Teacher's academic optimism: The development and test of a new construct

The objective of this exploratory study of teacher beliefs was twofold: first, to determine whether the construct of academic optimism could be defined and measured as an individual teacher characteristic as it has been at the collective school level, and second, to identify sets of teacher beliefs and practices that were good predictors of academic optimism. With a diverse sample of American elementary teachers, a second-order principal components analysis supported the hypothesis that academic optimism was a general construct composed of efficacy, trust, and academic emphasis. In addition, dispositional optimism, humanistic classroom management, student-centred beliefs and practices, and organizational citizenship behaviour were individually and collectively related to the explanation of a teacher's sense of academic optimism, controlling for SES.     

Informed Systems: ‘Designing Together’ for ‘Learning Together’

Informed Systems promotes using information to learn during systems design and within designed systems, to advance coworker capability and further organizational capacity. In this spirit, an Informed Systems Capacity Bridge Model is presented, which connects individual information use and collective workplace learning. The associated Information Curation and Knowledge Management Conceptual Map presents requisite elements of an information-focused and technology-enabled workplace ecosystem. Concluding reflections place information experience in the foreground to enhance ‘what works well’ for ‘learning together’ through ‘designing together’, to catalyze workplace learning, activate systems thinking, animate reflective dialog, and catalyze organizational inquiry.     

An integrated analysis of match-related fatigue in professional rugby league

This study examined the changes in external outputs, including metabolic power variables, and internal response whilst considering contextual factors on physical performance variables during rugby league match play. Physical performance (total distance, high-speed running and high-power distances, average metabolic power), heart-rate (percentage heart-rate peak and training impulse), collisions (attacking and defensive) and contextual (time in attack, time in defence, time out of play) data were collected from 18 rugby league players during 38 games throughout two National Rugby League seasons. Physical variables were highest in the first 10-min period of each half (P < 0.001). Heart-rate indices peaked in the second 10-min period and were lower during second half periods (P < 0.001). Few differences existed in collisions and contextual factors across 10-min periods. Physical variables were highest during the first 5-min period compared to the final (P < 0.001). There was no difference in heart-rate response, attacking collisions or contextual factors between these periods. Following the peak 5-min period in the match, there were reductions in physical, heart-rate, defensive collisions and contextual factors (P < 0.001). The data show temporal changes in physical performance, heart-rate response and collisions during rugby league match play, although these are affected by contextual factors.     

Benefits of self‐paced learning modules for teaching quantitative methods in environmental science

Abstract

This is a multiple‐indicators evaluation of an innovative approach, using self‐paced learning modules accompanying computerised exercises as an adjunct to teaching quantitative concepts and skills to environmental science students at university. The evaluation data, based on a pre‐unit and a post‐unit questionnaire survey completed by 38 students, show high levels of student satisfaction with the unit as a whole, and the self‐paced workbooks in particular. Students also indicated a clear preference for learning from self‐paced workbooks compared to learning from textbooks. Some students applied the quantitative skills acquired to other academic units, or took the initiative to learn to use additional statistical procedures (not covered in the unit) for academic purposes. However, comparison of students’ levels of interest and confidence in quantitative subjects before and after the completion of the unit did not yield significant changes. Implications of the research findings for university science education are discussed.