Learning through life: a response to the special issue 29(4)

This paper argues that after-school programmes need to be considered an essential part of lifelong learning infrastructure, particularly in light of the dominance of the economic discourse in both lifelong learning literature and the initial schooling literature. The paper, which is based upon existing literature, begins by providing an overview of after-school programmes, including their historical development. This is followed by an examination of the changing discourse in the lifelong learning literature and the initial school literature. The argument is made that the narrowing of lifelong learning and initial schooling perspectives represented by economic determinism leads to an increase in those on the margins. The youth development literature is then reviewed with a focus on positive youth development, arguing that after-school programmes with a positive youth development focus can meet the needs of those disengaged youth who are marginalised by the formal educational system. The Fusion Youth and Technology Centre is then presented as an illustrative case of an after-school programme that has a positive youth development focus. This is followed by a discussion of after-school programmes and the role they can play as part of the lifelong learning infrastructure.     

Effect of tennis racket parameters on a simulated groundstroke

Composite materials have given manufacturers the freedom to develop a broad range of tennis rackets, allowing them to change key parameters such as the structural stiffness, mass, and position of the balance point. The aim of this research was to determine how changing these parameters could affect ball resultant rebound velocity and spin for a simulated groundstroke. A finite element model of a freely suspended racket and strings was used to determine the effect of racket parameters for oblique spinning impacts at a range of locations on the stringbed. The finite element simulations were conducted in the laboratory frame of reference, where the ball is projected onto an initially stationary racket. The mean rebound velocity of the ball was 9% higher for a structurally stiff racket, 37% higher for a heavy racket, and 32% higher for a head-heavy racket. In addition, the mean rebound topspin of the ball was 23% higher for a heavy racket and 21% higher for a head-heavy racket. Therefore, in relation to a groundstroke with an impact location away from the node, the rebound velocity of the ball is likely to increase with the structural stiffness of a racket. The effect of changing the mass and position of the balance point is more complex, as it is dependent on the relationship between the transverse moment of inertia and maximum pre-impact swing velocity.     

The effects of stride technique and pitch location on slo-pitch batting

In slo-pitch softball, the ball is delivered in an arc trajectory with a moderate velocity; hence, batters have time to adjust their stride technique based on the pitched ball location. The purpose of this study was to examine the influence of stride technique and pitched ball location on the mechanics of slo-pitch batting. A two-way ANOVA of two locations of pitch (inside and outside) x three strides (open, parallel, and closed) repeated measure study was conducted in this study. The results showed that the stride technique and pitched ball location did not have a consistent impact on the participants across different batting conditions, so the study recommends slo-pitch batters to explore different stride techniques when striking the ball. Further, to better understand the generalizability of the findings, the results indicated that participants were quite homogeneous as a group. Hence, coaches and educators may apply the findings from this study to other players with similar skill level.     

Transformational Leadership: The Nexus Between Faith and Classroom Leadership

Transformational leadership is well documented in organizational and business literature. Classroom and faith-based applications are more recent phenomena. The authors of this mixed-methods study explored professor behaviors and characteristics perceived as transformational in students' faith and focused on transformational leadership in the classroom at a faith-based institution. Thirty-four undergraduate students completed surveys containing open-ended and forced-choice questions; the findings highlighted the importance of compassion, optimism, encouragement, and openness as behaviors that facilitated faith transformation.     

Questioning Points and Percentages: Standards-Based Grading (SBG) in Higher Education

Despite its growing use at the K–12 level, standards-based grading (alignment of grading to course standards) has been comparatively neglected in higher education. College students are often confronted with grading practices that reflect subjective, non-standardized formats incorporating a blend of academic and non-academic components. This case study examined student attitudes and experiences regarding standards-based grading (SBG) principles introduced in an educational technology course in a medium-sized, Midwestern university. The authors found that, while students were initially anxious about the paradigm shift and the additional work it would entail, they nevertheless viewed the model as clearer and more fair. As the study progressed, students reported moving beyond “playing the game” of earning points for a grade and actually engaging more substantively with course content. Based on regular formative feedback, students began to take more ownership of their learning. Ultimately, most participants found SBG more beneficial and defensible—and reflective of their knowledge—than traditional grading practices. To supplement these findings, the authors offer some implementation ideas to assist instructors who may want to begin using SBG in their courses, including reflecting on and clarifying their purpose for grading, ensuring that their grades have meaning (by communicating information that is accurate, meaningful, and relevant to student success), and allowing students multiple chances to demonstrate learning (if the purpose of grading and assessment is to encourage and report mastery).     

University governance reforms: potential problems of more autonomy?

University governance reforms are very much a reflection of the broader New Public Management reforms that are focusing on increasing efficiency in public organizations. The article deals with how university reform ideas of a generic nature, emphasizing that universities should be treated and reformed like any other public organizations, are important and reflected in specific reform measures. The special empirical focus is on that universities through reforms are changing their formal affiliation to superior ministries in a more autonomous direction, implicating more autonomy in financial, management and decision-making matters. One the other hand, universities are also through reforms more exposed to more report, scrutiny and control systems, financial incentive systems, pressure to get resources from other sources than the government, cut-back management, etc. So a main question in the analysis is whether universities, as traditionally having quite a lot of real autonomy, through the reforms in fact are getting less autonomy, not more, like the reforms entrepreneurs often are promising. The analysis is based on a transformational approach from organization theory, representing a combination of structural, cultural and environmental factors of explanation for reforms processes and their effects. Empirically the article is based on the author’s own empirical studies of university reform and reviews of comparative studies.     

Gender differences in positive social–emotional functioning

We investigated gender differences of children and adolescents on positive social and emotional competencies using a new strength‐based measure of positive social–emotional attributes and resilience—the Social–Emotional Assets and Resilience Scales (SEARS) cross‐informant system. Caregivers, teachers, and students in grades kindergarten through 12 from schools across several U.S. states completed SEARS rating scales and self‐report forms. Females were consistently rated as having significantly higher total scores on all versions of the SEARS assessment system (p < .01), indicating consistent perceptions of females' higher levels of social–emotional competencies by all raters. These differences were not impacted by the grade students were in or the gender of the parent or teacher rater. Implications of these findings and future directions are discussed. © 2011 Wiley Periodicals, Inc.     

A national study of kindergarten transition practices for children with disabilities

This study used data drawn from a large, national sample to describe transition practices provided to 1989 children with disabilities as they entered their kindergarten year, obtained through a survey administered to kindergarten teachers. Using path modeling, we examined the child and family, school, and district factors that predict which children and families receive high- and low-intensity transition support as they enter kindergarten and, in particular, what types of high-intensity practices they receive. The type of support kindergarten teachers provided was generally comparable to or higher than previously reported data, with low-intensity transition supports more commonly used than high-intensity supports. In a path model that included a range of child and family, classroom, and district factors, four variables emerged as predictors of transition support. Children from larger districts and higher poverty districts who were entering kindergarten from a different setting were less likely to receive support during the transition period. Rural districts differed little overall from suburban districts because they are, on average, higher poverty, but smaller in size. Urban districts demonstrated efforts that counterbalanced the barriers of size and poverty. We include policy implications based on these findings.