Learning to Lead: an Approach to Mathematics Teacher Leader Development

This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in mathematics by building the district’s capacity to conduct school-based PD for mathematics teachers. Given the power of school-based subject-specific PD for improving instructional quality, we worked with Teacher Leaders from participating schools to prepare and support them to lead PD workshops at their schools. In this paper, we examine how Teacher Leaders learn and adapt key elements of a PD model over three school years through the lenses of Prediger et al.’s Three-Tetrahedron-Model (2019) and the university’s Learning to Lead model. Over 3 years, we see that Teacher Leaders use the key structures of the PD model; make adaptations in response to school goals, interests, and priorities; and gain confidence in their work with colleagues. By viewing the adaptations through the lens of pedagogies of practice as well as the relationships illustrated by the 3-T model, this work offers insights into the complexities of teacher leadership development.

     

A health education outreach partnership between an academic medical library and public library: lessons learned before and during a pandemic

Background:Public libraries serve as community centers for accessing free, trustworthy health information. As such, they provide an ideal setting to teach the local community about health and health literacy, particularly during public health crises like the COVID-19 pandemic. Since 2018, an outreach partnership between an academic medical library and public library has developed, delivered, and continuously evaluated a health education program targeting public library users.Case Presentation:Health education activities were integrated into three existing public library programs: adult workshops, child and family programming, and circulating family activity kits. Prior to COVID-19, events were held at the public library, which then pivoted online during the pandemic. An interprofessional team approach combined the expertise of academic medical and public librarians, medical school faculty and staff, and medical students in developing the educational programs. Twelve in-person and five virtual programs were offered, and five circulating health education family kits were launched. Activities were assessed using program evaluation surveys of the adult and children''s programs and circulation statistics of the kits.Conclusions:This case report showcases the lessons learned from implementing a longitudinal outreach partnership between an academic medical library and public library before and during the COVID-19 pandemic. The interprofessional team approach and flexibility in program design and delivery in both the in-person and virtual environments proved critical to the success of the partnership. This partnership could serve as a model for other libraries interested in pursuing interprofessional collaborations in educating local communities on healthy behavior and health information–seeking practices.     

Biomechanical response to systematic changes in impact interface cushioning properties while performing a tennis-specific movement

It is currently not known whether human responses across typical sports surfaces are dependent on cushioning or frictional properties of the interface. The present study assessed systematic changes in surface cushioning (baseline acrylic, rubber, thin foam, and thick foam) as participants performed tennis running forehand foot plants wearing a basic neutral shoe (plimsolls). It was hypothesized that systematic decreases in peak rates of loading, heel pressures, and perceived hardness would be yielded as surface cushioning increased (impact test device). A common acrylic top surface provided consistent frictional properties across surfaces. Kinetics (AMTI, 960 Hz and Footscan Pressure Insoles, 500 Hz), kinematics (Peak MOTUS, 120 Hz), and cushioning perception were assessed. Peak and mean loading rates of vertical ground reaction force, peak horizontal force, peak heel pressure, and rates of loading demonstrated significant correlations (P < 0.05) with the participants' perceived levels of cushioning and matched mechanical rankings of surface cushioning. In contrast, peak impact force was lowest on the least cushioned surface. Kinematic responses were not significantly different between surfaces. Present evidence supports 'peak rate of loading' as a more suitable indicator of surface cushioning than peak impact force. Although cautionary, biomechanical support is also provided for mechanical methods of surface cushioning assessment.     

Individual differences in the interleukin-6 response to maximal and submaximal exercise tasks

The inflammatory responsive cytokine interleukin-6 (IL-6) helps regulate immune responses to exercise. Evidence suggests that increases in IL-6 are related to exercise duration and intensity. However, the moderating effect of sex and underlying mediators have received limited attention. We compared plasma IL-6 responses to two cycling tasks with a resting control in young male (n = 12) and female (n = 12) recreationally active adults. Both 45 min tasks comprised an incremental test, either maximal or submaximal, followed by steady-state exercise at 55% peak power output. Interleukin-6 was elevated above baseline immediately after the maximal but not the submaximal task. Compared with the control condition, IL-6 was increased at 30 and 60 min after both exercise tasks. The IL-6 response was greater in women than men at 60 min after maximal exercise. Cortisol increased in both tasks compared with the control condition, the increase being greater after maximal than submaximal exercise. No associations were found between IL-6 responses and cortisol, heart rate, fitness or body mass index. The results show that 45 min of moderate-intensity exercise can increase IL-6 and suggest that the inclusion of maximal effort may accelerate this response. The finding that women showed a greater IL-6 response to maximal exercise may reflect a gender dimorphism in the immune response to stress.     

Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis

Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969–2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (r_pooled = 0.240; CI at 95% = 0.09, 0.38; P = 0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability.     

Intercultural Friendships,Social Identities and Psychological Well-Being of Ethnic Minorities in Different Contexts

ABSTRACT

The study focuses on the relationship between intercultural friendships, social identities, and well-being of ethnic Russians in three different contexts of the North and South Caucasus. We revealed the positive relations of intercultural friendships with the host society identity in all contexts and with the well-being of Russict ans in the culturally diverse contexts. Ethnic identity is positively related to the self-esteem of Russians in two more inclusive contexts, and, negatively associated with their life satisfaction in the least inclusive context. The ethnic and host society identities mediated the relationship between intercultural friendships and psychological well-being only in the most inclusive context.     

Literacy‐lite in BarbieGirls ™

While the attention of researchers has focused on video games, texting and, more recently, the growth of social networking sites such as Bebo.com and Facebook, virtual worlds have emerged as a site of significant cultural and textual relevance for young people. A total of 6.2 million children aged between six and 12 years of age ventured into a virtual world in the 12 months between April 2007 and April 2008. Media and gaming industry analysts predict that by 2011 more than one‐half of all children in that age group will be visiting virtual worlds regularly, going more often and staying longer. Paying attention to the kinds of online and offline practices these worlds promote in relation to identity and text is, for educators, both interesting and important. This article examines one of the most popular current sites for young girls, Mattel’s BarbieGirls?. In particular, the paper will pick up on issues of consumption and gender as a background context to a consideration of the textual practices modeled and made available in this particular virtual world.     

Understanding Young Children's Three‐Dimensional Creative Potential in Art Making

This article explores aspects of young children's three‐dimensional development in art making. Understanding young children's three‐dimensional awareness and development is often a neglected area of early childhood educators' education and practice and often children's creative potential is not fully realised. The present article is based on a small scale qualitative study which focused on understanding 5–6 year‐olds' representational intentions in three‐dimensional artworks, understanding of visual/design concepts and expressive use of media (scrap paper and mod roc). The findings of the study suggest that young children are able to create satisfying three‐dimensional representations giving emphasis on forms, uprightness, balance, movement and modeling of multiple sides.