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.     

Teaching Learning Strategies to Increase Success of First-Term College Students

In this study, the authors examined the effect of taking a learning strategies course on grade point average, retention, and graduation rate of 351 first-year students over their first 4 terms in comparison with 351 matched non–course takers. The course taught 4 learning strategies and 8 substrategies to help students overcome procrastination, build self-confidence, take responsibility, learn from lecture and text, prepare for exams, write papers, and manage their lives. First-year students who took the course in their first term had statistically significantly higher grade point averages in each of their first 4 terms. They also demonstrated statistically significantly higher retention rates and were six times more likely to be retained. In addition, they had statistically significantly higher graduation rates than did their matched controls. In particular, graduation rates were 50% higher for students initially in academic difficulty. These findings reveal the value of teaching learning strategies to first-year students by means of a structured course based on educational psychology. This research holds potential importance for other universities and colleges seeking to improve the performance and persistence of first-year students.     

The moderating effect of knowledge sharing on the relationship between manufacturing activities and business performance

This paper investigates the critical role of knowledge sharing (KS) in leveraging manufacturing activities, namely integrated supplier management (ISM) and new product development (NPD) to improve business performance (BP) within the context of Taiwanese electronic manufacturing companies. The research adopted a sequential mixed method research design, which provided both quantitative empirical evidence as well as qualitative insights, into the moderating effect of KS on the relationships between these two core manufacturing activities and BP. First, a questionnaire survey was administered, which resulted in a sample of 170 managerial and technical professionals providing their opinions on KS, NPD and ISM activities and the BP level within their respective companies. On the basis of the collected data, factor analysis was used to verify the measurement model, followed by correlation analysis to explore factor interrelationships, and finally moderated regression analyses to extract the moderating effects of KS on the relationships of NPD and ISM with BP. Following the quantitative study, six semi-structured interviews were conducted to provide qualitative in-depth insights into the value added from KS practices to the targeted manufacturing activities and the extent of its leveraging power. Results from quantitative statistical analysis indicated that KS, NPD and ISM all have a significant positive impact on BP. Specifically, IT infrastructure and open communication were identified as the two types of KS practices that could facilitate enriched supplier evaluation and selection, empower active employee involvement in the design process, and provide support for product simplification and the modular design process, thereby improving manufacturing performance and strengthening company competitiveness. The interviews authenticated many of the empirical findings, suggesting that in the contemporary manufacturing context KS has become an integral part of many ISM and NPD activities and when embedded properly can lead to an improvement in BP. The paper also highlights a number of useful implications for manufacturing companies seeking to leverage their BP through innovative and sustained KS practices.     

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.     

A Statewide Analysis of North Carolina Public Libraries and Their Response to the Opioid Epidemic

ABSTRACT

This study sought to investigate the opioid epidemic impact on North Carolina public libraries. Libraries in half of all 100 counties were chosen through a random, geographically systematic process, and structured interviews were completed with library directors. Twenty directors were interviewed, representing 28 counties. All reported their communities were affected; nine reported direct impacts on library function. Fifteen directors felt libraries should be involved in response; some felt Narcan administration was beyond library purview. Two libraries reported having Narcan available; five reported providing staff training. Given librarians’ willingness to respond, it is time to provide necessary support for those efforts.     

The longitudinal effects of achievement goals and perceived control on university student achievement

In the area of achievement motivation, students’ beliefs pertaining to achievement goals and perceived control have separately guided a large amount theoretical and empirical research. However, limited research has considered the simultaneous effects of goals and control on achievement. The purpose of this study was to examine primary and secondary control as potential mediators of the effects of mastery and performance goals on achievement, measured as final percentage in Introductory Psychology and GPA. The sample consisted of 224 first-year university students at a Canadian doctoral granting university. All participants completed two surveys and consented to release their grades to the researchers. We found that neither performance goals nor mastery goals had direct effects on achievement. However, performance goals had a positive indirect effect on achievement through primary control. Indirect effects also emerged for mastery goals, positively through primary control and negatively through secondary control. These results offer one explanation for the often-found non-significant relationship between mastery and achievement and are discussed in light of interventions aimed to modify goals and/or control and thereby increase achievement.