Teachers’ perceptions of their most significant change: source,impact, and process

The purpose of the study was to examine the differences among significant changes in the practice of individual teachers. Seventeen US teachers were interviewed about the most successful change in their teaching career. The differences in teacher change were based primarily on the source and impact of the change. The sources of change were divided into two categories: other-initiated or self-initiated. The level of impact was determined in three ways: by whether teachers described a new practice, a new direction, or a change in their beliefs. By organizing according to both the source and impact of the change, four types of change were identified: Response to School Initiatives, Professional Development Initiatives, Student-Centered Changes, and Self-Designed Changes. Self-Designed changes were further distinguished based on the time required for the change process. Implications for developing new strategies to foster teacher development are discussed.     

Caregiver perceptions of sexual abuse and its effect on management after a disclosure

Objective

The aim of the study was to examine caregiver management strategies for child sexual abuse (CSA) when presented with hypothetical scenarios that vary in physical invasiveness.

Methods

One hundred fifty three caregivers were given 3 scenarios of CSA with 7 management strategies presented in the 21-item Taking Action Strategies (TAS) scale. Caregivers were asked to rate strategies according to their willingness to carry out each action with rating of 5 = greater likelihood of carrying out the action specified while a rating of 1 = a lower likelihood of carrying out that action. CSA scenarios included exposure to pornography/masturbation, fondling, and penetration while management strategies including fighting the accused, blaming the child, and outreaching to the authorities. Repeated measures ANOVA was used to compare mean TAS scores for the management strategies across CSA scenarios.

Results

The difference between TAS scores across the abuse scenarios was statistically significant (p < .001). Mean TAS scores reflected greater preference for taking action if the abusive act was perceived as more physically intrusive (exposure to pornography/masturbation-TAS 3.5, fondling-TAS 3.7, penetration-TAS 3.8). Caregivers reported being less willing to handle a disclosure of CSA without outreach (TAS 2.5 and 2.0 for fighting and blaming the child, respectively) and more willing to manage a disclosure with outreach to authorities (TAS 3.8, 4.5, and 4.7 for outreaching to Child Protective Services [CPS], to the child's healthcare provider and police, respectively). A predictor of caregiver outreach to authorities identified was the caregiver having past interactions with CPS.

Conclusion

Perception of the physical invasiveness of CSA and demographic factors can impact caregiver management strategies after a disclosure.

Practice implications

Results suggest that several factors influence caregiver management of sexual abuse. These factors warrant further study, as they are potential contributors to declining trends in CSA cases observed. Other implications include the need for educational efforts targeting caregivers. These interventions should focus on dispelling myths about the perceived physical invasiveness of CSA. These perceptions should not mitigate a caregiver's decision to involve the authorities in their management after a disclosure. Lastly, despite criticisms of the child protective systems, caregivers with past encounters with CPS view these related agencies as valuable resources.     

Parent-Child Communication about Internet Use and Acceptance of Parental Authority

Structural equation modeling is applied to investigate how parents’ communication with their child about his or her Internet use is linked to the child’s acceptance of parental authority in the context of Internet use, and how this in turn is linked to the child’s social media behavior. This study surveyed children aged 13 to 18 and their mothers and fathers (N = 357 families) and found that acceptance of parental authority is a key factor in the effectiveness of parental mediation. It is recommended that parental mediation is studied as a dynamic process shaped by both parents and children.     

Chinese Graduate Students and the Canadian Academic Library: A User Study at the University of Windsor

This paper presents a pilot study that examined the information seeking behaviors of Chinese graduate students at the University of Windsor. Findings on current Chinese students' perceptions, expectations, and use of library services are highlighted including implications for academic libraries to meet international students' information needs.     

