The Real-Time Case Method: Description and Analysis of the First Implementation

This article describes the first implementation of the Real-time Case Method (RTCM)—a new instructional practice that makes use of various technologies to create a new type of case study. Data obtained from five instructors at four business schools in the U.S. and Canada were analyzed using analytic induction. Analysis suggests RTCM was successfully implemented at both the graduate and undergraduate levels, in traditional face-to-face as well as online learning environments, with students of varying levels of experience and backgrounds, and by instructors with differing professional backgrounds and teaching styles. The instructors were highly satisfied with the method. They observed that students were engaged by RTCM, that it motivated them to work harder and longer on assignments, and that it allowed them to have experiences that were qualitatively different from those available from textbooks and traditional cases.     

Funded Research of Faculty at 2-Year Institutions by Geographic Locations and Funding Sources

Little is known about how faculty at 2-year institutions secure grants. Although the mission of community colleges focuses more on teaching than research, many of the faculty desire to pursue grants and some actually engage in this activity. The purpose of this research was to better understand faculty at 2-year institutions regarding several issues: (a) the faculty profile for those who are securing grants, (b) the organization of their funding sources, and (c) the geographical area in which the faculty reside. The faculty in this study were located in 7 geographical areas and received funds from 7 different funding sources.     

Lower extremity joint loads in habitual rearfoot and mid/forefoot strike runners with normal and shortened stride lengths

Our purpose was to compare joint loads between habitual rearfoot (hRF) and habitual mid/forefoot strikers (hFF), rearfoot (RFS) and mid/forefoot strike (FFS) patterns, and shorter stride lengths (SLs). Thirty-eight hRF and hFF ran at their normal SL, 5% and 10% shorter, as well as with the opposite foot strike. Three-dimensional ankle, knee, patellofemoral (PF) and hip contact forces were calculated. Nearly all contact forces decreased with a shorter SL (1.2–14.9% relative to preferred SL). In general, hRF had higher PF (hRF-RFS: 10.8 ± 1.4, hFF-FFS: 9.9 ± 2.0 BWs) and hip loads (axial hRF-RFS: ?9.9 ± 0.9, hFF-FFS: ?9.6 ± 1.0 BWs) than hFF. Many loads were similar between foot strike styles for the two groups, including axial and lateral hip, PF, posterior knee and shear ankle contact forces. Lateral knee and posterior hip contact forces were greater for RFS, and axial ankle and knee contact forces were greater for FFS. The tibia may be under greater loading with a FFS because of these greater axial forces. Summarising, a particular foot strike style does not universally decrease joint contact forces. However, shortening one’s SL 10% decreased nearly all lower extremity contact forces, so it may hold potential to decrease overuse injuries associated with excessive joint loads.     

Self-actualization: The Heart and Soul of a Potential-based Life Skills Program for a Child with Multiple Disabilities

Although every child with disabilities may come to self-actualization by different means and measurements it is, nevertheless, an important goal. The child with disabilities may be guided toward her goal of self-actualization by being encouraged to find her individual strengths and capacities, and by being assisted to successfully interact with her environment. This article explores the use of the scientific method to support the development of a potential-based program that has nurtured self-actualization and the joy of learning for a child with multiple disabilities and chronic illness.     

‘We are inclusive. We are a team. Let's just do it’: commitment,collective efficacy,and agency in four inclusive schools

Implementation of inclusive education for children with disabilities continues to vary across and within Canadian provinces and territories leading us to question why some schools move forward while others maintain traditional segregated approaches. Drawing from Appreciative Inquiry methodology, this study used semi-structured interviews to gather and document successful practices within four inclusive elementary schools within a Canadian province. Interviews were conducted with students, parents, teachers, educational assistants, and principals. Thematic analysis revealed a common belief in the central importance of learning and relationships for all students, shared commitment to inclusion, general classroom teacher responsibility, and collaborative team work characterised by a belief in collective efficacy. The predominant finding in this study was individual and collective agency that transcended themes. Participants reported ongoing and conjoint processes of planning, teaching, reflecting on current practice, sharing knowledge and ideas, solving problems together, and attending to relationships.     

Knowledge, Concepts, and Inferences in Childhood

The role of knowledge in children's inferences was investigated in 3 experiments. Experiment 1 examined developmental changes in the role of categorical membership, perceptual appearance, and item complexity in inferences for natural kind and artifact concepts. Preschoolers (5-year-olds), second graders (8-year-olds), and fourth graders (10-year-olds) were taught novel properties about target concepts and asked whether each of 4 probes had those properties. Probes varied in category membership and perceptual appearance relative to the target item. Item complexity also varied. Experiments 2 and 3 examined inferences with known and unknown concepts for familiar and unfamiliar properties. Older children's knowledge led to differential weighting of categorical information over appearance but only for known concepts and/or familiar properties. Preschoolers made no distinction between category and appearance for either known or unknown concepts. Additionally, as target item complexity increased, older children made more inferences than preschoolers. No differences between inferences about natural kind and artifact concepts were found. The role of theories and knowledge in children's drawing of inferences is discussed.     

Conflicting Views of Realistic Professionalism: Preservice Educators' Concerns Arising from Analysis of Themes in Their Reflective Writings

Current demands for professionalism from society are great, and future educators are concerned that they do not have the stamina and resources to fulfill their personal roles. This research examines 453 reflective writings of 151 preservice teachers, child and youth care providers, and counselors who, despite being asked to identify how their learning could help children, also wrote about their professional concerns. The 406 expressed concerns were identified based on 86 vocabulary leads. The categories of concern were (a) Misbehaviour, Aggression, Violence, and Victimization, (b) Multiculturalism and Diversity, (c) Personal Preparation and Career Choice, (d) The Responsibility of Providing Appropriate Teaching and Learning Methods, and (e) Appropriate Involvement in Children's Lives. The overall highest concern was for Personal Preparation and Career Choice, although the second highest concern for Misbehavior, Aggression, Violence, and Victimization increased dramatically after a special unit on childhood discipline practices was presented to the participants.