Dyadic Curve-of-Factors Model: An Introduction and Illustration of a Model for Longitudinal Nonexchangeable Dyadic Data

The analysis of longitudinal data collected from nonexchangeable dyads presents a challenge for applied researchers for various reasons. This article introduces the dyadic curve-of-factors model (D–COFM), which extends the curve-of-factors model (COFM) proposed by McArdle (1988) for use with nonexchangeable dyadic data. The D–COFM overcomes problems with modeling composite scores across time and instead permits examination of the growth in latent constructs over time. The D–COFM also appropriately models the interdependency among nonexchangeable dyads. Different parameterizations of the D–COFM are illustrated and discussed using a real data set to aid applied researchers when analyzing dyadic longitudinal data.     

Student-Produced Action Research in Early Childhood Teacher Education

This article describes how preservice teachers accomplish and write up action research projects as part of their teacher preparation at one university in the United States. The paper is divided into four major sections. In the first section, the instructor describes how teacher research is introduced to teacher education students and how they are guided through the processes of conceptualizing, doing, and writing up their projects. The next two sections are the stories of two 1st-year teachers who describe and reflect on what they learned from completing action research projects under the direction of the instructor. The concluding section offers generalizations that synthesize lessons learned by the authors.     

Does Homeschooling “Work”? A Critique of the Empirical Claims and Agenda of Advocacy Organizations

The phenomenal growth of homeschooling in recent years demonstrates not only the appeal of this educational approach but also the notable policy acumen of the homeschooling movement's leading advocates. This analysis examines and critiques the empirical claims made by homeschooling proponents to justify further expansion and deregulation of the movement, and sheds light on the homeschool advocacy agenda explicit in those claims. Advocates often strongly suggest a causal connection between homeschooling and academic success, postsecondary attainment, and even enjoyment of life. Seemingly, these benefits are experienced all at a reduced cost per student. It is through such claims that homeschooling advocates have expanded the practice of homeschooling and have pressed for fewer state regulations and less oversight. This article outlines and challenges those claims, showing the tenuous basis for such conclusions. Instead, in an era when policymakers demand evidence of effective educational practices, we note the remarkable lack of empirical evidence on the effectiveness of this popular approach and suggest that continued efforts to claim such evidence exists indicates the desire of advocates to further advance what is largely an ideological agenda of deregulation as an end in itself.     

Technical determinants of tackle and ruck performance in International rugby union

The most frequently occurring contact events in rugby union are the tackle and ruck. The ability repeatedly to engage and win the tackle and ruck has been associated with team success. To win the tackle and ruck, players have to perform specific techniques. These techniques have not been studied at the highest level of rugby union. Therefore, the purpose of this study was to identify technical determinants of tackle and ruck performance at the highest level of rugby union. A total of 4479 tackle and 2914 ruck events were coded for the Six Nations and Championship competitions. Relative risk ratio (RR), the ratio of the probability of an outcome occurring when a characteristic was observed (versus the non-observed characteristic), was determined using multinomial logistic regression. Executing front-on tackles reduced the likelihood of offloads and tackle breaks in both competitions (Six Nations RR 3.0 Behind tackle, 95% confidence interval [95% CI]: 1.9–4.6, effect size [ES] = large, P < 0.001); Championship RR 2.9 Jersey tackle, 95% CI: 1.3–6.4, ES = moderate, P = 0.01). Fending during contact increased the chances of offloading and breaking the tackle in both competitions (Six Nations RR 4.5 Strong, 95% CI: 2.2–9.2, ES = large, P = P < 0.001; Championship RR 5.1 Moderate, 95% CI: 3.5–7.4, ES = large, P < 0.001). For the ruck, actively placing the ball increased the probability of maintaining possession (Six Nations RR 2.2, 95% CI: 1.1–4.3, ES = moderate, P = 0.03); Championship RR 4.0, 95% CI: 1.3–11.8, ES = large, P = 0.01). The techniques identified in this study should be incorporated and emphasised during training to prepare players for competition. Furthermore, these techniques need to be added to coaching manuals for the tackle and ruck.     

Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: Perceptions of peer teachers and students

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12–15 item ARS quiz assembled by six second‐year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first‐year DPT students in attendance. This study used a ten‐item questionnaire and a five‐point Likert scale in addition to three open ended questions to survey perceptions of both first‐year and second‐year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First‐year students overwhelmingly acknowledged the ARS system permitted each student to self‐assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first‐year students' level of understanding of anatomical concepts; and (2) effectively prepare first‐year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy. Anat Sci Educ 2: 286–293, 2009. © 2009 American Association of Anatomists.     

Bridging professional teacher knowledge for science and literary integration via design-based research

We offer insights for using design-based research (DBR) as a model for constructing professional development that supports curriculum and instructional knowledge regarding science and literacy integration. We spotlight experiences in the DBR process from data collected from a sample of four elementary teachers. Findings from interviews, focus groups and researcher field notes elucidated: the value in establishing a collaborative foundation for professional discourse, the teacher participants developing nascent knowledge of curricular integration in science and literacy, and their apprehensions about using digital technology to support their professional development. Implications are presented for professional development facilitators and researchers using DBR as an innovative approach for teacher development.     

Structuring academic conflicts between majority and minority students: Hindrance or help to integration

The effects of two types of structured academic conflict, controversy and debate, were compared with individual study in a study on desegregation. Seventy-two sixth grade students were assigned to conditions on a stratified random basis controlling for sex, reading ability, and ethnic membership. In all three conditions students studied a controversial issue with materials representing both pro and con views. In the controversy condition each learning group was divided into two pairs representing the pro and con sides. In the debate condition each member of a learning group was assigned a pro or con position to represent in a debate with the other three members. In the individualistic condition subjects were told to learn the material without interacting with other students and each student was given all the pro and con materials. The results indicate that controversy promotes the most cross-ethnic verbal rehearsal and exchange of the assigned material, the most concern that all students master the assigned material, the most active search for more information about the topic being studied, the most reevaluation of one's position and incorporation of opponents' arguments, the most liking for the subject matter and the instructional experience, the highest self-esteem, and the most accepting and supportive relationships among minority and majority students. The debate condition generated higher levels of these dependent variables than did individualistic study.     

Predictive Relationships between Web and Human Resource Use and Middle School Students’ Interest in Science Careers: An Exploratory Analysis

This study investigated relationships among the use of web and human resource during science class and science career interest. Results suggested that levels of science career interest could be predicted based on classroom use of web and human resources. Regular use of human resources was predictive of science career interests for boys and girls. Use of web resources was only predictive of girls interests, on average, 7 points higher on a 36-point scale than girls who did not use web resources. Girls who used both resources scored 16 points higher than girls who used neither. Two other predictor variables found included (1) teachers who lacked science background and used web resources regularly and (2) level of student-centered instructional strategies used in the classroom. Further research is suggested.