Philosophy and the curriculum

This paper is reprinted from Israel Scheffler's Reason and Teaching (Bobbs-Merrill, 1973). It is the first of a number of classic paper which Science & Education will reprint in forthcoming volumes. These are being reprinted because their arguments still warrant attention and they are increasingly inaccessible to a good number of subscribers.     

The sensitivity and precision of search terms in Phases I, II and III of the Cochrane Highly Sensitive Search Strategy for identifying reports of randomized trials in medline in a specific area of health care--HIV/AIDS prevention and treatment interventions

OBJECTIVES: To detect term(s) in the Cochrane Highly Sensitive Search Strategy (HSSS) that retain high sensitivity but improve precision in retrieving reports of trials in the PubMed version of medline. METHODS: Individual terms from the PubMed version of the HSSS were added, term by term, to an African HIV/AIDS strategy to identify reports of trials in medline using PubMed. The titles and abstracts of the records retrieved were read by two handsearchers and checked by a clinical epidemiologist. The sensitivity and precision of each term in the three phases of the HSSS were calculated. RESULTS: Of 7,719 records retrieved, 285 were identified as reports of trials [204 randomized (RCTs); 81 possibly randomized or quasi-randomized (CCTs)]. Phase III had the highest sensitivity (92%). Overall, precision was very low (3.7%). One term, 'random*[tw]', retrieved all RCTs found by our search and improved precision to 29%. The least sensitive terms, yielding no records, were '(doubl* AND mask*)[tw]' and terms containing 'trebl*' or 'tripl*', except for '(tripl* AND blind*)[tw]'. The highest precision per term was for 'Double-blind Method [MeSH]' (76%). CONCLUSIONS: To retrieve all RCTs and CCTs found by our search, seven terms are needed but precision remains low (4.3%). Developments in the methods of search strategy design may help to improve precision while retaining high levels of sensitivity by identifying term(s) which occur frequently in relevant records and are the most efficient at discriminating between different study designs.     

Supporting Child Welfare and Parent Involvement in Preschool Programs

This article discusses the findings from a mixed-method study examining the relationship between social resources and levels of parent involvement in state-funded preschool programs in Illinois. Using survey data from the Illinois Birth to Five Evaluation (n = 843) and interviews with ten preschool administrators who completed the survey, the study found the number of social resources provided by a program was positively associated with levels of parent involvement. The correlation analysis (r = −0.22, p = .0001) and analysis of variance (ANOVA) F(2,708) = 23.19, p = .0001 findings both demonstrated positive relationships wherein high numbers of social resources were associated with higher levels of parent involvement in programs. Administrator interviews confirmed survey findings and suggested additional influences on parent involvement levels and use of social resources in programs. Implications for supporting child welfare and policy recommendations for early childhood programs are provided.     

Predicting academic achievement by class‐level emotions and perceived homeroom teachers’ emotional support

Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7‐12 (N = 1,641, students; 53% female) across three schools in Israel. Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within‐class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement.     

Extrinsic and intrinsic risk factors associated with injuries in young dancers aged 8-16 years

In the present study, we tried to determine the association between joint ranges of motion, anatomical anomalies, body structure, dance discipline, and injuries in young female recreational dancers. A group of 1336 non-professional female dancers (age 8-16 years), were screened. The risk factors considered for injuries were: range of motion, body structure, anatomical anomalies, dance technique, and dance discipline. Sixty-one different types of injuries and symptoms were identified and later classified into four major categories: knee injuries, foot or ankle tendinopathy, back injuries, and non-categorized injuries. We found that 569 (42.6%) out of the 1336 screened dancers, were injured.The following factors were found to be associated with injuries (P < 0.05): (a) range of motion (e.g. dancers with hyper hip abduction are more prone to foot or ankle tendinopathies than dancers with hypo range of motion; (b) anatomical anomalies (scoliotic dancers manifested a higher rate of injuries than non-scoliotic dancers); (c) dance technique (dancers with incorrect technique of rolling-in were found to have more injuries than dancers with correct technique); (d) dance discipline (an association between time of practice en pointe and injury was observed); and (e) early age of onset of menarche decreased risk for an injury. No association between body structure and injury was found. Injuries among recreational dancers should not be overlooked, and therefore precautionary steps should be taken to reduce the risk of injury, such as screening for joint range of motion and anatomical anomalies. Certain dance positions (e.g. en pointe) should be practised only when the dancer has already acquired certain physical skills, and these practices should be time controlled.