The problematic context of mentoring: evidence from an English language teaching department at a Turkish university

‘Mentoring’ has become the central issue of the ‘restructuring programme’ in education faculties in Turkey since 1998. This study aims to explore the participants’ perceptions and experiences about the concepts of ‘mentor’ and ‘mentoring’. A mentor and six English Language Teaching Department (ELT) students, who were in the final year of their training programme, participated in the study. A qualitative case study methodology was employed and data were collected through semi‐structured interviews with faculty students and mentors, semi‐structured journals kept only by the faculty students and debriefing notes kept only by the researcher. The findings demonstrate important issues about the nature, functions, benefits, and problems of the mentoring experienced by the faculty students at the particular department such as the need for developing selection criteria and training programmes for mentors and organising regular meetings and seminars about the partnership programme for mutual understanding and sharing opinions. Drawing on the data, recommendations and implications are suggested.     

Kinematic and EMG activities during front and back squat variations in maximum loads

The aim of this study was to compare the musculature activity and kinematics of knee and hip joints during front and back squat with maximal loading. Two-dimensional kinematical data were collected and electromyographic activities of vastus lateralis, vastus medialis, rectus femoris, semitendinosus, biceps femoris, gluteus maximus and erector spinae were measured while participants (n = 12, 21.2 ± 1.9 years old) were completing front and back squat exercises with maximum loading. Paired sample t-test was used for comparisons between two techniques. Results showed that the electromyographic activity of vastus medialis was found to be greater in the front squat compared to the back squat during the ascending phase (P < 0.05, d = 0.62; 95% CI, ?15.0/?4.17) and the whole manoeuvre (P < 0.05, d = 0.41; 95% CI, ?12.8/?0.43), while semitendinosus (P < 0.05, d = ?0.79; 95% CI, 0.62/20.59) electromyographic activity was greater in the back squat during the ascending phase. Compared to the front squat version, back squat exhibited significantly greater trunk lean, with no differences occurring in the knee joint kinematics throughout the movement. Results may suggest that the front squat may be preferred to the back squat for knee extensor development and for preventing possible lumbar injuries during maximum loading.     

Liberating learning object design from the learning style of student instructional designers

Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument tools. Analysis revealed that most participants found the reflection questions useful in design but also that intensive use of the tools is needed to free learning object design from the personal learning traits of the designers.     

Exploring the impacts of school reforms on underrepresented urban students’ college persistence

This longitudinal quantitative study investigates how participation in the Comprehensive College Readiness Access and Success Program (CCRASP) affects underrepresented urban students’ college persistence. Results revealed that CCRASP participation was associated with higher percentages of students enrolling in both 2- and 4-year colleges as sophomore students. As school leaders and policy makers seek to make all urban students college and career ready, these findings further solidify current urgencies to re-visit K–12 student academic and counselling services. It also provides school leaders and educators with practical information and reform ideas to improve underprivileged students’ persistence and success.     

Perceptions of elementary teachers on the instructional leadership role of school principals

In this research, elementary school principals＇ instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A ＂semi-structured interview technique＂, one of the qualitative research methods in the literature was used in the research. The study group was made up of elementary school teachers working in Nigde, Turkey, during the 2008-2009 academic year. For the study sample, one teacher from each school was selected at random, resulting in group of twenty elementary school teachers. Based on the content analysis, five themes of instructional leadership behavior were found. These themes are： （1） determination of the school＇s purpose; （2） management of instruction; （3） evaluation of students; （4） support to teachers; and （5） creation of a regular learning-teaching environment.