Tier-specific evolution of match performance characteristics in the English Premier League: it’s getting tougher at the top

This study investigated the evolution of physical and technical performances in the English Premier League (EPL), with special reference to league ranking. Match performance observations (n = 14,700) were collected using a multiple-camera computerised tracking system across seven consecutive EPL seasons (2006–07 to 2012–13). Final league rankings were classified into Tiers: (A) 1st–4th ranking (n = 2519), (B) 5th–8th ranking (n = 2965), (C) 9th–14th ranking (n = 4448) and (D) 15th–20th ranking (n = 4768). Teams in Tier B demonstrated moderate increases in high-intensity running distance while in ball possession from the 2006–07 to 2012–13 season (P < 0.001; effect size [ES]: 0.68), with Tiers A, C and D producing less pronounced increases across the same period (P < 0.005; ES: 0.26, 0.41 and 0.33, respectively). Large increases in sprint distance were observed from the 2006–07 to 2012–13 season for Tier B (P < 0.001; ES: 1.21), while only moderate increases were evident for Tiers A, C and D (P < 0.001; ES: 0.75, 0.97 and 0.84, respectively). Tier B demonstrated large increases in the number of passes performed and received in 2012–13 compared to 2006–07 (P < 0.001; ES: 1.32–1.53) with small-to-moderate increases in Tier A (P < 0.001; ES: 0.30–0.38), Tier C (P < 0.001; ES: 0.46–0.54) and Tier D (P < 0.001; ES: 0.69–0.87). The demarcation line between 4th (bottom of Tier A) and 5th ranking (top of Tier B) in the 2006–07 season was 8 points, but this decreased to just a single point in the 2012–13 season. The data demonstrate that physical and technical performances have evolved more in Tier B than any other Tier in the EPL and could indicate a narrowing of the performance gap between the top two Tiers.     

Background issues relating to the proposed Mass Literacy Campaign in Nigeria

Literacy education in Nigerian history finds its roots in the efforts of missionary endeavour. Subsequent work in the field has always been piecemeal and unco-ordinated, even though a degree of success has been achieved and valuable experience gained. The Federal Government's decision to launch a Mass Literacy Campaign in 1982 is primarily a political response to the needs and exigencies of a developing country rich both in natural and manpower resources. The campaign is seen not only as a necessary means of creating a permanently literate society within ten years but also as an assertion of the nation's unity. The problems of undertaking such a project are immensely complicated by the plethora of local languages and cultures, the preservation of which is seen to be imperative. But the campaign can succeed if the crucial issues identified in the article — functionality, personnel, training and materials, motivation, and above all the language to be used as the medium of literacy education — are resolved; if assistance from national development organisations and international bodies is matched by the determination of the government to create an environment capable of sustaining and reinforcing literacy and conducive to the use of the skills acquired; and if the illiterate respond with initiative and perseverence to the opportunity offered them.

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Zusammenfassung Die Alphabetisierung in Nigeria hat ihre historischen Wurzeln in missionarischen Bemühungen. Alle spätere Arbeit auf diesem Gebiet war stückenhaft und unkoordiniert, wenn ihr auch ein gewisses Maß von Erfolg beschieden war und wertvolle Erfahrungen gemacht wurden. Der Beschluß der nigerianischen Regierung, im Jahre 1982 eine Massen-Alphabetisierungskampagne durchzuführen, ist vor allem eine politische Antwort auf die Bedürfnisse und Erfordernisse eines an natürlichen und menschlichen Ressource reichen Entwicklungslandes. Die Kampagne wird nicht nur als notwendiges Mittel angesehen, innerhalb von zehn Jahren eine bleibend alphabetisierte Gesellschaft zu schaffen, sondern auch als eine Bestätigung der Einheit der Nation. Die einem solchen Projekt anhaftenden Probleme werden durch die Vielfalt einheimischer Sprachen und Kulturen, deren Erhaltung als unerläßlich betrachtet wird, außerordentlich kompliziert. Dennoch kann das Unternehmen zum Erfolg führen, wenn die wichtigsten, in diesem Artikel herausgearbeiteten Fragen — Funktionalität, Personal, Ausbildung und Materialien, Motivation und besonders die für die Alphabetisierung benutzte Sprache — gelöst werden; wenn der Unterstützung durch nationale Entwicklungsstellen und internationale Organisationen eine entsprechende Entschlossenheit der Regierung gegenübersteht, eine Umgebung herzustellen, die die Alphabetisierung aufrechterhalten und konsolidieren kann und zum Gebrauch der erworbenen Fähigkeiten herausfordert; und wenn die Analphabeten die ihnen gebotene Gelegenheit mit Initiative und Ausdauer nutzen.

