Gender balance in teaching awards: evidence from 18 years of national data

Gender implications of nationally competitive teaching awards were examined to determine whether women receive sufficient accolades, given their dominant position in university teaching. Quantitative methods and secondary data provided objective analysis of teaching awards for Australian universities, for an 18-year data set with 2046 units of analysis. Results indicate that women were over-represented in lower-level citations and under-represented in higher-level awards. Women did not dominate, particularly the highly prestigious Prime Minister’s award, where men constituted 65%. Policy and management implications include that universities could review the gender balance in their teaching award processes and set goals as internal support is a springboard to national awards. Groups of the same gender could be encouraged to work together at the highest levels to overcome individualistic, competitive barriers. National teaching award applications could be gender blind, at least for the higher levels. There are no clear trends towards a better gender balance, possibly because there has been a very limited gender spotlight on the awards at any level of policy and management.     

The writing on the wall: Classroom context,curriculum implementation,and student learning in integrated,community‐based science projects

In this study we examined curriculum integration in new ways by exploring the link between classroom context, the implementation of community‐based, integrated science projects, and the subsequent student learning. The literature is inconsistent regarding the benefits of an integrated approach to curriculum. The research design was a multiple case study conducted in two classrooms in different schools. We employed a “worldly interpretive framework” that recognizes and embraces the importance of context in framing curriculum practices and outcomes. We found that similar projects in the two classrooms produced distinctly different (and equally valid) outcomes—focused either on bounded discipline‐specific knowledge or, alternatively, on issues and problems that transcended disciplinary boundaries. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 857–880, 2008     

Hospital-based multidisciplinary teams can prevent unnecessary child abuse reports and out-of-home placements

OBJECTIVE: To determine how often and for what reasons a hospital-based multidisciplinary child abuse team concluded that a report of alleged or suspected child abuse was unnecessary in young children with fractures. METHODS: A retrospective review was completed of all children less than 12 months of age who, because of fractures, were referred to the hospital multidisciplinary child abuse team for consultation regarding the need to consider child abuse. RESULTS: The team received 99 consultations, reported 92 (93%) children as alleged or possible victims of physical abuse, and did not report 7 (7%). Age at presentation of those who were reported was 4.2 months compared to 3.0 months in the non-reported group. The average number of fractures in the reported group was 2.9 (SD 3.53) compared to 3.4 (SD 4.6) in the non-reported group. Factors that led to cases not being reported included: (a) a trauma history consistent with the fracture (n=4), (b) a diagnosis of bone fragility secondary to genetic, nutritional or medical therapy etiologies (n=2), and (c) iatrogenic fracture (n=1). CONCLUSIONS: Seven percent of the children less than 12 months of age and with at least one fracture referred to the multidisciplinary team for evaluation of possible child abuse were not reported as alleged or suspected physical abuse. The involvement of the hospital multidisciplinary child abuse team may have prevented unnecessary investigation by the county social services agency and/or police, and possible out-of-home temporary placement.     

The constructivist paradox: Teachers’ knowledge and constructivist science teaching

Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge. This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’ learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the possibilities of helping teachers lead students towards a constructivist school science. Specializations: Teachers’ knowledge and culture, educational change, qualitative research methodology. Specializations: Teachers’ knowledge, imagery and teachers’ work, teacher collegiality, supervision of teachers’ work.     

Segmental sequencing of kinetic energy in a computer-simulated golf swing

The concept of the transfer of kinetic energy (KE) sequentially through the human body from proximal to distal segments is an influential concept in biomechanics literature. The present study develops this area of research through investigation of segmental sequencing of the transfer of KE by means of computer simulation. Using a musculoskeletal computer model previously developed by the authors, driven using three-dimensional kinematic data from a single elite male golfer, combined inverse and forward dynamics analyses enabled derivation of KE. Rigid body segments of torso, hips, arms and clubhead were examined in line with previous literature. Using this method a driver swing was compared to a 7 iron swing. Findings showed a high level of correlation between driver and iron peak KE and timing of peak KE relative to impact. This seems to indicate equivalent trunk and arms linear velocity, thus force applied, for an iron shot and a driver shot. There were highly significant differences between KE output for body segments for both clubs. In addition, peak KE magnitudes increased sequentially from proximal to distal segments during swing simulations for both the driver and 7 iron. This supports the principle of the summation of speed. However, timing of peak KE was not sequential from proximal to distal segments, nor did segments peak simultaneously. Rather, arms peaked first, followed by hips, torso and club. This seems to indicate a subjective optimal coordination of sequencing.