Assessing and developing critical-thinking skills in higher education

Generic skills such as critical thinking, problem solving, and communication are essential for students' success in higher education and their careers. This article presents findings from an international study of students' (n ≈ 120,000) generic skills from six countries using a performance-based assessment. Results indicate that higher education students, on average, gain generic skills between entry and exit. However, learning gain is less marked than could be expected and varies significantly among country samples. Various background variables such as gender, ethnicity, parental level of education, and primary language are also explored. The authors conclude that it is feasible to reliably and validly measure generic skills in a cross-cultural context and that assessment of these skills is an essential component of best practices in higher education.     

The Effects of Autonomy on Motivation and Performancein the College Classroom

The goals of this study were to extend the literature about classroom autonomy in several ways. First, since previous research on autonomy has tended to focus on younger learners, we examined whether the positive effects of autonomy on motivation and performance would be replicated in a college sample. Second, we tested to see whether the well-established links between intrinsic motivation and autonomy would also be found using motivational constructs that play key roles in learning (specifically, task value, self-efficacy, and test anxiety). Third, we sought to trace the effect of autonomy on changes in student motivation over the course of a semester. Finally, we examined the role of autonomy on course performance. We found that experiences of classroom autonomy in the college classroom were more closely related to motivational factors than to performance. While the immediate experience of autonomy may not be directly facilitative of high course grades, autonomy does seem to foster intrinsic goal orientation, task value, and self-efficacy, all of which are critical components of “continuing motivation.” The data presented here lend further support for the benefits of fostering autonomy within academic settings.     

Influence of football match time–motion parameters on recovery time course of muscle damage and jump ability

ABSTRACT

We analysed the time course of recovery of creatine kinase (CK) and countermovement jump (CMJ) parameters after a football match, and correlations between changes in these variables and match time–motion parameters (GPS-accelerometry) in 15 U-19 elite male players. Plasma CK and CMJ height (CMJ_H), average concentric force (CMJ_CON) and average eccentric force (CMJ_ECC) were assessed 2 h before and 30 min, 24 h and 48 h post-match. There were substantially higher CK levels 30 min, 24 h and 48 h (ES: 0.43, 0.62, 0.40, respectively), post-match. CMJ_ECC (ES: ?0.38), CMJ_H (ES: ?0.35) decreased 30 min post, CMJ_CON (ES: ?0.35), CMJ_ECC (ES: ?0.35) and CMJ_H (ES: ?1.35) decreased 24 h post, and CMJ_CON (ES: ?0.41) and CMJ_H (ES: ?0.53) decreased 48 h post. We found correlations between distance covered at velocities ≤21 km · h^?1 and changes in CK at 24 h (r = 0.56) and at 48 h (r = 0.54) and correlations between CK and distance covered >14 km · h^?1 (r = 0.50), accelerations (r = 0.48), and decelerations (r = 0.58) at 48 h. Changes in CMJ_CON 30 min and 24 h post (both r = ?0.68) correlated with impacts >7.1·G. Decelerations >2 m · s^?2 correlated with changes CMJ_CON (r = ?0.49) at 48 h and CMJ_ECC (r = ?0.47) at 30 min. Our results suggest that match GPS-accelerometry parameters may predict muscle damage and changes in components of neuromuscular performance immediately and 24–48 h post-match.     

Discursive negotiations of Kenyan LGBTI identities: Cautions in cultural humility

This study identifies and analyzes sites of discursive negotiation regarding sexual and gender minority identities in Kenya. A demonizing master narrative of homosexuality is constructed through cultural myths prevalent in Kenyan media yet challenged by claims of innate identity through strategic essentialism and glocalized naming practices. Using participant observation and creative focus group methodologies with lesbian, gay, bisexual, trans*, and intersex community members and journalists in Nairobi, Kenya this research project demonstrates the necessity of cultural humility while addressing contemporary absences in the study of queer identities in intercultural scholarship and communication research within African contexts.     

Exploring urban print environments: a comparative study across San Antonio and Santiago and implications for early childhood literacy practices

In this study, we compared the types of texts found in two metropolitan areas (Santiago, Chile, and San Antonio, TX, USA) as a way of documenting the sponsorship of literacy within these two communities. We found (roughly) equal number of texts across the sites but interesting patterns within each. San Antonio's texts were primarily sponsored by industry and the military and Santiago's texts by political and religious sponsors. Similarly, there were statistically significant differences in the types of texts across neighbourhoods based on how well they were historically resourced. Our findings have implications for teaching early literacy through environmental print.     