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Résumé L'alphabétisation dans l'histoire nigériane prend sa source dans les efforts des missions religieuses. Le travail postérieur dans ce domaine a toujours été fragmentaire et sans coordination, bien qu'on ait atteint un certain degré de succès et qu'on ait acquis une expérience précieuse. La décision du Gouvernement Fédéral de lancer une Campagne d'Alphabétisation Massive en 1982 est avant tout une réponse politique aux besoins et aux exigences d'un pays en développement riche en ressources tant naturelles qu'humaines. Cette campagne est considérée non seulement comme un moyen nécessaire de créer une société définitivement alphabète en dix ans mais aussi comme une assertion de l'unité de la nation. Les problèmes soulevés par l'entreprise d'un tel projet sont énormément compliqués par la pléthore des langues et des cultures indigènes, dont la préservation est regardée comme impérative. Néanmoins, cette campagne a des chances de réussir si les points critiques identifiés dans cet article — fonctionnalité, personnel, formation et matériel, motivation, et par dessus tout la langue à employer comme véhicule de l'alphabétisation — sont résolus; si l'assistance accordée par les organisations pour le développement national et par les organismes internationaux rencontre sur le même niveau la détermination du gouvernment de créer un environment capable de maintenir et de renforcer l'alphabétisation qui soit aussi favorable à l'utilisation des connaissances et de l'expérience acquises; et si les illettrés répondent par la persévérance et par l'initiative aux occasions qui leur sont offertes.

     

The Influence of Rurality and Parental Affect on Kindergarten Children's Social and Behavioral Functioning

Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent–child interactional patterns and environmental influences. Few studies have examined the role of a salient aspect of children's environments, community locale, in the relationship between parenting practices and child outcomes. Using a large, nationally representative sample, we examined whether preschool parenting practices and children's social-behavioral skills in kindergarten were related to geographic setting (rural vs. city, suburban, and town). Results indicated that rural children experienced greater difficulties with parent-reported externalizing behaviors. Furthermore, rural parents displayed less emotional support than parents in other settings. Preschool parenting behaviors were associated with social skills and behavior problems in kindergarten, as reported by both parents and teachers. Parents' emotional supportiveness was found to account for the relationship between geographic setting and parent-reported children's social skills, such that rural parents who provided less emotional support had children with lower social skills in kindergarten. Practice or Policy: Findings of this research indicate that rural children may face particular risk for behavioral issues and highlight the need for increased behavioral supports in rural communities. Moreover, our results suggest that interventions designed to promote parents' support of children's emotions may have particular utility for rural families.     

