A determination of the dynamic response of softballs

An apparatus is described for measuring the stiffness and coefficient of restitution (COR) of balls with application to softballs. While standardized test methods currently exist to measure these properties, they do not represent the displacement rate and magnitude that occur in play. The apparatus described herein involves impacting a fixed, solid cylindrical surface (matched to the diameter of the bat) with a ball and measuring the impact force during impact and speed of the ball before and after impact. The ratio of the ball speeds determines the COR, while the impact force is used to derive a ball stiffness. For an example of the contribution of the new ball test, the performance of hollow bats, which is sensitive to ball stiffness, was compared. Bat performance showed a much stronger dependence on the proposed ball stiffness than the traditional measure. Finally, it was shown that to achieve similar conditions between impacts with fixed and recoiling objects, the impact speed should be chosen so that the centre of mass energy was the same in the two cases. The method has application to associations wishing an improved method to regulate ball and bat performance.     

Why do teachers refer pupils for special education? An analysis of referral records

Abstract

We studied the referral for special education records of children and youth to identify the problems for which referrers said pupils needed help. Coders examined 382 forms used by two school systems and recorded demographic information and referrers' statements describing individual pupils' difficulties. We found that (a) 69% of the referrals were for boys, (b) regular classroom teachers alone initiated 74% of the referrals and contributed to another 5%, and (c) over two‐thirds of students referred were in earlier grade levels, particularly kindergarten (16%), first (26%), second (15%), or third grade (11%). Problems most likely to be described on referral forms were general academic problems (found on 35% of referrals), reading problems (31%), and attention problems (23%) other problems such as fearfulness (2%), visual‐perceptual difficulties (1%), and depression (1%) were rarely included. Factor analysis of the referral reasons revealed five common types of referrals, some of which interacted with gender and level of students. The factors described problems in written language, externalizing behavior, internalizing behavior, overactivity, and sensory problems. The results of this study should help focus preservice and inservice preparation of teachers in addressing problems that are likely to cause pupils to be referred. In addition, combined with other findings, the results indicate regular education teachers' level of tolerance for pupils' problems.     

Assessment moderation in an Australian context: processes,practices, and challenges

Moderation is a quality assurance process that plays a central role in the teaching, learning, and assessment cycle in higher education. While there is a growing body of research globally on teaching, learning, and, to a lesser degree, assessment in higher education, the process of moderation of assessment has received even less attention. In a context of heightened accountability and greater transparency in the tertiary sector, the formalising of moderation processes has not been a part of established practice. In light of these changes, the purpose of this qualitative study was to identify and investigate current marking and moderation processes and practices operating within one faculty in a large urban university in eastern Australia to gain insight into the challenges to effective moderation. The findings suggest the need for moderation to be considered holistically as an inherent part of teaching and learning, and the need for ongoing staff development.     

Online Periodic Table: A Cautionary Note

The purpose of this study was (a) to evaluate ten online periodic table sources for their accuracy and (b) to compare the types of information and links provided to users. Limited studies have been reported on online periodic table (Diener and Moore 2011; Slocum and Moore in J Chem Educ 86(10):1167, 2009). Chemistry students’ understanding of periodic table is vital for their success in chemistry, and the online periodic table has the potential to advance learners’ understanding of chemical elements and fundamental chemistry concepts (Brito et al. in J Res Sci Teach 42(1):84–111, 2005). The ten sites were compared for accuracy of data with the Handbook of Chemistry and Physics (HCP, Haynes in CRC handbook of chemistry and physics: a ready-reference book of chemical and physical data. CRC Press, Boca Raton 2012). The 10 sites are the most visited periodic table Web sites available. Four different elements, carbon, gold, argon, and plutonium, were selected for comparison, and 11 different attributes for each element were identified for evaluating accuracy. A wide variation of accuracy was found among the 10 periodic table sources. Chemicool was the most accurate information provider with 66.67 % accuracy when compared to the HCP. The 22 types of information including meaning of name and use in industry and society provided by these sites were, also, compared. WebElements, “Chemicool”, “Periodic Table Live”, and “the Photographic Periodic Table of the Elements” were the most information providers, providing 86.36 % of information among the 10 Web sites. “WebElements” provides the most links among the 10 Web sites. It was concluded that if an individual teacher or student desires only raw physical data from element, the Internet might not be the best choice.     

Evaluating a Classroom Multimedia Programme in the Teaching of Literacy

This paper explores classroom interventions using a particular form of multimedia ICT, and looks to study pupil learning gains which accrue from its use. Work within the Literacy Hour in eight schools was detailed in order to evaluate the effectiveness of this communication system and the research data include pre- and post-test assessments, along with interviews with classroom teachers and pupils. The children are presented with a series of journalistic tasks and classroom activities which they resolve through the use of a compact and coordinated information system. The outcomes demonstrate that children can become self-directive and very active, exploratory, learners in a very short period of time. They quickly enjoy the freedom and control which the system permits, and through which they can be shown to enhance particular literacy skills. The lessons to be learned here relate to the management and organisation of classroom teaching in the face of systems which promote rapid devolution of learning to the learner.     

Joined-up approaches to prevent school exclusion

Abstract

This article explores findings from a recent research project, funded by the Joseph Rowntree Foundation, and contextualizes these in a discussion of some current thinking about inclusion and exclusion. Although the research found that it was possible to prevent disciplinary exclusion from school and that inter-agency working was central to this, nevertheless strategies for preventing disciplinary exclusion often meant that young people were no longer very fully included in the mainstream school curriculum. This has implications for how we think about and use the idea of inclusion in practice and raises questions about how we can include the most challenging young people into inclusion theory and practice. This research was carried out in Scotland, and the article also discusses some key differences in policy and practice from England.