Three-dimensional kinematic analysis of the golf swing using instantaneous screw axis theory,Part 2: golf swing kinematic sequence

A number of recent studies have measured the extent and timing of segment rotation during the golf swing. A promising technique, instantaneous screw axis (ISA) theory, could provide a better expression of segment rotation. In Part 1 of this two-part study, the objectives are to identify the ISA of the pelvis, shoulders and left arm during the downswing, compute segment angular velocity relative to that segment’s ISA and verify that ISA theory is a valid tool to analyse segment rotation during the golf swing. Results indicate that for all subjects, at least 71% of marker velocity is a result of rotation about their respective ISA, when averaging results over the duration of the downswing, confirming that motion is primarily rotational. Furthermore, ISA position and orientation of each segment approaches, on average, the expected gross axis of rotation, confirming that motion about the ISA is representative of joint motion.     

A Systematic Review of Sequential Multiple-Assignment Randomized Trials in Educational Research

Educational Psychology Review - The purpose of this systematic review is to describe the state of the art of sequential multiple-assignment randomized trials in education research. An iterative,...     

An emerging community in online mathematics teacher professional development: an interactional perspective

Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers’ professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse. We employed social network analysis (SNA) to examine the evolving cohesiveness of mathematics teachers’ social network and coding procedures to examine teachers’ mathematical discourse. A key finding was the documentation of an emergent divide between participation in the core and periphery during initial weeks of the PD and then a reduced divide and emergence of a social network that resembles a community. We argue that the instructor’s pattern of participation that included distributing their interactions across the subgroups while sending a common message regarding expectations for mathematical discourse in the PD may have contributed to the community formation process. We propose the Interaction Assessment Model, which outlines an approach for PD facilitators to use SNA as a feedback mechanism to differentiate facilitation of online collaborative and content-focused PD and build online communities.

     

Student learning performance in online collaborative learning

Education and Information Technologies - Online collaborative learning (OCL) has received significant attention, but the ultimate goal of adopting OCL is neglected, especially in higher education...     

The Flipped Classroom in Training and Development: Fad or the Future?

This article provides an overview of the characteristics of the flipped classroom, discusses the foundations of this innovative instructional model, and analyzes the possibility of adoption and application to corporate learning platforms. The article assesses whether the flipped classroom is simply a temporary trend in education and learning or has the potential to truly revolutionize instructional design and delivery in the realm of training and development.     

Setting a Non-Agenda: Effects of a Perceived Lack of Problems in Recent News or Twitter

The mere perception that news has given certain problems more coverage can lead the audience to assume that those problems are more important. Given that the news media, at times, obsesses over relatively trivial matters, and given that the audience is increasingly able to filter media exposure, it is worth asking what happens when audience members perceive that recent media coverage has not emphasized any very important problems. In such cases, audience members might assume that any problems facing the nation must not be particularly important. We explicate this attitude of political complacency, test whether perceived media agendas lacking important problems can influence it, and explore whether complacency helps explain political disengagement. We also explore whether these effects generalize beyond news, to new media gatekeepers such as Twitter. Two experiments tested effects of a perceived absence of important problems in recent news or Twitter content. In the case of news, but not Twitter, this increased complacency in both studies. Study 2 added a no-exposure control and found that effects on complacency were driven by the cueing of nonproblem stories, not by the absence of problem story cues. Both studies validated complacency as a predictor of political disengagement.     

Self-assessments and other perceptions of successful adults who are deaf: an initial investigation

More often than not, deafness is portrayed, not only in the literature in education and rehabilitation but in society in general, in a pathological way that focuses on deficiency, dysfunction, and deviance. Consequently, there has been a paucity of research on successful individuals who are deaf. The purpose of the present study was to help counter this tendency by gathering information from successful deaf adults. Fourteen deaf adults, who were nominated by their peers as being successful, participated in videotaped interviews. The interviews were transcribed, coded, and clustered according to common themes. Participants reflected on their success and made recommendations for children and youth who are deaf, parents, teachers, and employers. A summary of the results, limitations of the study, and recommendations for practice are provided.