Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam

The research set out in this paper attempts to identify whether one of three conventional IQ tests is more capable of identifying intellectual potential amongst poor children in Dar es Salaam. To this end 1857 children from 17 government schools in poor districts of Dar es Salaam were asked to complete a questionnaire and undertake a range of tests. The study included teacher, peer and self-nomination. It has been noted that static testing may not fully elicit the abilities of African children. It has been suggested that dynamic testing might provide a more fair and equitable means of assessment. Therefore 101 students took part in a control and intervention group in order to investigate. The findings show a significant correlation between IQ test scores and other test outcomes. Those with larger families and older children perform less well on IQ tests. Peer ability and self-confidence positively influence test scores.     

Tackle and ruck technique proficiency within academy and senior club rugby union

ABSTRACT

This study examined the validity of a tool that assesses tackle and ruck technique in training and established reference data for tackle, ball-carry and ruck technique at different levels of play in rugby union. One hundred and thirty-one amateur rugby union players; 37 senior, 51 first-grade academy and 43 second-grade academy players, participated in a two-on-two contact drill. The drill was filmed and the players’ tackle, ball-carry and ruck technique were assessed using standardized technical criteria. Senior level players scored significantly higher in all three assessments; tackle technique senior vs academy 1^st (p < 0.01, effect size (ES) = 0.7, moderate), senior vs academy 2^nd (p < 0.01, ES = 0.7, moderate); ball-carry technique senior vs academy 1^st (p < 0.01, ES = 0.6, moderate), senior vs academy 2^nd (p < 0.01, ES = 0.8, moderate); ruck technique senior vs academy 1^st (p < 0.01, ES = 0.7, moderate), senior vs academy 2^nd (p < 0.01, ES = 0.4, small). These findings emphasize the importance of developing contact technique to allow players to progress to higher levels, and provide validity to an assessment tool which can facilitate this process.     

Teachers’ motives for learning in networks: costs,rewards and community interest

Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.

Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?

Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.

Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.

Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers.     

A comparison of muscle activity and 1-RM strength of three chest-press exercises with different stability requirements

Abstract

The purpose of this study was to compare one-repetition maximum (1-RM) and muscle activity in three chest-press exercises with different stability requirements (Smith machine, barbell, and dumbbells). Twelve healthy, resistance-trained males (age 22.7 ± 1.7 years, body mass 78.6 ± 7.6 kg, stature 1.80 ± 0.06 m) were tested for 1-RM of the three chest-press exercises in counterbalanced order with 3–5 days of rest between the exercises. One-repetition maximum and electromyographic activity of the pectoralis major, deltoid anterior, biceps, and triceps brachii were recorded in the exercises. The dumbbell load was 14% less than that for the Smith machine (P ≤ 0.001, effect size [ES] = 1.05) and 17% less than that for the barbell (P ≤ 0.001, ES = 1.11). The barbell load was ～3% higher than that for the Smith machine (P = 0.016, ES = 0.18). Electrical activity in the pectoralis major and anterior deltoid did not differ during the lifts. Electrical activity in the biceps brachii increased with stability requirements (i.e. Smith machine <barbell <dumbbells; P ≤ 0.005; ES = 0.57, 1.46, and 2.00, respectively), while triceps brachii activity was reduced using dumbbells versus barbell (P = 0.007, ES = 0.73) and dumbbells versus Smith machine (P = 0.003, ES = 0.62). In conclusion, high stability requirements in the chest press (dumbbells) result in similar (pectoralis major and anterior deltoid), lower (triceps brachii) or higher (biceps brachii) muscle activity. These findings have implications for athletic training and rehabilitation.     

Learning to mark: exemplars,dialogue and participation in assessment communities

The problems of shifting from norm-referenced assessment to criterion-referenced assessment have been identified by several scholars in recent years. These important critiques touch on a number of areas, but neglect a key question about how assessors learn to accomplish what Shay calls a ‘socially situated interpretive act'. Research that does exist tends to focus on salaried, full-time academics. This overlooks the heterogeneity of the academic labour force in higher education and the substantial contribution made by contract (hourly-paid) lecturers, particularly in applied disciplines such as Business and Management. This study explores how nine newcomers to a UK Business School – including salaried and contract staff – attempt to understand local assessment practice. We use a situated learning lens to analyse their diary entries and interviews about their experiences of learning to mark. Drawing on scholars such as Sadler, we examine the suggestion that exemplars are important for newcomers coming to understand local assessment practice. We argue for the fundamental importance of dialogue about exemplars and other aspects of practice, both to develop inter-subject understandings of assessment ‘anchor points' and also to foster among newcomers (and especially contract lecturers) a greater sense of participating in, and being valued by, the local assessment community.     

Opening classroom interaction: the importance of feedback

Efforts to encourage ‘interactive practice’ in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the pattern of interaction remains largely unchanged since the introduction of these strategies in terms of the type and amount of questions teachers are asking, and the opportunities for extended pupil participation. This article uses evidence gathered from a large‐scale research project examining classroom interactions during literacy and numeracy lessons, and the researchers' critical reflections upon this process, to examine conceptions of interactive pedagogy. It is argued that in order to ‘open’ classroom interaction, emphasis should be less on the questions teachers ask, and more on the manner with which teachers react to pupils' responses to questions. Episodes of classroom interaction from video recorded literacy and numeracy lessons taken as part of the study are used to support this argument. They present evidence of teacher behaviours in reaction to pupils' responses which succeed in facilitating a more interactive learning environment. The implication that such behaviour will contribute towards a model of effective interactive practice is also discussed.