Connecting Academic Criminal Justice to the Practitioner Perspective: The Efficacy of the Professional Interview

This paper details the use of the professional interview as an active learning assignment for students enrolled in criminal justice and social science classes. Numerous ways in which the professional interview enhances the advising and career selection process are identified. The authors present the results of a content analysis of the “summary and reflections” section of assignments from more than 100 professional interviews completed by students enrolled in several criminal justice classes. The results are used to illustrate students’ perceptions of the utility of the assignment. Lastly, the text includes a version of the interview instrument the authors have utilized with great success for a number of years.     

Efficacy of ACA strategies in biography-driven science teaching: an investigation

This study explored the biography-driven approach to teaching culturally and linguistically diverse students in science education. Biography-driven instruction (BDI) embraces student diversity by incorporating students’ sociocultural, linguistic, cognitive, and academic dimensions of their biographies into the learning process (Herrera in Biography-driven culturally responsive teaching. Teachers College Press, New York, 2010). Strategies have been developed (Herrera, Kavimandan and Holmes in Crossing the vocabulary bridge: differentiated strategies for diverse secondary classrooms. Teachers College Press, New York, 2011) that provide teachers with instructional routines that facilitate BDI. Using systematic classroom observations we empirically demonstrate that these activate, connect, affirm, strategies are likely to be effective in increasing teachers’ biography-driven practices. Implications for theory and practice are discussed.     

The Limits of Aesthetic Separatism: literary education and Michael Oakeshott's philosophy of art

Abstract

The belief that literature can teach us something about life is intuitively plausible but there is a view of literary education that would preclude a teacher from making a direct link between imaginative literature and life. A comprehensive epistemological position that supports this view is to be found in the work of Michael Oakeshott. In challenging this theory of literary education and the philosophy of knowledge that informs it, the article discloses in Oakeshott's work evidence of a more nuanced and defensible view of the role of literature in education.

     

Comparison of the Validity of Four Fall-Related Psychological Measures in a Community-Based Falls Risk Screening

Abstract

We examined the measurement properties of fall-related psychological instruments with a sample of 133 older adults (M age = 74.4 years, SD = 9.4). Measures included the Comprehensive Falls Risk Screening Instrument, Falls-efficacy Scale-International (FES-I), Activities-specific Balance Confidence (ABC), modified Survey of Activities and Fear of Falling in the Elderly (mSAFFE), Consequences of Falling (CoF), Physical Activity Scale for the Elderly (PASE), and 36-Item Short-Form Health Survey (SF-36). The FES-I, ABC, mSAFFE, and CoF were significantly correlated with each other, with SF-36, and with mobility. The ABC and mSAFFE were significantly correlated with PASE. The ABC differentiated between fallers and nonfallers and predicted total falls risk. Findings can assist with the selection of psychological instruments in a falls risk screening context.     

The relationship between physical abilities,ball-carrying and tackling among elite youth rugby league players

Abstract

This study investigated the relationship between the physical abilities of adolescent rugby league players and tackling and ball-carrying skills performed during matches, across three seasons (under-15 to under-17). The players were measured each season for acceleration (10–30 m), peak and mean speed (10–30 m), sprinting force (10–30 m), aerobic power, counter-movement jump (CMJ) height and jumping power. The matches were filmed and analysed for ball-carrying and tackling frequency per minute (successful and unsuccessful outcomes). There were strong relationships between successful carries?min^–1 and 10 m force in the under-15 (R = 0.61, P < 0.001), under-16 (R = 0.69, P < 0.001) and under-17 groups (R = 0.64, P < 0.001). There were also strong and moderate relationships between predicted vertical power and successful carries?min^–1 in the under-15 (R = 0.63, P = 0.011) and under-17 group (R = 0.40, P = 0.030), respectively. There were no relationships between carries or tackles and any other performance indicators. These findings suggest that acceleration, in accordance with gains in body mass, support ball-carrying but not tackling performance. Performance measurements, such as CMJ or aerobic power, do not support ball-carrying ability among youth rugby league players.     

Investigating Attitudes Toward Physical Education: Validation Across Two Instruments

The Centers for Disease Control have suggested that physical education plays a role in promoting healthy lifestyles. Prior research suggests a link between attitudes toward physical education and physical activity outside school. The current study provides additional evidence of construct validity through a validation across two instruments measuring attitudes toward physical education by investigating their psychometric properties with a sample of 6th grade students (N = 377). Confirmatory factor analysis results indicate that the four-factor model fit the data well for both instruments based on fit indices, and a multitrait-multimethod analysis provides evidence of convergent and discriminant validity. Cross validation of these instruments permits longitudinal investigations on the role of attitudes toward physical education and their impact on physical activity.     

Sport's social provisions

This paper explores the relationship between sport and social capital by reporting on research that examined the social provisions of individuals’ involvement in sport and non-sport community organisations. Data were collected on levels of involvement in community sport and other third sector organisations, selected demographic variables, and a measure of social support using the Social Provisions Scale (Cutrona, 1984, Cutrona, 1986, Cutrona and Russell, 1987). The findings support the contention that social support developed through involvement in sport organisations is stronger than that developed through involvement in non-sport community organisations, but reveal that differences in the type, tenure and intensity of involvement in sport organisations had no significant impact on the strength of support developed.