A comparative study of the professional and curricular conceptions of the secondary education science teacher in Spain: possible implications for ongoing teacher education

We compared the professional and curricular conceptions of two samples of secondary education science teachers in Spain, who differed in their years of teaching experience and in whether or not they had participated in a long‐duration scientific‐pedagogical refresher course. Using the data from their responses to a questionnaire, we analysed aspects of their professionalism as teachers (motivation and work satisfaction) and aspects of the curriculum related to content, teaching methods and evaluation. The results show a broader professionalism and a higher level of satisfaction in the case of the teachers with more experience and a higher level of professional training. We found significant differences in whether the pupils' ideas were regarded as erroneous, and in whether laboratory practical work was used to test theory. We conclude by setting out a series of reflections with the aim of working towards improving teachers' ‘professional development’.

Dans cet article, nous comparons les représentations professionnelles et curriculaires de deux échantillons de professeurs de Sciences de l'Enseignement Secondaire en Espagne, selon leur ancienneté et leur éventuelle participation à un cours de remise à niveau scientifique et pédagogique de longue durée. À partir des réponses à un questionnaire, nous avons analysé certains aspects professionnels, tels que la motivation et le degré de satisfaction dans l'exercice de la profession, de même que certains aspects curriculaires touchant les contenus, la méthodologie et l'évaluation. Les résultats démontrent un professionalisme plus important et un plus haut degré de satisfaction chez les professeurs les plus expérimentés et les mieux formés. Nous avons également trouvé des différences significatives en ce qui concerne la prise en compte des idées fausses des élèves ou la mise en place de travaux pratiques en laboratoire pour vérifier la théorie. Il en découle une série de réflexions dans le but d'améliorer le ‘parcours professionnel’ des enseignants.

En este artículo se comparan las concepciones profesionales y curriculares de dos muestras de profesores de Ciencias de Educación Secundaria españoles que difieren en los años de docencia y en la realización o no de un curso de actualización científico‐pedagógica de larga duración. Con los datos de un cuestionario, se analizaron aspectos de la profesionalidad docente, como la motivación y satisfacción en el ejercicio de la profesión, y aspectos curriculares, relacionados con los contenidos, la metodología de enseñanza y la evaluación. Los resultados revelan una profesionalidad más extensa y un mayor nivel de satisfacción en el caso de los profesores con más experiencia y mejor formados. Asimismo, se han encontrado diferencias significativas en asuntos tales como la consideración de las ideas de los alumnos como errores o la realización de prácticas de laboratorio para comprobar la teoría. A partir de ello se plantean una serie de reflexiones que buscan mejorar el ‘desarrollo profesional’ del profesorado.

In disem Artikel werden die Ansichten zu Beruf und Lehrerinhalten von zwei Gruppen von spanischen Erziehungwissenschaftern verglichen, die Pädagogik für den Unterricht an Sekundarschulen lehren und sich darin unterscheiden, dass sie eine unterschiedliche lange Berufserfahrung haben und einige sich wissenschaftlich in zeitlich länger befristeten Kursen fortgebildet haben, andere aber nicht. Die Ergebnisse eines Fragebogens wurden ausgewertet, um bestimmte Aspekte zu untersuchen, die die Arbeit der Dozenten betrifft, so zum Beispiel die Motivation und Zufriedenkeit bei der Ausübung des Berufs sowie Aspekte des Lehrplans, die Unterrichtinhalte, die Methodologie und Fragen der Evaluation betreffen. Die Ergebnisse zeigen, dass die Dozenten mit größerer erfahrung und besser wissenschaftlicher Ausbildung vielseitiger in profesioneller Hinsicht sind und einen höheren grad an Zufriedenkeit aufweisen. Des weiteren konnten wesentliche unterschiede in Punkten wie der Bewertung von Schülerfelehrn oder bei der Durchführung von Praxisstunden im Labor, die der Anwendung der gelernten Theorie dienen, gefunden werden. An diesen Ergebnisse schlieben sich Reflexionen darüber an, wie die berufliche ‘Entwicklung und Fortbildung’ der Dozenten verbessert werden kann.     

Insights into user engagement on social media. Case study of a higher education institution

ABSTRACT

The interactions of users in social networks have been analyzed in the literature as sources of information on their ability to generate engagement among stakeholders in higher education institutes, which make more tactical than strategic use of social networks. This study helps identify which variables generate greater participation in Instagram users, providing strategic proposals for digital marketing. From the codification of all the publications published by a university in a social network site during the period of one year, a comparative analysis was carried out through a multivariate model. The results provide important and timely implications for both universities and higher education professionals. Our findings suggest that higher education marketing specialists should develop stronger and more consistent communication strategies to establish more valuable relationships with stakeholders. The administrators of the social networks of higher education institutions can find patterns in those publications that generate a greater participation in this study.