Reliability,usefulness and construct validity of the Combined Basketball Skill Test (CBST)

This study aimed to assess the reliability, usefulness and construct validity of the newly developed Combined Basketball Skill Test (CBST). Fifteen recreational (age = 22.8 ± 4.2 y, stature = 184.8 ± 6.5 cm, body mass = 81.6 ± 9.6 kg, training experience = 9.8 ± 5.3 y) and fifteen semiprofessional (age = 18.9 ± 3.3 y, stature = 190.5 ± 8.1 cm, body mass = 84.2 ± 11.2 kg, training experience = 11.1 ± 3.5 y) players volunteered to participate in this study. Test–retest reliability and usefulness were examined for recreational players, while construct validity was evaluated comparing the two player groups. The CBST is composed of 12 trials and its outcome measures include: completion time (sum of the 12 trial times); penalty time (sum of the times from the 12 trials); performance time (completion time + penalty time) and total number of errors. Relative reliability analysis showed acceptable ICC values (i.e. ≥0.70) in all the studied variables. Absolute reliability analysis showed a CV < 5% for completion (1.6%) and performance (2.0%) time, while a CV >5% is reported for the remaining variables. The usefulness of the test was considered “Marginal” and “Good” when comparing TE values with SWC₀₂ and SWC₀₅, respectively for all the studied variables. Likely and very likely differences were shown between recreational and semiprofessional players in all investigated variables. Results showed that the CBST is reliable, useful to detect moderate changes and valid to assess basketball skills.     

Achieving Bologna convergence: is ECTS failing to make the grade?

Transparent and consistent credit transfer procedures are essential if EU Universities are to successfully build the European Higher Education Area and thrive in the emerging global knowledge economy. Currently, the European Credit Transfer System is the most widely used mechanism to enable credit transfer between universities in different EU nations. Using data from 20 universities in four EU member states, this paper examines the problems in calculating and using ECTS grades. The results demonstrate that the alignment of ECTS grades varies within nation states and show that, despite the fact that ECTS grading is a norm‐referenced system, while national systems are usually criterion‐referenced, the ECTS conversion tables provided by universities indicate straight line transference from institutional to ECTS grades. Given the anticipated increase in student mobility following the EU enlargement to 25 nations, this paper proposes a re‐alignment of ECTS towards a criterion‐referenced system. Such a new system would acknowledge and build on the diversity of EU higher education systems, unlike the current mechanistic system. The latter masks this diversity and is flawed in calculation and ad hoc in operation.     

A Typology of Undergraduate Textbook Definitions of ‘Heat’ across Science Disciplines

The physics and chemistry education literature has grappled with an appropriate definition for the concept of heat for the past four decades. Most of the literature promotes the view that heat is ‘energy in transit’ or ‘involves the transfer of energy’ between the system and surroundings because of a difference in temperature. Given that many undergraduate students are not learning the concept of heat in physics and chemistry alone, the goal of this investigation is to explore the conceptions of heat as presented in textbooks from across the science disciplines. An analysis of the definitions of heat from physics, chemistry, the biological sciences and the earth sciences showed a significant variation in the definitions within a discipline and between the disciplines. Specifically, the physics and chemistry textbooks used ‘energy in transit’ or ‘transfer of energy’ definitions (Class I), whereas textbooks from other disciplines typically used definitions which relate heat to ‘molecular kinetic energy’ (Class II) or they used a hybrid of Class I and II definitions. Although a universal definition of heat across disciplines may not be possible (or even desirable), we suggest that discrepancies in definitions be acknowledged and clearly communicated to students.     

Modelling science as a contribution good

The non-rivalness of scientific knowledge has traditionally underpinned its status as a public good. In contrast we model science as a contribution game in which spillovers differentially benefit contributors over non-contributors. This turns the game of science from a prisoner's dilemma into a game of ‘pure coordination’, and from a ‘public good’ into a ‘contribution good’. It redirects attention from the ‘free riding’ problem to the ‘critical mass’ problem. The ‘contribution good’ specification suggests several areas for further research in the new economics of science and provides a modified analytical framework for approaching public policy.     

Student note-taking related to university examination performance

Student note-taking is an almost universal activity among university students, yet few naturalistic studies have examined relationships between note-taking practices and subsequent examination performance. Complete sets of notes on an introductory psychology course, involving 75 lectures presented by ten instructors, were obtained from nineteen male and nineteen female students. Notes on ten selected lectures (one per instructor) were analysed, and information derived about class attendance and the quantity, organization, and presentation of the notes. Variables based on this information were then correlated with performance on two three-hour final examination papers (one multiple-choice, one essay). High correlations were found between the quantity of notes and examination performance. Surprisingly, these correlations increased in subsamples consisting of those students who attended class most diligently. The correlations involving the multiple-choice examination tended to be higher than those involving the essay examination, most probably because of wider sampling of lecture content and a more factual orientation in the multiple-choice examination. The results appear to conflict with the advice given in student study guides, many of which suggest that students should be very selective and concise in their note-taking.     

Addressing issues of religious difference through values education: an Islam instance

The article’s main focus is on exploring ways in which modern forms of values education are being utilized to address major issues of social dissonance, with special focus on dissonance related to religious difference between students of Islamic and non‐Islamic backgrounds. The article begins by appraising philosophical and neuroscientific research relevant to the underpinning concepts behind such forms of education. It then explores evidence from the federally funded Australian Values Education Program, and its various related research projects, that suggests that values education has potential to impact on a range of educational measures, including those related to enhancing understanding and tolerance across lines of religious difference.     

Searching for Best Practice in Initial Teacher Education: responding to the challenges

In this paper an innovative teacher education programme at The University of Newcastle in Australia is described. Public debates and reports on teacher education are the motivation for the new programme. Aristotle's ethical theory is employed to develop a new knowledge base and to ensure that old debates about the relative importance of content and pedagogy are not revisited. The paper endorses the recent Adey Review as helpful in this regard.     

Four Philosophical Perspectives on School Inspection: An Introduction

This article offers an introduction to the four philosophical perspectives on school inspection that are presented in the articles which follow. Several aspects of practical contexts relating to school inspection are outlined (with particular reference to England) and major points made in the articles are outlined.