Gender,text, and discussion: Examining intellectual safety in the science classroom

It is clear from the extant literature that gender inequities exist in a myriad of ways in science classrooms. Past research, however, has been conducted solely from researchers' observations and has neglected to investigate students' awareness of and reactions to their own experiences. Hence, this study focused on students' perceptions of gender differences in instructional activity and talk about that activity in physics and honors physics classes. Data analysis showed that although teachers may be unaware of gender inequities, students of both sexes are not unaware of such inequities. Females explained their fears of offering their opinions and participating in activities like labs and small-group or whole-class discussions. Differential language patterns were found for males and females, particularly when discussion was structured and rewarded for refutation. Explanations are offered for these disparities and suggestions are given for addressing gender bias in science classrooms. It has been well documented that science classrooms are not gender fair (Bazler & Simonis, 1991; Bianchini, 1993; Tobin, 1988). Teachers, texts, and the forms of instruction they perpetuate contribute to gender inequities in science instruction. For example, research tracing changes in science textbooks over time has shown that current texts have failed to eliminate barriers to women in science (Bianchini, 1993). Science textbooks are criticized for their unequal treatment of genders, with illustrations, photos, and texts of males far outnumbering those of females, despite the approximate 50/50 male/female ratio of our population (Bazler & Simonis, 1991). In addition to the proclivity of science textbooks to favor males, researchers speculate that the tendency for boys to achieve higher than girls in science may be a result of more opportunity to engage in academic tasks (Tobin & Garnett, 1987). Their behavior shows that teachers have differential expectations for students' responses in activities like teacher-led discussion. In teacher-led, whole-class discussion, boys are spoken to more frequently and are asked more higher-order questions (Becker, 1991; Hall & Sadler, 1982). Teachers in science classrooms elaborate more on males' responses than females' responses in large-group discussion of scientific concepts (Jones & Wheatley, 1990). © 1996 John Wiley & Sons, Inc.     

Gender-related worry and emotionality test anxiety for high-achieving students

Test anxiety among academically talented high school students (N = 103) was explored in this study. Two components of test anxiety were assessed: a cognitive component (worry) and a physiological component (emotionality). The results indicated that these students suffered from test anxiety, and that higher anxiety was related to lower science performance. Overall, females reported more test anxiety than did males. Whereas females experienced higher worry than emotionality, males reported little difference between the two anxiety components. Implications for college-bound students are discussed. © 1996 John Wiley & Sons, Inc.     

Predictive validity of the K-ABC for exceptional preschoolers

This 5-year follow-up study examined the predictive validity of the Kaufman Assessment Battery for Children (K-ABC) for 39 children identified during preschool as exhibiting language impairment (n = 10), behavior control deficits (n = 13), or normal language and behavioral development (n = 16). Mean age at follow-up was 9.75 years. The results generally supported the predictive validity of the K-ABC (p<.001). However, analyses by group indicated that the relationship between baseline K-ABC and follow-up K-ABC, language, and achievement measures for the language-impaired subjects was weak (p>.05). Although these results must be interpreted cautiously because of the small sample size, they suggest that for young children likely to be referred as at risk for future learning problems, the K-ABC may not be useful for prediction of later cognitive skills. Implications for practitioners are discussed.     

Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program

This study investigated the relative merits of using teacher judgment and the Slosson Full-Range Intelligence Test to estimate the math and reading achievement of students in a summer remedial-reading program. The subjects included children in grades kindergarten through six who were enrolled in the Auburn University Summer Clinic. Components analyses showed that the Slosson Full-Range Intelligence Test recovered substantially more variance from the distributions of the KeyMath-Revised and the Woodcock Reading Mastery Tests-Revised than did teacher judgments. Analysis of variance showed that significant differences between the means of the three tests resulted from the inclusion of students with learning disabilities. Implications of the results are discussed.     