Kinematic and kinetic analyses of the toes in dance movements

Due to the significant amount of time dancers spend on the forefoot, loads on the metatarsophalangeal joints are likely high, yet vary between dance movements. The purpose of this study was to compare joint motion and net joint moments at the metatarsophalangeal joints during three different dance movements ranging in demands at the foot and ankle joints. Ten healthy, female dancers (27.6 ± 3.2 years; 56.3 ± 6.9 kg; 1.6 ± 0.1 m) with an average 21.7 ± 4.9 years of dance training performed relevés (rising up onto the toes), sautés (vertical bipedal jumps), and saut de chat leaps (split jumps involving both vertical and horizontal components). Metatarsophalangeal joint kinematics and kinetics in the sagittal plane were calculated. Total excursion and peak net joint moments during rising or push-off were compared between the three dance movements. Greater extension of the metatarsophalangeal joints was seen during relevés compared to sautés or saut de chat leaps, and the largest metatarsophalangeal net joint moments were seen during saut de chat leaps. The metatarsophalangeal joints frequently and repetitively manage external loads and substantial metatarsophalangeal extension during these three dance movements, which may contribute to the high rate of foot and ankle injuries in dancers.     

A Maximal Graded Exercise Test to Accurately Predict VO2max in 18–65-Year-Old Adults

The purpose of this study was to develop an age-generalized regression model to predict maximal oxygen uptake (VO_2max) based on a maximal treadmill graded exercise test (GXT; George, 1996) George, J. D. 1996. Alternative approach to maximal exercise testing and VO_2max prediction in college students. Research Quarterly for Exercise and Sport, 67: 452–457. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]. Participants (N?=?100), ages 18–65 years, reached a maximal level of exertion (mean?±?standard deviation [SD]; maximal heart rate [HR_max]?=?185.2?±?12.4 beats per minute (bpm); maximal respiratory exchange ratio [RER_max]?=?1.18?±?0.05; maximal rating of perceived exertion (RPE_max)?=?19.1?±?0.7) during the GXT to assess VO_2max (mean?±?SD; 40.24?±?9.11 mL·kg^?1·min^?1). Multiple linear regression generated the following prediction equation (R?=?.94, standard error of estimate [SEE]?=?3.18 mL·kg^?1·min^?1, %SEE?=?7.9): VO_2max (mL·kg^?1·min^?1)?=?13.160?+?(3.314 × gender; females?=?0, males?=?1) ? (.131 × age) ? (.334 × body mass index (BMI))?+?(5.177 × treadmill speed; mph)?+?(1.315 × treadmill grade; %). Cross validation using predicted residual sum of squares (PRESS) statistics revealed minimal shrinkage (R_p ?=?.93 and SEE _p ?=?3.40 mL·kg^?1·min^?1); consequently, this model should provide acceptable accuracy when it is applied to independent samples of comparable adults. Standardized β-weights indicate that treadmill speed (.583) was the most effective at predicting VO_2max followed by treadmill grade (.356), age (?.197), gender (.183), and BMI (?.148). This study provides a relatively accurate regression model to predict VO_2max in relatively fit men and women, ages 18–65 years, based on maximal exercise (treadmill speed and grade), biometric (BMI), and demographic (age and gender) data.     

Effects of consecutive days of match play on technical performance in tennis

Elite tennis is characterised by repeated bouts of up to 5-set match play, yet little is known about the technical requirements of shots played. This study therefore investigated technical performance changes over consecutive days of prolonged, simulated tennis match play. A total of 7 well-trained men tennis players performed 4 consecutive days of competitive 4-h match play. Matches were notated to determine between-day changes in groundstroke and serve performance, as well as point and match durations. Changes ≥75% likely to exceed the smallest important effect size (0.2) were considered meaningful and represented as effect size ± 90% confidence interval. Effective playing time reduced on days 3 and 4, alongside likely increases in “stretch” groundstrokes over the 4 days (mean effect size ± 90% confidence interval; 0.57 ± 0.38) and “stretch” backhand returns on days 2 and 3 (0.39 ± 0.54 and 0.67 ± 0.55). Relative unforced errors increased on day 4 (vs. day 2; 0.36 ± 0.22) and second-serve winning percentage reduced after day 1 (?0.47 ± 0.50). Further, a likely increase in emotional outbursts characterised day 3 (vs. day 2; 0.73 ± 0.57). Consecutive-day match play impairs hitting accuracy, stroke positioning and emotional responses; an understanding of which prepares players for elite-standard tennis tournament play.     

A Sport Education Fitness Season’s Impact on Students’ Fitness Levels,Knowledge, and In-Class Physical Activity

Purpose: The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students’ fitness knowledge and fitness achievement. Method: One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called “CrossFit Challenge” during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. Results: Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). Conclusions: The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA.