AHA Moments of Science and Mathematics Pre-service Teachers

This research study explored pre-service teachers' (PST) reflections of their student teaching experiences through AHA moments. Participants included 37 pre-service teachers enrolled in mathematics and science student teaching seminars. Qualitative methods were used to analyze PSTs' written and verbal responses to questions regarding AHA experiences. Four themes emerged related to PSTs' AHA moments: a greater awareness of PSTs' identity as teachers, the importance of knowing their students, the realization of inconsistencies in their own and their students' beliefs, and the importance of anticipating students' misconceptions. The potential for using an AHA moment assignment, as presented here, appears to support reflection among PSTs; however, it is not clear these PSTs used judgments and analysis, both integral elements of the reflective process.     

On Being Caught Enacting White Normativity

Abstract

When a predominantly white organization decides to take on white normativity, it is cause for hope. However, havoc ensues when well-intended folks are caught enacting white normativity. Taking a performativity-inspired approach, this article analyzes what happened at the 2018 Religious Education Association annual meeting. By examining the behavior of conference leaders and participants, the author reflects on a series of steps and painful missteps that dramatize dynamics of race and power. This study considers what actors are enacting in relation to one another, considering the legacies of racism that tacitly guide our relating across race.     

Learning About Baby: What New Mothers Would Like to Know

As part of a larger research project to evaluate a new model of care for first-time mothers in a community health-care setting, this study aimed to identify the preparation and information needs of first-time mothers. All first-time mothers attending a selection of community child health centers in Brisbane, Australia, who presented with no overt risk factors and with a thriving child, were invited to participate in the study. Three months after mothers entered the service, data were collected via telephone survey (N = 151). In addition, focus group interviews were conducted 7–9 months following entry to the service (n = 8). Participants reported seeking information from a variety of sources during pregnancy. Few participants felt well prepared for managing either the physical or emotional experience of early mothering or the essential maternal and child health issues and common problems in the early months. Findings suggest that current approaches to care and education may not meet the needs of first-time mothers. Different approaches are suggested to enhance women's maternal competence during the first few months of becoming a new mother.     

Dealing with non‐normality: an introduction and step‐by‐step guide using R

The article presents some notes on normalization and illustrates these procedures using graphing functions in R. Using real data, the paper also presents an R package and online Shiny app that efficiently transforms variables in large datasets.     

Factors associated with early career progression in professional Australian Football players

This study examined the association between individual and team characteristics and the probability of being offered a second contract in professional Australian Football. Contract status was obtained from the AFL for players who were drafted in the AFL National Draft between 1999 and 2013 (n = 999). Individual player characteristics were retrieved from the AFL while variables relating to performance were accessed online via Champion Data®. A binary logistic regression examined the influence of each characteristic on the probability of a professional Australian Football player receiving a second contract. Receiver operating characteristic (ROC) curves and the associated AUC were used to assess the discriminant ability of both a training (n = 938) and test data set (n = 61). The characteristics that influenced the probability of receiving a second contract included first year debut (pr 0.606), draft order (pr – 0.126), draft year (pr 0.059), games played (pr 1.848), team state (pr 0.458), rising star nomination (pr 1.553) and team ladder position (pr ?0.043) (χ² (8) = 198.28, p < 0.001). The ROC curve demonstrated an AUC of 82.4% (training) and 76.0% (test). A combination of individual and team based characteristics are associated with early career progression in professional Australian Football.     

Elite sprint swimming performance is enhanced by completion of additional warm-up activities

This study investigated the effect of completing additional warm-up strategies in the transition phase between the pool warm up and the start of a race on elite sprint swimming performance. Twenty-five elite swimmers (12 men, 20 ± 3 years; 13 women, 20 ± 2 years, performance standard ~807 FINA2014 points) completed a standardised pool warm up followed by a 30-min transition phase and a 100-m freestyle time trial. During the transition phase, swimmers wore a tracksuit jacket with integrated heating elements and performed a dry land-based exercise routine (Combo), or a conventional tracksuit and remained seated (Control). Start (1.5% ± 1.0%, P = 0.02; mean ± 90% confidence limits) and 100-m time trial (0.8% ± 0.4%, P < 0.01) performances were improved in Combo. Core temperature declined less (?0.2°C ± 0.1°C versus ?0.5°C ± 0.1°C, P = 0.02) during the transition phase and total local (trapezius) haemoglobin concentration was greater before the time trial in Combo (81 µM ± 25 µM versus 30 µM ± 18 µM, P < 0.01; mean ± standard deviation) than in Control. Combining swimmers traditional pool warm up with passive heating via heated jackets and completion of dry land-based exercises in the transition phase improves elite sprint swimming performance by ~0.8%.     