Static and dynamic accuracy of a magnetic-inertial measurement unit used to provide racket swing kinematics

Magnetic-inertial measurement units (MIMUs) are becoming more prevalent in sports biomechanics and may be a viable tool to evaluate kinematic parameters. This study examined the accuracy of a MIMU to estimate orientation angles under static conditions and dynamically from a squash racket during a forehand drive shot. A MIMU was mounted onto a goniometer and moved through 0–90°, with static data collected at 10° increments during 10 repetitions of all three axes. Typical error analyses showed the MIMU to be very reliable (TE ≤ 0.03°). MIMU accuracy was determined via intraclass correlation coefficients (ICC) (r > 0.999, p < 0.001). An ordinary least products regression showed no proportional bias and minimal fixed bias for all axes. Dynamic accuracy was assessed by comparing MIMU and optical motion capture data of squash racket swing kinematics. A MIMU was fixed onto a racket and 10 participants each hit 10 forehand shots. Mean orientation angle error at ball impact was <0.50° and ICC showed very high correlations (r ≥ 0.988, p < 0.001) for all orientations. Swing phase root mean squared errors were ≤2.20°. These results indicate that a MIMU could be used to accurately and reliably estimate selected racket swing kinematics.     

Tracking club sport participation from childhood to early adulthood

This study examined the strength of tracking sport participation from childhood to early adulthood among the Dunedin Multidisciplinary Health and Development Study cohort. Participation in sport, dance, or gymnastics as part of a club or group (outside of school) was assessed at ages 7, 9, 15, 18, and 21 years. In addition to the traditionally used correlation coefficients, summary statistics (intraclass correlations; ICC) from random effect models and stability coefficients from generalized estimating equations (GEE) were calculated using all the longitudinal data and controlling for the influence of covariates on tracking strength. Correlation coefficients revealed statistically significant tracking of club sport participation (7-21 years) at low levels (r = .07-0.28). The ICC summary statistic (0.23) was consistent with this, while the GEE suggested moderate tracking (0.59). The results of this study suggest that encouraging sport participation during childhood and adolescence may result in a modest increase in the likelihood of participation later in life. However, the substantial movement into and out of sport participation observed here and in other studies cautions against relying solely on sport promotion among youth as a strategy to promote lifelong participation.     

The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation

Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.     

Tinkering through transition: on ‘doctoring’ as an early-career academic in physical education and sport pedagogy

This article addresses the notion of ‘making it’ as an early-career academic in physical education and sport pedagogy. In it, we draw on the tradition of material semiotics to reflect on our shared journeys from doctoral student to beginning scholar and beyond. By attuning ourselves to the relationality, materiality and precariousness of our experiences, we offer an answer to the question of what it takes to ‘make it’ as an early-career academic by advocating the practice of ‘making do’ or ‘doctoring.’ We develop this argument, first, by describing the narrative methods we used to conduct our inquiry and by explaining the material-semiotic ideas we used to explore the stories it generated. Then, we tell tales of our transitions from higher degree research student to early-career academic, focusing specifically on our ongoing, collective efforts to make do. In our discussion, we explore these narratives and attend to three features of our actions and activities as early-career academics; namely semiotic relationality, material heterogeneity and the precarious processes of heterogeneous engineering through which we sought to make a career in our field. We conclude by encouraging beginning scholars in physical education and sport pedagogy to become sensitive to these aspects of their own agency, and to experiment, experience and tinker together in ways that are attentive, inventive, caring and persistent.     

Masculinity in Singapore: the residual culture of the Chinese martial artist

The study set out to understand the complex landscape of masculinities in Singapore. In particular, it sought to investigate whether, apart from the common muscular and powerful dominant form, there are traditional views of masculinity sustained by Chinese cultural influence, in particular, the culture of Chinese martial arts. Open-ended survey responses from 48 male and female Singaporean first and second year undergraduate students on a sport and critical thinking course were elicited and then followed up by focused online asynchronous discussions to further elaborate understandings. Informants reflected on elements that construct masculinity in Chinese martial arts and how these may differ to what they consider to be the dominant or hegemonic masculinity, related in particular to the body builder. Responses indicate that a residual culture persists nourished by traditional Chinese culture and that this is quite different to the contemporary male identities of metrosexuals and spornosexuals revered in the West.