Learning to Teach in a Different Culture

The paper analyses a case study of learning to teach in light of different proposals for what is entailed in learning to teach, with a particular focus on the role of prior beliefs. Much of the literature on learning to teach focuses on the problem of overcoming prior beliefs which derive from teachers' extensive familiarity with the school culture. This case study examines the problem of learning when the culture is remarkably different. It shows that prior beliefs are still very potent inhibitors to learning, even when the context that formed those beliefs is inappropriate to the teaching context.     

The effects of graphic organizer completeness and note-taking medium on computer-based learning

Education and Information Technologies - The purpose of this study was to determine how graphic organizer completeness (complete, partial, or no organizer) and note-taking medium (longhand or...     

Exploring the Role of Family Support and Ethnic Pride in Cultivating the Academic and Career Resourcefulness of Underserved Youth in an Afterschool Program

The Urban Review - The purpose of this study was to identify the internal and external factors that support the academic and career resourcefulness of adolescents from underserved backgrounds. This...     

Factors that influence fatigue status in Canadian university swimmers

Abstract

The overall purpose of this two-part study was to examine factors that influenced fatigue status in university level swimmers. Participants were 25 swimmers (14 male, 11 female) from one university swim team. A mixed methods approach was used. Quantitative data were collected using an orthostatic heart rate test and self-report questionnaire at multiple time points throughout a competitive season. Qualitative data were collected via focus groups conducted at the end of the season. Analysis of the quantitative data indicated high levels of accumulated physiological and psychological fatigue that improved with increased recovery. Specifically, heart rate indices, form, feeling, and energy level improved during taper periods and worsened during and immediately after intensive training blocks. Analysis of the qualitative data revealed that one factor (flexible structure of training programme) had a positive influence on athletes’ fatigue while two factors (teammate expectations and balancing school, work, and sleep) had a negative influence on athletes’ fatigue.     

Measuring what matters in isometric multi-joint rate of force development

ABSTRACT

This study aimed to evaluate responsiveness (ability to detect change) of isometric force-time measures to neuromuscular fatigue in resistance-trained participants using two differing protocols that modified both the instructions provided to participants and the duration of the test. Both protocols were completed at two knee joint angles in the isometric squat test. Ten participants volunteered to take part in this study (age: 27.0 ± 4.5 years, strength training experience: 7.7 ± 2.6 years). Isometric peak force (ISqT^peak) and isometric explosive force (ISqT^exp) test protocols were assessed at two joint angles (knee angle 100° and 125°) pre-high intensity strength training, immediately post strength training, 24-h post, 48-h post and analysed for peak and RFD performance. Participants completed eight sets of three repetitions of the back-squat exercise as the high-intensity strength training. Results showed the highest standardised response means (SRM) detected was peak force using the ISqT^peak 100, SRM ?1.97 compared to an SRM of ?1.31 for RFD 200 ms in the ISqT^exp 125. Peak force was the most responsive variable using the ISqT^peak protocol, whereas the ISqT^exp protocol was most responsive for RFD measures. Therefore, ISqT^peak and ISqT^exp test protocols should not be used interchangeably to evaluate RFD variables.     

The Revised SEND Code of Practice 0–25: effective practice in engaging children and young people in decision‐making about interventions for social,emotional and mental health needs

A key principle upon which the Revised Special Educational Needs and Disability (SEND) Code of Practice 0–25 (2015) is based is children's involvement in decision‐making that affects them, and a significant change is the removal of the term ‘behaviour’ and an emphasis on social, emotional and mental health (SEMH) needs. To ensure that child involvement is a practical reality for children with SEMH needs, staff in schools benefit from a range of evidence‐informed strategies for engagement and participation. This article describes an approach to the provision of learning mentor services for children with SEMH in a primary school based on partnerships between the children and staff in establishing and measuring change. Limitations are noted and suggestions for future developments are also made.     

Pre-cooling with ice slurry ingestion leads to similar run times to exhaustion in the heat as cold water immersion

The purpose of this study was to compare the effects of pre-exercise ice slurry ingestion and cold water immersion on submaximal running time in the heat. On three separate occasions, eight males ran to exhaustion at their first ventilatory threshold in the heat (34.0 ± 0.1 ° C, 52 ± 3% relative humidity) following one of three 30 min pre-exercise manoeuvres: (1) ice slurry ingestion; (2) cold water immersion; or (3) warm fluid ingestion (control). Running time was longer following cold water immersion (56.8 ± 5.6 min; P = 0.008) and ice slurry ingestion (52.7 ± 8.4 min; P = 0.005) compared with control (46.7 ± 7.2 min), but not significantly different between cold water immersion and ice slurry ingestion (P = 0.335). During exercise, rectal temperature was lower with cold water immersion from 15 and 20 min into exercise compared with control and ice slurry ingestion, respectively, and remained lower until 40 min (P = 0.001). At exhaustion rectal temperature was significantly higher following ice slurry ingestion (39.76 ± 0.36 ° C) compared with control (39.48 ± 0.36 ° C; P = 0.042) and tended to be higher than cold water immersion (39.48 ± 0.34 ° C; P = 0.065). As run times were similar between conditions, ice slurry ingestion may be a comparable form of pre-cooling to cold water immersion.     

Gendered citizenship and the individualization of environmental responsibility: evaluating a campus common reading program

Campus common reading programs are intended to stimulate critical thinking and dialogue across disciplines yet scarce evidence exists to evaluate the success of such programs. We assess the extent to which engagement in an environmentally-themed common reading program is related to (1) concern for waste-related issues, (2) beliefs that addressing waste is an individual responsibility, and (3) individual behaviors intended to reduce personal waste. Results are drawn from a sample of undergraduate students (n = 398) with varying levels of engagement in the common reading program. Students who participated in the common reading program have higher levels of concern for waste than those who did not, are more likely to locate responsibility for addressing the problem of waste on the individual, and self-report higher frequency of engagement in individual efforts to reduce waste. We conclude with recommendations for further developing the critical thinking capacity of campus common reading programs.     

Familiarization,validity and smallest detectable difference of the isometric squat test in evaluating maximal strength

Isometric multi-joint tests are considered reliable and have strong relationships with 1RM performance. However, limited evidence is available for the isometric squat in terms of effects of familiarization and reliability. This study aimed to assess, the effect of familiarization, stability reliability, determine the smallest detectible difference, and the correlation of the isometric squat test with 1RM squat performance. Thirty-six strength-trained participants volunteered to take part in this study. Following three familiarization sessions, test–retest reliability was evaluated with a 48-hour window between each time point. Isometric squat peak, net and relative force were assessed. Results showed three familiarizations were required, isometric squat had a high level of stability reliability and smallest detectible difference of 11% for peak and relative force. Isometric strength at a knee angle of ninety degrees had a strong significant relationship with 1RM squat performance. In conclusion, the isometric squat is a valid test to assess multi-joint strength and can discriminate between strong and weak 1RM squat performance. Changes greater than 11% in peak and relative isometric squat performance should be considered as meaningful in participants who are familiar with the test.