Mathematics achievement,language and cognitive development: Classroom practices in Papua New Guinea

A case study was conducted of mathematics instruction at five sites in Papua New Guinea. Trial instructional materials were developed, teachers received inservice training and implementation was carefully monitored for a six-week period. English and mathematics achievement instruments and eight measures of cognitive development were administered to a sample of 201 students in grades two, four and six. Mathematics and language achievement varied significantly among the five sites. Students at all grade levels exhibited poor application of problem solving skills while showing computation, measurement and mathematical language abilities superior to results previously reported. English reading and measures of conservation and classification competence were highly correlated with mathematics achievement. Correlations between memory measures and mathematics achievement decreased from grade two to grade six while correlations between measures of language and cognitive development and mathematics achievement tended to increase. The results indicated that the non-consumable student textbooks ameliorated to some extent the problems associated with non-native language instruction for the students involved in the study. It was concluded that locally developed textbooks with an appropriate language load would enhance mathematics learning, particularly in remote-rural areas where current teaching conditions and lack of materials interact with poor English skills to create an imbalance in achievement.     

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.     

Primary physical education subject leadership: along the road from in-house solutions to outsourcing

The modern primary school is a complex institution containing a growing community of individuals and organisations with potentially competing agendas. Within this environment, subject leaders are typically looked upon for advice and guidance within a given subject area such as Physical Education. Yet for those endeavouring to provide Physical Education subject leadership within primary schools, the challenge has grown significantly over the last two decades amidst an ever-changing policy landscape. This paper is for and about primary Physical Education subject leadership; the purpose of which, to plot primary Physical Education's policy journey and explore the implications of reform in shaping the subject leader's role. The paper addresses the current lack of guidance for the subject leader and examines the professional knowledge, skills and experience required to do the role effectively.     

Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups

As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed.     

Official satire in propaganda: The treatment of the United States in the GDR's Eulenspiegel

Eulenspiegel, the weekly humor periodical of the German Democratic Republic, prints considerable satire directed toward the United States. The essay examines the extent of that material, its major themes, and its basic techniques. The satire provides satisfying contrast to domestically directed satire, which addresses far less serious problems, and contributes to the general propaganda campaign. The predictability and repetitiousness of the material, however, greatly reduces its satiric quality and effectiveness.     

Single Mothers’ Experiences of Support at Their Young Children’s School: An Interpretative Phenomenological Approach

This phenomenological study explored six single mothers’ experiences of support at their young children’s school. Themes resulting from interpretative phenomenological analysis suggest the single mothers experienced tangible (e.g., school resources, school-wide events, structural flexibility, teachers’ formal communication) and intangible (e.g., caring relationships with school faculty and staff, experiencing teachers as parenting partners, perceiving acceptance from the school environment) forms of support from their children’s school. Furthermore, results suggest these single mothers experienced intangible supports more prominently than tangible forms of support. The support needs of these single mothers at their young children’s school were also explored including the mothers’ desire for stronger relationships with other parents and families at the school.     

Comparison of 2D video and electrogoniometry measurements of knee flexion angle during a countermovement jump and landing task

Quantifying countermovement jump (CMJ) and landing knee flexion angle is important for performance and injury risk assessment. The purpose of the study was to compare electrogoniometer (El-Gon)- and video-derived CMJ and landing knee flexion angle. Twenty-two adults performed three CMJs while knee flexion angle was simultaneously assessed using an El-Gon and video. The average systematic offset (RMSE) of the El-Gon-derived knee flexion angle throughout the entire movement was 7.03°?±?2.69°. Excellent reliability was demonstrated by the El-Gon (ICCavg?=?0.92). Countermovement knee flexion angle, maximum landing knee flexion angle and flexion angle at maximum vertical ground reaction force were 12.0°, 10.9°, and 5.7° higher, respectively, when assessed using El-Gon (p?<?0.001), compared to video. Errors between instruments are likely due to El-Gon crosstalk, misalignment and/or axis determination. The El-Gon is a cost-effective and time-efficient alternative to video analysis for the assessment of knee flexion angle if the error is accounted for and the sensor is precisely attached.     

Psychosocial learning environments and the mediating effect of personal meaning upon Satisfaction with Education

This article reports the quantitative phase of a mixed-methods study that was conducted to investigate the relationships between psychosocial learning environments and student satisfaction with their education as mediated by Agentic Personal Meaning. The interdisciplinary approach of the study integrated the fields of learning environment research, existential meaning research and positive psychology research. A postulated model was tested using structural equation modeling to determine goodness-to-fit with data obtained from secondary and college students in two progressive private schools in India. Findings indicate that the learning environment variables of Teacher Support, Task Orientation, Cooperation, Student Cohesiveness, Involvement and Equity were significantly correlated with student Satisfaction with Education and with Agentic Personal Meaning. Findings also provide evidence that existential meaning and life purpose mediates the relationships between the psychosocial learning environment variables of Teacher Support, Task Orientation and Cooperation and the outcome variable of student Satisfaction with Education.