Misconceptions at the Intersection of Measurement Theory and Practice

Finding ourselves in a bull market for educational testing, is it time to carefully re-examine assumptions, issues, and practices? What misconceptions about testing exist that influence what we do?     

Mapping the terrain of female education in Ireland, 1830–1910

Education for Irish women and girls developed significantly in the period 1830–1910. During this time, formal state‐funded education systems were established in Ireland by the British government. Some of these systems included females from their inception and some attempted to exclude girls and women. This article charts the opening up of formal schooling and university to Irish girls and women, examining the points at which they were excluded, the alternative educational provision developed by Protestant women and Catholic religious, and the means whereby the case for female education was successfully made. Moving from the public/private paradigm which has dominated much of the discussion around women's education for the period in question, the article focuses on what was occurring in some political and social institutions of the period and identifies women's agency and autonomy within such institutions. Through ‘mapping’ this ground, the article notes women's success in gaining access to institutions previously dominated by men, and highlights areas that require sustained scrutiny by scholars.     

Women teachers in Hong Kong: stories of changing gendered identities

In a time of mass schooling in most parts of the world, the discourse of the “woman primary teacher” is often the subject of discourse. Yet most stories of these women teachers emerge from other (Western) contexts, with little known about how changing education processes affect the gendered identities of women in other cultural settings. This paper explores how women teachers negotiate their gendered identities in Hong Kong, where modernization has already mingled with the indigenous Chinese culture. It provides the stories of four Chinese women teachers as they engage in ongoing construction and negotiations of gendered identities over their life histories in Hong Kong. All are ethnically Chinese, of different ages and at different stages of their personal and professional lives, and all have grown up in Hong Kong. A framework of post-colonial concepts of hybridity and border crossing helps to suggest how identity resources develop in relation to a range of contemporary practices which are experienced as both pressures and opportunities. These Chinese women teachers' identities are seen to be complex, fluid and multi-faceted, continually under construction in their daily lives, with changes experienced in both work and family settings.     

Relationship of performance on the sensory organization test to landing characteristics

Jump landing tasks have been used to assess landing characteristics and require significant sensorimotor feedback to maintain functional joint stability (FJS) throughout the task. Postural stability (PS) also requires significant sensorimotor feedback and control and would seemingly involve similar sensory feedback pathways. However, previous literature clarifying the relationship between these two processes, maintaining FJS and PS, is limited. 80 Special Tactics Operators. PS was assessed using the Sensory Organization Test (SOT). SOT variables included: Composite, Somatosensory, Visual, Vestibular, and Preference scores. Landing characteristics were assessed using motion analysis during a double-legged (DLSJ) and single-legged (SLSJ) stop jump task. Pearson’s correlation coefficients were calculated to assess the relationship between SOT scores and landing characteristics (α < .05). For the DLSJ, significant correlations were found between: Composite and peak posterior ground reaction forces (?.257), Vestibular and peak knee abduction moment (?.237), and Preference and initial contact hip flexion (?.297), peak hip flexion (?.249). For the SLSJ, significant correlations were found between: Somatosensory and peak vertical ground reaction forces (?.246); Preference and initial contact hip flexion (?.295), peak hip flexion (?.262). The results indicate that the SOT may not be a sensitive enough tool to assess sensorimotor control in a healthy, athletic population.     

A lower extremity strength-based profile of NCAA Division I women’s basketball and gymnastics athletes: implications for knee joint injury risk assessment

This study aimed to provide a comprehensive strength-based physiological profile of women’s NCAA Division I basketball and gymnastic athletes; and to make sport-specific comparisons for various strength characteristics of the knee flexor and extensor muscles. A focus on antagonist muscle balance (hamstrings-to-quadriceps ratios, H:Q) was used to elucidate vulnerabilities in these at-risk female athletes. Fourteen NCAA Division I women’s basketball and 13 gymnastics athletes performed strength testing of the knee extensors and flexors. Outcome measures included absolute and relative (body mass normalised) peak torque (PT), rate of torque development at 50, 100, 200 ms (RTD50 etc.) and H:Q ratios of all variables. The basketball athletes had greater absolute strength for all variables except for isokinetic PT at 240°s^?1 and isometric RTD50 for the knee extensors. Gymnasts showed ~20% weaker body mass relative concentric PT for the knee flexors at 60 and 120°·s^?1, and decreased conventional H:Q ratios at 60 and 240°·s^?1 (~15%). These findings suggest that collegiate level gymnastics athletes may be prone to increased ACL injury risk due to deficient knee flexor strength and H:Q strength imbalance. Coaches may use these findings when implementing injury prevention screening and/or for individualised strength training programming centered around an athletes strength-related deficits.