Examination of the Six Minute Walk Test to Determine Functional Capacity in People with Chronic Heart Failure: A Systematic Review

Purpose: To evaluate the reliability and validity of the six-minute walk test (6MWT) with respect to its ability to predict functional capacity in patients with chronic heart failure. Methods: A systematic review was performed via 8 databases to assess relevant English language full-text articles published from January 1, 1980 to October 31, 2009. Participant characteristics, interventions, reliability, validity, and predictive value for each article with respect to functional capacity as defined by peak VO₂ levels were extracted and compared. Quality Assessment of Diagnostic Accuracy Studies (QUADAS) scores were determined for each study. Results: Fourteen studies met the selection criteria. Comparison of the studies investigating reliability shows that the 6MWT has good reproducibility. The 6MWT demonstrates moderate correlation with peak VO₂ levels, and ability to predict VO₂ (functional capacity) dependent on distance walked. Cut-off distances vary from 300 to 490 meters depending on the study; if total distance walked remains equal or less than these values, the 6MWT retains its strong predictive value. Conclusion: The 6MWT has good reliability, moderate validity, and a significant ability to predict functional capacity in patients with CHF who do not walk greater than 490 meters.Key Words: six-minute walk test, chronic heart failure, functional capacity, peak VO₂     

Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function

Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement.     

Comparison of learning in two context-based university chemistry classes

ABSTRACT

Context-based learning (CBL) is advocated as beneficial to learners, but more needs to be understood about how different contexts used in courses influence student outcomes. Gilbert defined several models of context that appear to be used in chemistry. In one model that achieves many criteria of student meaning-making, the context is provided by ‘personal mental activity’, meaning that students engage in a role to solve a problem. The model’s predicted outcomes are that students develop and use the specialised language of chemistry, translate what they learn in the immediate context to other contexts, and empathise with the community of practice that is created. The first two of these outcomes were investigated in two large-enrolment university chemistry courses, both organised as this CBL model, in which students were introduced to kinetic molecular theory (KMT). Sample 1 students (N₁?=?105) learned KMT through whole-class kinaesthetic activity as a human model of a gas while focusing on a problem identifying substances in balloons filled with different gases. Sample 2 students (N₂?=?110) manipulated molecular dynamics simulations while focusing on the problem of reducing atmospheric CO₂. Exam answers and pre-/post-test responses, involving a new KMT context, were analysed. Students in Sample 1 demonstrated a stronger understanding of particle trajectories, while Sample 2 students developed more sophisticated mechanistic reasoning and greater fluidity of translation between contexts through increased use of chemists’ specialised language. The relationships of these outcomes to the contexts were examined in consideration of the different curriculum emphases inherent in the contexts.     

Using an Exploratory Professional Development Initiative to Introduce iPads in the Early Childhood Education Classroom

The purpose of this study was to investigate the incorporation of iPads into the early childhood classroom through an exploratory teacher professional development initiative. Eighteen early childhood educators participated in a 6-month study targeting teacher professional development and pedagogical innovation. This study included built-in opportunities for teacher collaborative discussions and support in their team meetings, as well as basic technology training on the use of an iPad in a classroom. A thematic analysis was conducted using constructed codes from teacher interviews and focus groups, as well as artifact collections of notes from teacher bi-monthly meetings. Results indicate that teachers used technology in three innovative ways: as an efficiency solution, as a bridge in virtual parent communication, and as curriculum enhancement or replacement. The researchers of this study argue that using the iPad as curriculum is the next area of professional growth for early childhood teachers.