The Induction of School Counselors: Meeting Personal and Professional Needs

The purpose of this study was to ascertain participants’ perceptions of elements of the induction process that met novice school counselors’ personal and professional needs. Interviews of seven novice counselors and their principals over one school year were the primary data sources. Employing an abductive analysis process based on a developed typology of induction elements from the teacher induction literature, the researchers’ analysis of the data indicated that although various induction elements were discussed by participants (i.e. informal mentors, orientation, professional development, collaboration, reduced workloads, and interaction with principals), few were planned specifically for the novice counselor. Most supports for the novices were viewed with mixed results in meeting their personal and professional needs.     

Leg soft tissue position and velocity data from skin markers can be obtained with good to acceptable reliability following heel impacts

Quantifying soft tissue motion following impact is important in human motion analysis as soft tissues attenuate potentially injurious forces resulting from activities such as running and jumping. This study determined the reliability of leg soft tissue position and velocity following heel impacts. A grid of black dots was applied to the skin of the right leg and foot (n = 20). Dots were automatically detected (ProAnalyst^®) from high-speed records of pendulum and drop impacts. Three trained measurers selected columns of dots on each participant for analysis; one measurer 6 months later. Between- and within-measurer differences in kinematic variables were all relatively small (<0.8 cm for position; <3.7 cm/s for velocity) between-measurers and (<0.5 cm for position; <2.6 cm/s for velocity) within-measurer. Good (coefficients of variation (CV) ≤ 10%) to acceptable (CV > 10% and ≤20%) reliability was shown for 95% of the position measures, with mean CVs of 10% and 11% within-measurers and between-measures, respectively. Velocity measures were less reliable; 40% of the measures showed good to marginal (CV > 20% and ≤30%) reliability. This study established that leg soft tissue position data from skin markers could be obtained with good to acceptable reliability following heel impacts. Velocity data were less reliable but still acceptable in many cases.     

The development of trust in residential environmental education programs

Trust, a relational phenomenon that is an important building block of interpersonal relationships and within society, can also be an intermediary outcome of field-based environmental education programs. Trust creates a foundation for collaboration and decision-making, which are core to many ultimate outcomes of environmental education. Yet, understanding how trust develops among environmental education program participants is still nascent, partly because few methods exist for measuring trust in informal contexts, such as those that are common for many environmental education programs. Our study used social network analysis and qualitative data from focus groups, questionnaires, and participant observation to investigate the development of trust among residential environmental education program participants in two school groups, some of whom had initial familiarity with each other. Network data indicated differential increases in peer-to-peer trust among group members when measured at the individual level. Qualitative data from the focus groups highlighted salient dimensions of trust that were particularly relevant in this setting, including friendship, emotional and physical safety, and self-disclosure; reciprocal trust among peers and educators; and aspects of this immersive setting that fostered trust among the participants.     

Scapulohumeral kinematic assessment of the forward kayak stroke in experienced whitewater kayakers

By understanding the normal humeral and scapular kinematics during the kayak stroke, inferences about the relationship of kayaking technique and shoulder injury may be established. The purpose of this study was to describe scapular and humeral kinematics and to compare dominant versus non-dominant symmetry in healthy whitewater kayakers performing the forward stroke. Twenty-five competent whitewater kayakers (mean age: 34.1 ± 9.4 years, mean height: 1.768 ± 0.093 m, mean mass: 78.2 ± 13.0 kg) underwent humeral and scapular kinematic assessment, using an electromagnetic tracking device, while kayaking on a kayak ergometer. Paired t-tests were used to determine symmetry. Scapular and humeral kinematic means and standard deviations at six time points during the kayak stroke were described. Scapular and humeral kinematics were shown to be similar upon bilateral comparison. The greatest potential for injury during the forward stroke may be at thrust paddle shaft vertical when the humerus is maximally elevated in internal rotation and adduction as subacromial structures may be mechanically impinged. The relationship between scapulohumeral kinematics related to injury at other time points are also described.     

