Comparison of correlates of classroom behavior problems in schools with and without a school‐wide character education program

System‐wide practices in schools should diminish the occurrence of children's problem behavior that is deleterious to academic achievement. The current study examined the relationship between variables that affect classroom behavior and observed behavior in schools with and without a theoretically based character education program. Observational data from 12 elementary schools compared control and treatment conditions on classroom disruption, and examined the influences of class size and percentage of students receiving a free or reduced price lunch (FRL). Results showed a weaker relationship between class size, FRL, and behavior problems within the character education schools than in control schools and that the character education program may have had a stronger influence in schools with a high percentage of students eligible for FRL. © 2010 Wiley Periodicals, Inc.     

Scientific Inquiry in Educational Multi-user Virtual Environments

In this paper, we present a review of research into the problems of implementing authentic scientific inquiry curricula in schools and the emerging use of educational Multi-User Virtual Environments (MUVEs) to support interactive scientific inquiry practices. Our analysis of existing literature in this growing area of study reveals three recurrent themes: (1) with careful design and inclusion of virtual inquiry tools, MUVE-based curricula can successfully support real-world inquiry practices based on authentic interactivity with simulated worlds and tools, (2) Educational MUVEs can support inquiry that is equally compelling for girls and boys, and (3) research on student engagement in MUVE-based curricula is uneven. Based on these themes, we suggest that future large-scale research should investigate (1) the extent to which MUVE-based inquiry learning can be a viable substitute for the activities involved in real-world inquiry; (2) the impact of MUVEs on learning and engagement for currently underserved students, and (3) the impact on engagement and learning of individual aspects of MUVE environments, particularly virtual experimentation tools designed to scaffold student inquiry processes and maintain engagement. Additionally, we note that two identified issues with integrating scientific inquiry into the classroom are currently not addressed by MUVE research. We urge researchers to investigate whether (1) MUVE-based curriculum can help teachers meet state and national standards with inquiry curricula; and (2) scientific inquiry curricula embedded in MUVE environments can help teachers learn how to integrate interactive scientific inquiry into their classroom. This material is based upon work supported by the National Science Foundation under Grant No. 0310188. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.     

Data-driven assessment of teacher candidates during their internships in deaf education

Deaf education teacher training programs have received criticism for graduating students with gaps in knowledge and skills required for specific placements. The National Council for Accreditation of Teacher Education (NCATE) requires that accredited programs engage in self-study, and NCATE guidelines require programs to collect valid, reliable evidence of teacher candidate performance and candidates' effect on student learning. In the present study, an ecobehavioral assessment computer program, MS-CISSAR (Mainstream Code for Instructional Structure and Student Academic Response), was used in evaluations of 8 teacher candidates during internship experiences. Results were mixed. Some of the instructional arrangements, teaching behaviors, and student responses resembled those found in studies using in-service teachers as subjects; however, some data revealed a need for changes in instruction. Data gathered with MS-CISSAR could be added to evaluations to help training programs meet NCATE requirements for evidence on teacher candidate performance and candidates' effect on student learning.     

Improving leadership in Higher Education institutions: a distributed perspective

This paper reports on a qualitative study exploring how distributed patterns of leadership manifest themselves in project teams within a Higher Education institution. The emphasis is on both the ‘what’ and the ‘how’ of distributed leadership, thus providing an account of the nature of distributed leadership in higher education and the factors which were found to enhance and inhibit its occurrence and effectiveness. The findings are presented in a model of distributed leadership which seeks to provide an integrative account and a framework for further study. The conclusions focus on both the theoretical implications for the study of distributed leadership and the practical implications for HE institutions wishing to promote effective leadership.     

Acute effects of passive muscle stretching on sprint performance

The results of previous research have shown that passive muscle stretching can diminish the peak force output of subsequent maximal isometric, concentric and stretch-shortening contractions. The aim of this study was to establish whether the deleterious effects of passive stretching seen in laboratory settings would be manifest in a performance setting. Sixteen members (11 males, 5 females) of a Division I NCAA track athletics team performed electronically timed 20 m sprints with and without prior stretching of the legs. The experiment was done as part of each athlete's Monday work-out programme. Four different stretch protocols were used, with each protocol completed on a different day. Hence, the test period lasted 4 weeks. The four stretching protocols were no-stretch of either leg (NS), both legs stretched (BS), forward leg in the starting position stretched (FS) and rear leg in the starting position stretched (RS). Three stretching exercises (hamstring stretch, quadriceps stretch, calf stretch) were used for the BS, FS and RS protocols. Each stretching exercise was performed four times, and each time the stretch was maintained for 30 s. The BS, FS and RS protocols induced a significant (P < 0.05) increase (approximately 0.04 s) in the 20 m time. Thus, it appears that pre-event stretching might negatively impact the performance of high-power short-term exercise.     

Documentation: A Hard to Reach Place

Some educators experience difficulty documenting young children’s work in early childhood settings because of a limited understanding of the importance of documentation, what or how to document, and the effective use of documentation; limited resources (time, tools, and assistance); or predetermined curricular guidelines. Some teachers, especially inexperienced early years teachers, have trouble engaging with children and documenting simultaneously, revealing a crucial misunderstanding about the purpose of documenting. Teachers at Reggio Emilia-inspired schools throughout the United States use many forms of documentation to enhance the qualities of children’s experiences in preschool classrooms. This article addresses the dilemmas teachers face in implementing documentation in order to assist them as they move from standards-based teaching and teacher-determined content to a more constructivist approach to teaching. Ideas for using documentation shared by the authors will allow young children to construct their own knowledge and curiosity, making learning more meaningful to them and more visible to others.

Quality and Equity in Australian Universities: Contradictions and Challenges

There is no apparent relationshipd bettwen the outcome of 1993 CQAHE quality ratings and universities’ standing on several measures of equity performance. Further, there is no relationship between the overall quality ratings and the content of universities’ submissions referring to equity issues.     

Make learning personal: Recommendations for classroom practice

Structuring the curriculum and the classroom experience in ways that promote community building and develop an appreciation for diversity is a powerful way to deepen and personalize a student's learning experience.