New Resources for Childbirth Educators and Parents

In this column, reviewers offer perspectives and comments on a variety of new media resources for childbirth educators and for expectant and new parents. The books, CD, and DVDs reviewed in this issue''s column address the following topics: natural, safe, and healthy birth practices; doula care; breastfeeding; empowering women to make healthy lifestyle choices during pregnancy; encouraging mothers to bond with their babies before birth; and fathers'' and partners'' supportive role during labor and birth.     

Relationship between decision-making self-efficacy,task self-efficacy,and the performance of a sport skill

Abstract

The purpose of this study was to examine the relationships between decision-making self-efficacy and task self-efficacy and subsequent decision-making and task performance. Sixty undergraduate students (30 males, 30 females) participated in this study, which involved infield defensive plays in softball. The physical task required participants to throw a ball at a target. The decision-making task required participants to watch video scenes depicting different infield defensive situations and decide where to throw the ball in each situation. Both tasks used manipulated failure. Self-efficacy was assessed before performance. Strength of decision-making and task self-efficacy predicted physical performance, but not decision-making performance.     

Science and technology related global problems: An international survey of science educators

This survey evaluated one aspect of the Science-Technology-Society theme, namely, the teaching of global problems related to science and technology. The survey was conducted during spring 1984. Two hundred sixty-two science educators representing 41 countries completed the survey. Response was 80%. Findings included a ranking of twelve global problems (the top six were: World Hunger and Food Resources, Population Growth, Air Quality and Atmosphere, Water Resources, War Technology, and Human Health and Disease). Science educators generally indicated the following: the science and technology related global problems would be worse by the year 2000; they were slightly or moderately knowledgeable about the problems; print, audio-visual media, and personal experiences were their primary sources of information; it is important to study global problems in schools; emphasis on global problems should increase with age/grade level; an integrated approach should be used to teach about global problems; courses including global problems should be required of all students; most countries are in the early stages of developing programs including global problems; there is a clear trend toward S-T-S; there is public support for including global problems; and, the most significant limitations to implementation of the S-T-S theme (in order of significance) are political, personnel, social, psychological, economic, pedagogical, and physical. Implications for research and development in science education are discussed.     

Care practice #2: freedom of movement throughout labor

This updated edition of Care Practice Paper #2 presents the evidence for the benefits of allowing freedom of movement in labor. Physiologic and anatomical principles that support the benefits of movement are explained. The authors review common obstacles to movement in labor, including the routine use of interventions that inhibit women's ability to walk or change position. Women are encouraged to plan to be active in labor and to select care providers and birth settings that provide the full range of options for using movement in labor.     

The Teleological Concept of the Physical Qualities of Man

Despite considerable research, the question of whether obese individuals are more metabolically efficient than their nonobese counterparts has not been conclusively answered. This paper examines the research on energy expenditure in obesity, particularly the resting metabolic rate (RMR). Because of the paucity of research using obese males as subjects, the paper focuses on obese females. Absolute RMR has been found to be higher in obese than in nonobese women, RMR per kg fat-free mass is often similar between the groups, and RMR per kg body weight is typically lower in the obese. Formerly obese women often have reduced energy requirements, suggesting a degree of energy efficiency. Factors that affect energy expenditure, and which might account for the lack of consistent findings in RMR studies of the obese, are discussed. These include (a) diet and exercise, (b) genetics, (c) age of obesity onset, and (d) the composition of body weight. Implications for research are presented.     

A Competence-Based Science Learning Framework Illustrated Through the Study of Natural Hazards and Disaster Risk Reduction

This article proposes a competence-based learning framework for science teaching, applied to the study of ‘big ideas’, in this case to the study of natural hazards and disaster risk reduction (NH&DRR). The framework focuses on new visions of competence, placing emphasis on nurturing connectedness and behavioral actions toward resilience and sustainability. The framework draws together competences familiarly expressed as cognitive knowledge and skills, plus dispositions and adds connectedness and action-related behaviors, and applies this by means of a progression shift associated with NH&DRR from abilities to capabilities. The target is enhanced scientific literacy approached through an education through science focus, amplified through the study of a big idea, promotion of sustained resilience in the face of disaster and the taking of responsibilities for behavioral actions. The framework is applied to a learning progression for each interrelated education dimension, thus serving as a guide for both the development of abilities and as a platform for stimulating student capabilities within instruction and assessment.     

Sociocultural approaches to learning and development: A Vygotskian framework

Sociocultural approaches emphasize the interdependence of social and individual processes in the coconstruction of knowledge. This article uses three central tenets of a Vygotskian framework to examine the relation between learning and development: (a) social sources of individual development, (b) semiotic (signs and symbols, including language) mediation in human development, and (c) genetic (developmental) analysis. The role played by culture and language in human development is an essential aspect of the Vygotskian framework and provides an overarching theme for this article. The methodological foundation of this framework is examined, particularly as it contrasts with other perspectives on the process of internalization of social interaction in the construction of knowledge. The article concludes by surveying sociocultural research on and applications to classroom learning and teaching, particularly that which examines the role of collaboration.     

Collaborative teaching at the university level: Practicing what is preached

Abstract

The purpose of this article is to describe the development and implementation of a co‐teaching model at a small state university in the northeast. In addition, this article will share lessons learned from this experience by two professors, as well as describe the impact on the beliefs and teaching behaviors of their students. One of the professors is a member of the Department of Special Education and Rehabilitation, and the second is from the Department of Professional and Secondary Education. The co‐teaching initiative began in 1996 and continues until the present, with a graduate course on inclusionary practices taught collaboratively each fall. The impetus for the initiative came from an identified need for general education and special education teachers to co‐teach in classrooms where students with disabilities are included. Given that co‐teaching is an expected teacher behavior, the practice must be taught with intent and modeled by professors to increase the likelihood that it will be implemented successfully in P‐12 classrooms.