Understanding the intention to use interactive whiteboards: model development and testing

The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers' intention of using it. Despite the recent surge in published research on the widespread applications for IWBs in teaching and learning, few have developed a model to elucidate the factors which influence student teachers' behavioural intentions (BIs) regarding the use of IWBs. The aim of this study was to develop a model which demonstrates the variables that affect student teachers' intentions and which also explain their interactions. The proposed research model is based on previous models of technology acceptance. Six variables (technology self-efficacy (TSE), performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating condition, and BI) were selected to build a model for this study. Structural equation modelling was used as the main technique for data analysis. The research model was found reliable and valid, the findings being based on a self-reported survey of 156 student teachers in Australia. Of the seven hypotheses which were formulated, five were supported by the findings. From the effect sizes, the dominant determinant of BI was found to be PE, this being followed by TSE, EE, and SI.     

Exploring the digital natives among pre-service teachers in Turkey: a cross-cultural validation of the Digital Native Assessment Scale

This study aims to explore the digital natives among a sample of pre-service teachers and in the process, examine the validity of a Turkish adaptation of the digital native assessment scale (DNAS) [Teo, T., & Fan, X. (2013). Coefficient alpha and beyond: Issues and alternatives for educational research. The Asia-Pacific Education Researcher, 22(2), 209–213]. Five hundred and fifty-seven participants completed a survey questionnaire in Turkish measuring their responses on the DNAS, developed from a proposed four-factor research. Confirmatory factor analysis and multiple indicators, multiple causes modelling were used to analyse the data and an acceptable fit was found, suggesting that the DNAS is a valid measure for participants who are older living in another culture. While the pre-service teachers had mostly regarded themselves as digital natives, significant differences were only found by years of computer use and perceived competence but no significant differences were found for gender and age.     

A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability

Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi‐experimental posttest‐only study that examines the feasibility and effectiveness of the model for first‐grade students. Participants were 224 first‐grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.     

Effects of sensory-level high-volt pulsed electrical current ondelayed-onset muscle soreness

Ten healthy males and ten healthy females aged 21.5 +/- 3.2 years (mean +/- s) participated in the study, which was designed to evaluate the effectiveness of sensory level-high volt pulsed electrical current (HVPC) on delayed-onset muscle soreness (DOMS). Arm discomfort, elbow extension range of motion and isometric elbow flexion strength were obtained as baseline measurements. Delayed-onset muscle soreness was induced in the participants' dominant or non-dominant arm using two sets of 20 maximal eccentric elbow flexion contractions. After the induction of DOMS, the participants were randomly divided into an experimental condition (HVPC) or a placebo condition. The experimental condition consisted of 20 min of HVPC immediately after the induction of DOMS, and 20 min every 24 h for three consecutive days thereafter. The participants in the placebo condition received an intervention similar in design; however, no electrical current was administered. Baseline measurements were reevaluated at 24, 48, 72 and 96 h after the induction of DOMS. Three weeks later, the participants returned and the protocol was repeated on the contralateral limb, using the opposite intervention (HVPC or placebo). Repeated-measures analysis of variance revealed a significant increase in overall arm discomfort, decrease in elbow extension and decrease in isometric strength for both conditions over time. No significant main effect of treatment, or time-by-treatment interaction, was found for the HVPC condition when compared with the placebo condition for any variable. Sensory-level HVPC, as utilized in our application, was ineffective in reducing the measured variables associated with DOMS.     

The Effects of Alternative Flowcharting Techniques on Performance on Procedural Tasks

Many individuals tend to have difficulty completing complex procedural tasks that require branching. Neither prose–based nor list–based instructions have been efficient in alleviating this difficulty. Traditional flowcharts have proven more effective in helping individuals to complete complex procedural tasks, but only after several practice sessions. However, it is possible that the use of map–like symbols may eliminate the need for repeated flowchart practice. Therefore, the purpose of this study was to investigate the effects of flowcharts utilizing map–like symbols on performer efficiency in completing a complex procedural task. The results of this study indicated no significant difference between the use of map–like symbols and traditional flowcharts in helping performers to complete complex procedural tasks. However, both graphic presentation formats were found to be significantly more efficient than a list–based presentation of information. It was expected than an intuitive map–like presentation would be more efficient than a list–based format. However, the efficiency of the flowchart presentation under unpracticed conditions was unexpected, based on prior research.