The Effect of Guidance in Problem-Based Learning of Statistics

Contrary to classical problem-based learning, in guided problem-based learning, the learning goals are predetermined by the instructor—on the basis of a detailed decomposition of the subject matter to be studied—to activate prior knowledge and to structure self-study and subsequent group discussion. This study investigated the effects of classical problem-based learning and guided problem-based learning, for different prior knowledge levels, on perceived value and usefulness of the learning activity and on conceptual understanding of statistics. Participants randomly assigned 110 students to 10 problem-based learning groups, and subsequently, the 10 groups were allocated randomly to classical problem-based learning or guided problem-based learning. The results indicate that guided problem-based learning tends to enhance conceptual understanding of statistics more thanbreak; classical problem-based learning once students have some prior knowledge of the subject. Furthermore, guided problem-based learning tends to increase students’ awareness of the value and usefulness of the learning activity.     

Development,construct validity and test–retest reliability of a field-based wheelchair mobility performance test for wheelchair basketball

The aim of this study was to develop and describe a wheelchair mobility performance test in wheelchair basketball and to assess its construct validity and reliability. To mimic mobility performance of wheelchair basketball matches in a standardised manner, a test was designed based on observation of wheelchair basketball matches and expert judgement.

Forty-six players performed the test to determine its validity and 23 players performed the test twice for reliability. Independent-samples t-tests were used to assess whether the times needed to complete the test were different for classifications, playing standards and sex. Intraclass correlation coefficients (ICC) were calculated to quantify reliability of performance times.

Males performed better than females (P < 0.001, effect size [ES] = ?1.26) and international men performed better than national men (P < 0.001, ES = ?1.62). Performance time of low (≤2.5) and high (≥3.0) classification players was borderline not significant with a moderate ES (P = 0.06, ES = 0.58). The reliability was excellent for overall performance time (ICC = 0.95).

These results show that the test can be used as a standardised mobility performance test to validly and reliably assess the capacity in mobility performance of elite wheelchair basketball athletes. Furthermore, the described methodology of development is recommended for use in other sports to develop sport-specific tests.     

Parental spanking of 1-year-old children and subsequent child protective services involvement

The majority of U.S. parents spank their children, often beginning when their children are very young. We examined families (N = 2,788) who participated in a longitudinal community-based study of new births in urban areas. Prospective analyses examined whether spanking by the child's mother, father, or mother's current partner when the child was 1-year-old was associated with household CPS involvement between age 1 and age 5. Results indicated that 30% of 1-year-olds were spanked at least once in the past month. Spanking at age 1 was associated with increased odds of subsequent CPS involvement (adjusted odds ratio = 1.36, 95% CI [1.08, 1.71], p < .01). When compared to non-spanked children, there was a 33% greater probability of subsequent CPS involvement for children who were spanked at age 1. Given the undesirable consequences of spanking children and a lack of empirical evidence to suggest positive effects of physical punishment, professionals who work with families should counsel parents not to spank infants and toddlers. For optimal benefits, efforts to educate parents regarding alternative forms of discipline should begin during the child's first year of life.     

Out of the toolbox: toddlers differentiate wobbly and wooden handrails

This study examined whether 16-month-old walking infants take the material composition of a handrail into account when assessing its effectiveness as a tool to augment balance. Infants were encouraged to cross from one platform to another via bridges of various widths (10, 20, 40 cm) with either a "wobbly" (foam or latex) or a wooden handrail available for assistance. Infants attempted to walk over wider bridges more often than narrow ones, and attempts were more frequent when the sturdy wooden handrail was available. Infants tailored their exploratory behaviors, bridge-crossing strategies, and handrail-use strategies to the material properties of the rail.     

What does the user really want? The library user survey project at Duke University

In an effort to assist long-range library planning, focus groups and a mailed survey gathered input from the university community. In addition to current library usage, respondents commented on information seeking and retrieval in the next century, what features they want to see available, and what currently available features they are willing to give up.     

Motivation to Become a Teacher: a Norwegian Validation of the Factors Influencing Teaching Choice Scale

The act of newly qualified teachers leaving the profession is a growing challenge, both in Norway and internationally. To address recruitment difficulties, there is a need for further knowledge of prospective teachers’ career motivations. The current study validated a Norwegian translation of the Factors Influencing Teaching Choice (FIT-Choice) Scale. Using a sample of 635 preservice teachers, confirmatory factor analyses were conducted. The results indicated that the translated scale offers a valid measure of Norwegian students’ motivation to become teachers. Self-perception of teaching-related abilities was one of the main motivational sources, together with the desire to shape the future of children and adolescents and an interest in teaching. Findings are discussed in relation to previous studies based on the FIT-Choice Scale in other countries.