes and had a pervasive negative impact on all three educational progress measures. Formal services did not make an appreciable difference to educational outcomes, while the provision of additional educational support only contributed to keeping youth enrolled in educational programmes but did not appreciably improve their educational outcomes. Improving educational outcomes for at‐risk youth requires a pan‐system response, whereby schools reduce the use of expulsion and create a positive school climate, other professionals support schools to retain challenging students at school and the positive resources generated by pro‐social peer groups are harnessed.