Synthesizing Pedagogies and Engaging Students: Creating Blended eLearning Strategies for Library Research and Writing Instruction

Twenty-first century students need consideration, ideas, and face-to-face work to enable their success in acquiring new information. Twenty-first century skills are generally described as core competencies such as collaboration, digital literacy, critical thinking, and problem solving. Collaborative work between the classroom instructor and the librarian builds digital reference and research materials to follow a scaffolded research project specifically from start to finish. This article identifies reference opportunities and the importance of online and face-to-face student support. Instead of a linear approach to information literacy, this article demonstrates a chunked eLearning in-context performance support style.     

Acceleration profile of an acrobatic act during training and shows using wearable technology

Abstract

The purpose of this study was to describe the mechanical characteristics of a trampoline circus act and its individual tracks performed in training and shows using a tri-axial accelerometer. A track is an artist’s specific role within a choreographed act. Seven male acrobats performed their trampoline act during training and shows while wearing a triaxial accelerometer and reported ratings of perceived exertion (RPE) after each trial. Average acceleration (AVG), root mean square (RMS), root mean to the fourth (RM4), time spent in specific acceleration ranges and RPE were measured/recorded from training and show acts. Paired t-tests compared dependent variables between training and show. Acceleration AVG, RMS and RM4 were significantly higher (p < 0.05) in training than show. RPE was significantly higher (p < 0.05) in show than training. No significant differences existed in time spent in any of the acceleration ranges between training and show. GPS devices have been used to manage workloads in field sports but are inoperable in theatres. But, inertial measurements may be an effective alternative to describe mechanical demands in theatre or arena environments. Wearable technology may be useful to coaches to improve understanding of track demands to manage artist workloads.     

Helping Teachers Support Pupils with Mental Health Problems Through Inter-professional Collaboration: A Qualitative Study of Teachers and School Principals

ABSTRACT

A qualitative study conducted in four lower secondary schools in Norway explored teachers’ and school principals’ experiences of collaboration with a variety of extended services (ES). Particular attention was directed to the ways (if any) they perceived collaboration to be relevant to helping teachers support pupils with mental health problems through their everyday social and pedagogic practices. Findings of the study indicated that teachers valued initiatives that could help develop mutual understandings of teachers’ and ES professionals’ roles and responsibilities. Initiatives to build inter-professional relationships were perceived as laying the foundation for more productive collaboration. However, to be able to provide coherent, sustained support in the classroom, teachers needed guidance from ES professionals. This required a shift in collaborative processes away from a focus on individualized pupil support towards helping teachers support pupils through their classroom-based social and pedagogical practices. Implications for policy and practice are discussed.     

From Positive Reinforcement to Positive Behaviors: An Everyday Guide for the Practitioner

There are various opinions concerning the value of positive reinforcement when discussing modifying behaviors of young children. In some cases, individuals considered positive reinforcement difficult to implement and, in extreme cases, even felt it to be detrimental. Educators often use praise interchangeably with positive reinforcement when indeed an important distinction exists between the two. This paper discusses the differences between positive reinforcement and praise and demonstrates how to effectively apply positive reinforcement to help manage behavior of young children.     

Who Killed the Local Education Authority‐‐Cambridgeshire 1974‐1998?

Local government finance has been the Conservatives’ defining preoccupation and the focus of their least successful reform (the poll tax). Central government's effort to modernise local administration, control public spending and eliminate rival centres of power has created tension within the Conservative party and the country at large. Traditional shire counties have suffered as much as urban authorities and Conservative councillors have struggled with capping and the poll tax almost as much as their political opponents. This study examines, particularly in relation to education policy, how these conflicts have unfolded in Cambridgeshire. The authority has been a crucible for radical Tory ideas about the management of public services, but has lost a third of its secondary schools (to grant maintained status), a third of its territory (Peterborough becomes a unitary council on 1 April 1998) and most of its power.