Complex dynamics in academics' developmental processes in teaching

Improving teaching in higher education is a concern for universities worldwide. This study explored academics’ developmental processes in teaching using episodic interviews and teaching portfolios. Eight academics in the context of teaching development reported changes in their teaching and change triggers. Thematic analyses revealed seven areas of change: participants most frequently reported changes in concepts about teaching, their teaching selves and teaching strategies. Triggers of change clustered into eight categories with teaching practices, teaching courses and metacognition reported most frequently. Analysing relations among areas and triggers of change indicated complex dynamics in academics' developmental processes in teaching. This suggests that teaching development should incorporate multiple change triggers to facilitate academics' development in teaching effectively.     

Plasma testosterone and cortisol responses to prolonged sculling in male competitive rowers.

In this study, we examined anabolic and catabolic hormone responses to a single endurance rowing training session in 12 male competitive single scull rowers. A work intensity eliciting a blood lactate concentration of 4 mmol(-1) was determined on a rowing ergometer during an endurance rowing training session lasting about 2 h (7891+/-761 s; distance covered 22.6+/-2.5 km; heart rate 136+/-7 beats x min(-1); intensity 77.4+/-3.8% of anaerobic threshold; mean +/- s). Venous blood samples were obtained before and after on-water rowing. Cortisol, testosterone and sex hormone binding globulin were measured and free testosterone and the free testosterone: cortisol ratio calculated. Blood lactate concentration did not change significantly during training (from 1.7+/-0.4 to 1.9+/-0.4 mmol x l(-1)); however, body mass was reduced (from 82.0+/-10.8 to 80.6+/-11.2 kg) and was related to the distance covered (r = -0.75). The concentrations of cortisol and testosterone did not change significantly during rowing or in the first 2 h of recovery. Free testosterone was reduced in the first 2 h of recovery, but no significant changes were observed in the free testosterone: cortisol ratio. Immediately after rowing, the concentrations of cortisol (r = 0.49) and free testosterone (r = -0.58) were related to the distance covered. Our findings indicate that a prolonged low-intensity training session results in a similar anabolic and catabolic hormone stimulus for trained rowers.     

Methodological Challenges of Digital Divide Measurements

The term “digital divide” has been used for almost a decade and typically relates to sociodemographic differences in the use of information and communication technology. However, the corresponding measurement is still relatively imprecise. Very often it is simply reduced to comparisons of Internet penetration rates. This article extends the measurements above the usual bivariate comparisons. Within this context, three essential approaches are presented and critically evaluated. First, loglinear modeling is used to address the interactions among the factors affecting the digital divide. Second, compound measures (i.e., the Digital Divide Index) that integrate a number of variables into a single indicator are discussed. Third, time-distance methodology is applied to analyze changes in the digital divide. The article argues that these approaches often yield entirely different conclusions compared to simple bivariate analysis. The examples are presented as a general warning against an oversimplified methodological approach to digital divide studies.     

二年制高职汽车维修与检测专业教学改革探索

随着我国汽车工业的快速发展,车辆保有量在快速增长,这给高职院校汽车维修与检测专业的生存与发展提供了前所未有的机遇.针对高职院校汽车维修与检测专业的现状和存在的问题,提出了二年制高职汽车维修与检测专业教学改革的思路.     

A private matter? Religious education and democracy in Indonesia and Israel

The article examines state-supported religious education and its consequences for civic attitudes in Indonesia and Israel, two democracies that grant religion a prominent place in the public sphere, particularly in education. The comparison reveals that while in Indonesia the state was able to gradually introduce a secular curriculum in religious schools and establish an accreditation system by which it could exert influence on the way religion is taught, in Israel, by contrast, state-funded religious schools over time became increasingly opposed to a mandatory ‘core curriculum’ of general studies. The comparison further suggests that in Indonesia the inclusion of a secular curriculum in religious schools in the 1970s should be seen as one of the factors promoting the production and dissemination of ‘rationalist approaches to religion’ and brought religious actors on board of democratisation, while in Israel the exclusion of a secular curriculum from religious schooling has undermined civic commitments among ultra-Orthodox Jewish citizens and as such weakened Israeli democracy. The article is based on public opinion data, data from the Ministries of Religion and Education, and court decisions in both countries.     

Modeling the Interrelationships Among Pre-service Science Teachers’ Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs Regarding Teaching Evolution

This study proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. A total of 415 pre-service science teachers completed a series of self-report instruments for the specified purpose. After the estimation of scale scores using unidimensional IRT models, path analysis suggested that sophisticated views on NOS were associated with higher levels of both understanding and acceptance of evolution, and the higher level of understanding of evolution was related to the higher level of acceptance of evolution. Besides, higher levels of both understanding and acceptance of the theory and na?ve views on NOS were found to be associated with stronger self-efficacy beliefs for teaching evolution effectively.     

Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations

This study investigated the extent to which differences in implicit and explicit math–language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers’ school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math–language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context.