Cultural diversity in science education through Novelization: Against the Epicization of science and cultural centralization

Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and investigating these problems. Drawing on the work of Mikhail Bakhtin, we articulate epicization and novelization as concepts that allow us to understand, respectively, the processes of (a) centralizing and homogenizing culture and language and (b) pluralizing culture and language. We present and analyze three examples that exhibit how existing mundane science education practices tend, by means of epicization, towards a unitary language and to cultural centralization. We then propose novelization as a way for thinking the opening up of science education by interacting with and incorporating alternative forms of knowing that arise from cultural diversity. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 824–847, 2011     

Supporting new school leaders: findings from a university‐based leadership coaching program for new administrators

Administrators need intense support in their early years in their jobs to master the demands of the position and to emerge as effective leaders for their schools. This article reports on a leadership coaching program offered by a university to support graduates as they transition to new school leadership roles. First year research results of the Program for New Principals indicate that all of the program participants felt that the coaching program was a positive addition to the induction experience for new administrators. New principals viewed coaching positively and emphasized that it is both a valuable and unique form of professional development. Both coaches and new principals cited personalized support as one of the coaching model's most significant assets. The results should inform the development of a model of leadership coaching for new administrators.     

Values-Alignment Messaging Boosts Adolescents’ Motivation to Control Social Media Use

Two preregistered experiments with 2,733 U.S. high school students (age range = 13–19 years) compared the impact of different messages on adolescents’ motivation to control social media use (SMU). A traditional message emphasized the benefits of avoiding SMU, whereas a values-alignment message framed controlling SMU as being consistent with autonomy and social justice. Compared to no message or a traditional message, in both studies, a values-alignment message led to greater motivation to control SMU immediately afterward, and in Study 2, awareness of “addictive” social media designs 3 months later. As hypothesized, values-alignment messaging was more motivating for girls than boys. Results offer preliminary support for leveraging adolescents’ drives for autonomy and social justice to motivate self-regulation of SMU.     

Embedding Interventions to Promote Self-Determination within Multitiered Systems of Supports

Schools are increasingly exploring the implementation of multitiered systems of support. This article reviews the literature pertaining to efforts to promote self-determination to provide initial direction as to how interventions and supports to promote self-determination could be implemented within a tiered framework. The intent is to provide direction to the field on how such an approach can engage all students—including students with and without disabilities—in their learning across the lifespan to promote positive school and postschool outcomes. Specifically, we review interventions and supports that have been described in the literature pertaining to self-determination, organizing our review and analysis around the traditional three-tier approach. Implications for future research and development to promote the universal applicability of self-determination are discussed.     

Optimizing recovery to support multi-evening cycling competition performance

Road criterium and track bicycle racing occur at high speeds, demand repeated high power outputs, last 10–90?min, and offer little chance for recovery after the event. Consecutive evenings of criterium and track racing are respectively known as speed-week or six-day events and take place in evening hours over the course of a week. Given the schedule and timing of these competitions, return to homeostasis can be compromised. No recommendations exist on how to optimize recovery for cyclists participating in these types of repeated evening competitions. Criterium and track cyclists spend considerable time, near and above the individual lactate threshold and therefore mostly utilize carbohydrate as their chief energy substrate. Henceforth, pre – and post-race nutrition and hydration is examined and recommendations are brought forward for carbohydrate, protein, and fluid intake. As evening high-intensity exercise perturbs sleep, strategies to optimize sleep are discussed and recommendations for an optimal sleep environment are given. Active recovery is examined, and the benefits of a short duration low intensity exercise reviewed. Passive recovery methods such as compression garments and cold water immersion are recommended, while evidence for massage, pneumatic compression devices, and neuromuscular electrical stimulation is still lacking. Optimizing recovery strategies will facilitate a return to the resting state following strenuous night competition.     

Communicating Prevention: The Effects of the keepin' it REAL Classroom Videotapes and Televised PSAs on Middle-School Students' Substance Use

This study sought to determine if exposure to two communication-oriented activities, videotapes and public service announcements, accounts for changes in substance use among adolescents participating in the Drug Resistance Strategies Project's keepin' it REAL adolescent substance use prevention curriculum. Middle-school students (4,734, 72% Latino) responded to questionnaires related to these analyses. An analysis of covariance (ANCOVA) model was fit separately to six substance use outcomes. The results suggested that intervention students who saw four or five videos engaged in less substance use in the past month than did students who saw fewer videos. Having seen the PSAs one or more times did not predict the reported change in substance use.