Täuschungshandlungen im Sport

Experimental studies on the head fake in basketball showed that participant’s responses in a pass direction identification task were delayed for incongruent compared to congruent directions of the players gaze and pass (so-called head fake effect). In these studies on the head fake effect, static pictures were presented and responses on the pass direction were given with a simple key press. The present study examines whether an increase in the response complexity affects the head fake effect and whether it can also be transferred to the presentation of dynamic stimuli. In experiment 1, participants were presented with static pictures of a basketball player who passes a ball to the left or to the right. The player’s gaze direction was either oriented in the direction of the intended pass or in the opposite direction (i.?e., a head fake). The participants were asked to respond as quickly as possible to the pass direction and to ignore the gaze direction. Participants gave responses by pressing a key (simple response) or by executing a quasirealistic defense movement (complex response). Response complexity was blocked. In experiment 2, videos replaced the static stimuli. The responses were only given with the complex, full body movement. Results show that the head fake effect is independent of response complexity and that it can also be found when presenting dynamic stimuli.     

Local responses to school‐based management in Hong Kong

This paper adopts a qualitative approach to study the perceptions of six secondary teachers from two schools with a similar background and history of school‐based management (SBM). The study aims to explore the views of the teachers in the following areas: changes in school administration and the structure of the school under SBM; changes in the role of teachers and the activities of the Parent–Teacher Associations; the challenges facing principals; and teachers' worries and concerns under SBM. The study is significant as it supplements the limited number of researches on the roles of teachers and principals under SBM in Hong Kong. As serving teachers now play increasingly important roles in schools and work closely with their principals in administrative and educational matters, they can provide invaluable insights into the new era of change.     

Children of torture victims: Reactions and coping

The aim of this study was to describe mental reactions and coping strategies among children of torture victims. The study comprised 11 children from 5 exiled families with at least one of the parents having been subjected to torture. Investigation methods applied were qualitative interviews in three different settings and two projective tests. The children were anxious, depressive, and regressive. Moreover, they presented psychosomatic symptoms, sleep disorders, and family and school problems. The children's ways of dealing with their experiences were divided into four main coping strategies: (a) isolation and withdrawal, (b) mental flight, (c) eagerness to acclimatize, and (d) strength of will and fighting. A lack of flexibility in the children's development of coping strategies was mainly explained by the strength of challenges in the families' overall situation before and after escape and exilation. A lack of openness about imprisonment and torture seemed to be an essential way of parental coping. The observation methods chosen all proved to be applicable and informative. Moreover, the qualitative interview showed to be the crucial method.     

The Impact of a Science Education Game on Students’ Learning and Perception of Inhalants as Body Pollutants

This study investigated the knowledge gains and attitude shifts attributable to a unique online science education game, Uncommon Scents. The game was developed to teach middle school students about the biological consequences of exposure to toxic chemicals in an environmental science context, as well as the risks associated with abusing these chemicals as inhalants. Middle school students (n = 444) grades six through eight participated in the study consisting of a pre-test, three game-play sessions, and a delayed post-test. After playing the game, students demonstrated significant gains in science content knowledge, with game usability ratings emerging as the strongest predictor of post-test content knowledge scores. The intervention also resulted in a shift to more negative attitudes toward inhalants, with the most negative shift occurring among eighth grade students and post-test knowledge gains as the strongest predictor of attitude change across all grade levels. These findings suggest that the environmental science approach used in Uncommon Scents is an efficacious strategy for delivering both basic science content and influencing perceived harm relating to the inhalation of toxic chemicals from common household products.     

Simple Marketing Techniques and Space Planning to Increase Circulation

In the academic Information Commons, the frontline staff are key library assets. This article demonstrates one example of frontline staff observing, analyzing, and modifying user behavior using simple marketing techniques and space planning. James Madison University East Campus Library personnel increased circulation of books by increasing the visibility of the book collection. Minor furniture changes in the lobby, adding rotating themed book displays and providing digital and print signage, produced a dramatic effect. Circulation numbers essentially doubled for the lobby browsing book collection and markedly increased for books highlighted in the displays.     

