Studying computer programming externally: Who succeeds?

Learning computer programming is difficult for many students. Distance education students in particular often have problems as the difficulty of the course content is compounded by the problems of isolation from other students and their tutor. This paper reports an investigation of distance education student performance in an introductory computer programming course. The aim of the study was to develop a better understanding of the factors associated with academic success, withdrawal or failure and to attempt to identify students at risk of non‐completion. Some implications for teaching computer programming externally are discussed.     

Pre-Service Teachers’ Views of School-Based Approaches to Pre-Service Primary Science Teacher Education

Primary pre-service teachers (PSTs) in Australia often have low confidence and negative experiences in relation to science and teaching science. This paper reports on pre-post survey data produced by four institutions involved in a multi-institutional project exploring the use of university-school partnerships for primary science teacher education. The findings show that the experience of engagement in school-based science teaching contributed to the development PST classroom readiness particularly with respect to statistically significant increases in confidence. We argue that moving tutorials from university into schools supports PSTs’ engagement with the teaching profession and teaching science.     

The physical demands of professional soccer goalkeepers throughout a week-long competitive microcycle and transiently throughout match-play

ABSTRACT

The physical demands of English Premier League soccer goalkeepers were quantified during training and match-play in a two-part study. Goalkeeper-specific micromechanical electrical systems (MEMS) devices, profiled training and match-day activities throughout one competitive week (n=8; part A). Changes in MEMS-derived outputs were also profiled throughout match-play (100 matches; n=8, 18±14 observations per goalkeeper; part B). In part A, goalkeeping-training elicited the most dives (51±11) versus all activities (all p≤0.030) except shooting-training (p=0.069). Small-sided games elicited the fewest (5±3) dives (all p≤0.012). High-speed distance covered in match (103±72 m) was similar to goalkeeping-training (p=0.484), while exceeding shooting-training, small-sided games, pre-match shooting, and pre-match warm-up (all p=0.012). Most changes of direction (34±12) and explosive efforts (70±18) occurred during goalkeeping-training, with values exceeding match (both p=0.012). In part B, between-half reductions in total distance, but increased high-speed changes of direction and explosive efforts, occurred (both p≤0.05). Excluding the number of high jumps, all variables differed from 0-15-min during at least one match epoch, with more dives (1.3±1.4 vs 1.0±1.1) and explosive efforts (2.5±2.4 vs 2.0±1.8) performed between 75-90-min versus 0-15-min (all p<0.05). These data highlight the differing physical demands of various activities performed by professional soccer goalkeepers throughout a competitive week.     

Attachment insecurity mediates the relationship between childhood trauma and eating disorder psychopathology in a clinical sample: A structural equation model

Objectives

Childhood maltreatment occurs often among those with an eating disorder and is considered a nonspecific risk factor. However, the mechanisms by which childhood maltreatment may lead to an eating disorder are not well understood. The current study tests a model in which attachment insecurity is hypothesized to mediate the relationship between childhood maltreatment and eating disorder psychopathology.

Method

Treatment seeking adults with eating disorders (N = 308) completed questionnaires about childhood maltreatment, eating disorder psychopathology, and adult attachment.

Results

Structural equation models indicated that childhood trauma had a direct effect on eating disorder symptoms. Also, attachment anxiety and avoidance each equally mediated the childhood maltreatment to eating disorder psychopathology relationship.

Conclusions

Attachment insecurity, characterized by affect dysregulation and interpersonal sensitivities may help to explain why eating disorder symptoms may be one consequence of childhood maltreatment in a clinical sample. Clinicians treating primarily those with trauma might assess for disordered eating as a potential manifestation of the sequelae of trauma and attachment insecurity.     

A review of curriculum in the UK: internationalising in a changing context

The present article focuses on the growing emphasis on international dimensions of the curriculum in the UK. Educators and policymakers increasingly grapple with the thorny issue of how best to prepare future generations for life in a world changing so rapidly that no-one is able to predict precisely what knowledge and skills will be relevant for the adult of tomorrow. Overlapping with debate relating to the national context is that pertaining to the global environment, which manifests itself in current educational discourse relating to a growing number of concepts such as global citizenship education, international education, development education, world studies, and education for international understanding. Beginning with consideration of the curriculum context, this article highlights the growing number of international curriculum programmes being developed and offered worldwide, and in the UK in particular, before considering some of the reasons behind this growth and the implications of increased interest in programmes with an international focus.     

Narrative Pedagogies in Science, Mathematics and Technology

Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students’ lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience.     

Primary exclusions: evidence for action

This short report presents the interim findings of an ESRC‐supported study of primary school exclusions. The research to date has involved a questionnaire survey of LEAs nationally and in‐depth case studies, involving schools, parents/carers and children, in two contrasting LEAs. It is first argued that the exclusion from mainstream education of very young children is, in itself, a cause for alarm. Evidence is then presented of rising numbers of exclusions, as well as high levels of unmet educational and/or social need in the majority of cases studied. It is concluded that urgent government action to support children, many of whom were found to be ‘in need’, is not only required under the Children Act 1989, but would actually prove more cost‐effective.