Revealing the Iceberg: Creative Writing,Process & Deliberate Practice

Historical attitudes to literary creativity often focus on it as a genetic or innate characteristic. Ericsson's notion of ‘deliberate practice’ and Simon & Chase's ‘ten‐year rule’, however, have shown the importance of sustained practice to achieve high‐level performance. The iceberg illusion of elite performance leaves observers marvelling at the end product without an appreciation of the hours of work beneath the surface. This case study considers how attitudes to student creative writing may be altered by emphasising creative process. Students engaged in creative writing which literalised the iceberg metaphor, placing greater focused on the ‘submerged’ planning, drafting and revision alongside the ‘visible’ end product. Utilising the extended mind hypothesis, student responses demonstrate the importance of planning to order and develop their ideas. The benefits of encouraging an approach to creativity that negates innatist explanations in favour of a growth mindset or deliberate practice approach are evidenced.     

Pedagogical devices as children’s social care levers: A study of social care workers’ attitudes towards boarding schools to care for and educate children in need

It has been proposed that boarding schools in England can be used to provide a stable education and care environment for vulnerable children in need, and the government is expanding their use. However, for vulnerable children to be placed in boarding schools, social workers will need to be willing to contemplate boarding as a viable care option. In this study we interviewed N = 21 social care practitioners including directors, senior and middle managers, frontline social workers, social worker-academics and family support workers who work with vulnerable children. Using thematic analysis of the transcribed interviews, seven major themes identified a range of issues and concerns held by social care workers about placing vulnerable children in boarding schools. We present these themes and consider the issues that will have to be addressed prior to changes in policy and practice. The study concludes that many of those within the social work profession are unlikely to consider boarding as an intervention for children in need. Further research in this area is a matter of urgency.     

The Translation of Teachers’ Understanding of Gifted Students Into Instructional Strategies for Teaching Science

This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.     

An Investigation of Concept Mapping to Improve the Reading Comprehension of Science Texts

This study investigated how well 74 6th-grade science students represented text structures from a 900-word textbook chapter on soil conservation, given a concept map template with four superordinate terms and 24 unsorted concepts. Findings suggest students were more successful at classifying pre-selected terms under given superordinate categories than they were at fully identifying relevant concept sets and articulating three different relationship types between terms. No significant differences were noted in the mapping performance of students at different reading levels. About two-third of students indicated they enjoyed concept mapping and would prefer to both read and map rather than just read without mapping. Students also expressed a strong preference for mapping in pairs or small groups compared to mapping alone. Multiple recommendations are provided for improving the relational thinking of students tasked with concept mapping expository science texts, including bridging to more open-ended maps, embedding mapping in longer-term inquiry projects, and leveraging collaborative and tool-based scaffolds.     

Vergleichbarkeit von Abiturleistungen

This article examines differences in the mathematics and English proficiency of academic-track students in Baden-Württemberg (N?=?3526) and Hamburg (N?=?3734), investigating whether and to what extent these differences are reflected in the Abitur grades the students are awarded. The article also examines the extent to which scores in centrally conducted examinations provide better comparability than do coursework grades. Multilevel analyses predicting coursework grades in mathematics revealed clear between-state differences, with students in Hamburg being awarded higher mathematics grades than comparably able students in Baden-Württemberg. These differences are partly attributable to frame of reference effects and their impact on teachers’ grading practices. No corresponding between-state differences were found for English. Mathematics examination scores provided a much better measure of student achievement than mathematics coursework grades. The findings are discussed in terms of meritocratic access to sought-after university and training places.     

Validity of vertical jump measurement devices

Vertical jump height is thought to provide a valuable index of muscular power, which is an important factor in sports performance and for assessing the mobility and functional capacity of injured or aged individuals. The purpose of the present study was to investigate the criterion validity of four popular devices for measuring vertical jump height. A belt mat, contact mat, portable force plate, and Vertec were compared to a criterion device, a laboratory force plate. Forty participants performed three maximal countermovement jumps on each device in a counterbalanced order, using block randomization. The criterion device presented the highest mean value (50.3 cm). The portable force plate and belt mat devices recorded similar jump height values to the criterion device (within 1 cm). The contact mat and Vertec devices recorded significantly lower values than the criterion device (P < 0.001). The mean difference ± limits of agreement were: belt mat -0.1 ± 5.5 cm, contact mat -11.7 ± 6.4 cm, portable force plate -0.8 ± 3.9 cm, and Vertec -2.4 ± 6.6 cm. In conclusion, the portable force plate and belt mat devices provided valid measures of vertical jump height, whereas the Vertec and contact mat devices did not.     

"Because I am Muslim, I cannot wear a swimsuit": Muslim girls negotiate participation opportunities for physical activity

Drawing on the works of postcolonial critical feminist and Arab Muslim feminist scholars, we discuss in this paper how 4 muslim girls (ages 14- 17 years) negotiated their participation in opportunities for physical activity. Data collection methods included self mapping questionnaires, digital photos, private journal entries, and recordings of informal conversations. We discuss (a) how three discursive challenges emerged in veiling-off opportunities for physical activity, and (b) how the girls uncovered alternative ways of being physically active. To promote active life practices with muslim girls, we need to (a) navigate the diversity of young muslims within the intersecting discourses in their lives that potentially challenge their participation in physical activities, and (b) honor young muslims' choices while negotiating their chances of maintaining physical activities.     

Dependency-based IT Governance practices in inter-organisational collaborations: A graph-driven elaboration

In an ever more globalised world IT (Information Technology) managers increasingly have to support value creation within inter-organisational collaboration settings. Such organisational forms with their inherent complexity require specific approaches for their IT management within. Especially important for unleashing the chances of networked arrangements is the right form of IT Governance. Choosing the right arrangement for IT Governance is heavily dependent on understanding the concepts on which such business constellations are built. In this paper we provide therefore first a systematically derived, graph-based perspective on the key terms of inter-organisational collaboration. Based on this understanding of concepts and structured representations of inter-organisational dependencies we present interorganisational governance practices for IT. Specifically, we assign accountabilities to top executive roles from both IT and business. By keeping a holistic perspective, the insights gained in this study are highly relevant for strategic information management in terms of Business-IT Alignment as well as monitoring and controlling of inter-organisational information infrastructures in a rapidly changing business environment.