Learning Together: The Student/Parent/Teacher Triad

This report contains an analysis of both quantitative and qualitative data on participant perceptions of the co‐production of learning. It constitutes a refinement of the working model of the triadic relationship between parents, students, and teachers which was the basis of previous reports (Coleman, Collinge, & Seifert, 1992; Coleman, Collinge, & Tabin, 1992; Coleman & Tabin, 1992; Coleman & Collinge, 1991). Given our earlier findings the focus in this paper is upon the theme of collaboration, which is emerging as one critical element in the relationships within the student/teacher/parent triad.

The analysis shows that there are sharp differences in perceptions of collaboration between different triad members. Collaboration between parents and students is perceived to be both strong and balanced in initiation. Teachers show little awareness of its strength. Collaboration between teachers and parents is perceived by both to be one‐sided; each party sees the other as unresponsive. It is invisible to students. Collaboration between students and teachers varies between classrooms, and seems to be based upon the teachers’ perception of student acceptance of responsibility; parents are very keenly aware of this collaboration where it exists. Classroom level differences are also strong; teacher attitudes and practices clearly determine the extent of collaboration.

In British Columbia parent and student attitudes towards classrooms and teachers are affected, sometimes strongly, by teacher practices of parent involvement. These attitudes contribute to parent and student rating of particular schools.     

Lived experiences and reflections of joint NCATE‐state reviews

Abstract

Teacher education faculty members, state certification officers, and NCATE staff share what they have learned from their NCATE‐state joint review and accreditation visits. Dilemmas concerning the joint review are addressed and include (a) proactive versus reactive measures for institutions of higher education and state affiliations of the American Association of Colleges for Teacher Education, (b) issues of partnership versus separateness, and (c) process versus product frameworks in planning and documenting growth. Conceptual and practical suggestions are offered for working collaboratively to develop high quality teacher education programs and successful joint review and accreditation visits.     

Teachers' views on and use of printed materials in a distance learning teacher education course

Despite the heavy emphasis on online learning in recent years, print is still an important medium for course delivery in distance education. Distance educators have argued that, with the incorporation of appropriate access structures, distance learning materials can be self‐instructional and interactive. This study aims to explore the extent to which students on a distance teacher education course considered that the print materials had achieved the course objectives, and how they made use of the in‐text access structures. The results indicate that, although teachers on the course agreed that the materials were able to achieve the course objectives, the extent to which they made use of the access devices varied considerably.     

The Development of the Year Curriculum Coordinator at Burntwood School

This article gives an account of a school in which Year Curriculum Teams were created, consisting of a planned combination of tutors across subject clusters. An enhanced role and perspective for the tutor is described. Subsequent changes were accommodated well by the new system, even though the position regarding tutor continuity was changed. As with other school accounts in this issue, a sense of the particular flavour of the school comes through, alongside the structural themes which may have wide application.
Charles Harper and Yvonne Barry are both members of the Senior Management Team at Burntwood School, which has recently been awarded Beacon status. Charles has taught in a number of schools including in Pennsylvania, USA. He was a Head of Art before moving into senior management. Yvonne has taught in two large comprehensive schools and was a Year Curriculum Coordinator before becoming a senior manager. Both have been involved in training staff and in giving presentations at the Institute of Education, CSCS, QME and various London schools. Charles and Yvonne are members of various working groups and advisory bodies including the Open University and the QCA.     

Boys’ socialisation and agency in a Swedish special educational needs unit

The overall aim of this article is to analyse how a school’s special needs unit in Sweden deals with children’s agency and category work as they negotiate and categorise the problems that are encountered there. The data derive from an ethnographic study conducted in a Swedish special educational needs unit (SENU) attended by a group of five boys aged between 7 and 12. The results show that the teachers’ categorisations of the boys’ emotional and behaviour problems and attention-deficit/hyperactivity disorder (ADHD) could be interpreted as an attempt to guide the boys’ development so that they will change and improve. Conversely, from the boys’ perspectives, the daily activities in the SENU could themselves be problematic in that the boys are obliged to adopt several different strategies to control and strengthen their identity. These observations highlight the importance of detailed analyses of the boys’ communicative activities during their interactions with teachers and peers.