Similarities and differences in collegiality/managerialism in Irish and Australian universities

In the collegial model the basis for appointment to senior management in the collegial model is nomination by a community of scholars, whereas it is by line management in the managerial one. This article focuses on the basis of appointments in universities and the gendering of such structures. Data are drawn from qualitative interviews with both men and women senior manager-academics at Dean level and above in Ireland and Australia (N = 44). In both countries the power of the President/Vice-Chancellor (VC) was very much as a Chief Executive Officer in the managerialist model, rather than the ‘primus inter pares’ of the collegial model. Moreover, Presidents/VCs controlled the appointments of Vice-Presidents/Deputy VCs and Deans and were seen as being able to affect the gender profile of senior management. However, in the Australian system (in contrast to the Irish one) there was no ambivalence about the VC actively rectifying gender inequalities in management. In a context where hybrid forms of management are emerging, this article questions the relevance of collegial/managerialist models in understanding the gendering of universities.     

SEEK Web tutor: fostering a critical stance while exploring the causes of volcanic eruption

We investigated the impact of a Web tutor on college students’ critical stance and learning while exploring Web pages on science. Critical stance is an aspect of self-regulated learning that emphasizes the need to evaluate the truth and relevance of information as the learner engages in systematic inquiry to answer challenging questions. The Web tutor is called SEEK, an acronym for Source, Evidence, Explanation, and Knowledge. The SEEK Tutor was designed to promote a critical stance through several facilities in a computer environment: spoken hints on a mock Google™ search page, on-line ratings on the reliability of particular Web sites, and a structured note-taking facility that prompted them to reflect on the quality of particular Web sites. We conducted two experiments that trained students how to take a critical stance and that tracked their behavior while exploring Web pages on plate tectonics to research the causes of the volcanic eruption of Mt. St. Helens. The SEEK Tutor did improve critical stance, as manifested in essays on the causes of the volcanic eruption, and did yield learning gains for some categories of information (compared with comparison conditions). However, many measures were unaffected by either the presence of the SEEK Tutor or by prior training on critical stance. We anticipate that robust improvements on critical stance and learning will require more training and/or some expert feedback and interactive scaffolding of critical stance in the context of specific examples. This work was conducted while Tenaha O’Reilly was a postdoctoral fellow at the University of Memphis.     

Global Consultation Processes: Lessons Learned from Refugee Teacher Consultation Research in Malaysia

ABSTRACT

The process of global consultation has received little attention despite its potential for promoting international mutual understanding with marginalized communities. This article details theory, entry, implementation, and evaluation processes for global consultation research, including lessons learned from our refugee teacher intervention. The first half of the article addresses the entry process, culture-specific strengths, and challenges that can be faced in global consultation, including our experience with a lack of formal regulatory oversight of refugee education. The second half of the article details feedback collected from consultants, peer trainers, and peer trainees indicating which training content was most valuable; how some Burmese refugee teachers strive for a more student-centered, “free” classroom for their refugee students; and, finally, the toll that intense refugee teacher consultation took on the consultants.     

Exploring How a Study Abroad and International Service-Learning Project Shaped Preservice Teachers’ Understanding of Humanizing Pedagogy

In an attempt to better prepare future teachers to fight against social injustice, support their culturally and linguistically diverse students and wrestle with social and educational complexities around the globe, many education programs have increased the number of study abroad programs and international service learning projects. In this qualitative study, we explored seven preservice teachers’ experiences related to humanizing pedagogy after participating in a study abroad program combined with an international service-learning project in a South African rural community. Analyzing multiple data sources such as interviews and reflective journals, we discovered that the preservice teachers grappled with the political, social, economic, and educational differences they encountered during the international project and wrestled with conflicting ideas and beliefs about poverty and language. They identified their relationships with students as catalysts to address these educational issues and their need to reverse systemic inequities. They built caring relationships with students in the community and developed additive perspectives the focused on the students’ community cultural capital. The preservice teachers expressed deep critical reflection and a desire to promote a more fully human educational world where students have the opportunities to enact their agency, their creativity, and their language and culture.     

Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis

This systematic review and meta-analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977–2020); 17 were included in meta-analysis (N_total = 3893; M_childage = 1–8 years; M_girls 49.8%; M_ethnicity White 41%, African American/Black 28%, Hispanic 19%). Guided play had a greater positive effect than direct instruction on early maths skills (g = 0.24), shape knowledge (g = 0.63), and task switching (g = 0.40); and than free play on spatial vocabulary (g = 0.93). Differences were not identified for other key outcomes. Narrative synthesis highlighted heterogeneity in the conceptualization and implementation of guided play across studies.     

Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s

Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.     

浅析高温瑜伽运动后的营养补充

高温瑜伽运动是一项男女老少皆宜的运动,具有良好的减肥功效,颇受年轻女性的青睐。随着经济的发展和医学科学的进步,人们也越来越注重生活质量,饮食营养的合理化。高温瑜伽运动使体内物质代谢加剧,能量消耗增强,而且对于不同体质的人在营养需求上也有所不同。拟从高温瑜伽运动后对水、维生素和矿物质的营养需求来讨论运动后的合理营养问题,以保证机体的健康。     

基于消除地方高校成长上限基模的实证研究——以江西M学校为例

本文基于系统动力学反馈基模分析方法,在分析江西地方高校发展的成长上限基模和对策基模的基础上进行实证研究,引入相关数据,构建消除成长上限基模的顶点赋权模型,并提出综合对策思考。     

Greater Engagement in Gender-Sexuality Alliances (GSAs) and GSA Characteristics Predict Youth Empowerment and Reduced Mental Health Concerns

Extracurricular groups can promote healthy development, yet the literature has given limited attention to indirect associations between extracurricular involvement and mental health or to sexual and gender minority youth. Among 580 youth (M_age = 15.59, range = 10–20 years) and adult advisors in 38 Gender-Sexuality Alliances (GSAs), multilevel structural equation models showed that greater engagement in GSAs over the school year predicted increased perceived peer validation, self-efficacy to promote social justice, and hope (baseline adjusted). Through increased hope, greater engagement indirectly predicted reduced depressive and anxiety symptoms at the year’s end (baseline adjusted). GSAs whose members had more mental health discussions and more meetings reported reduced mental health concerns. Findings suggest how groups addressing issues of equity and justice improve members’ health.     

The effect of high intensity exercise and anticipation on trunk and lower limb biomechanics during a crossover cutting manoeuvre

We investigated the effects of high intensity, intermittent exercise (HIIP) and anticipation on trunk, pelvic and lower limb biomechanics during a crossover cutting manoeuvre. Twenty-eight male, varsity athletes performed crossover cutting manoeuvres in anticipated and unanticipated conditions pre- and post-HIIP. Kinematic and kinetic variables were captured using a motion analysis system. Statistical parametric mapping (repeated-measures ANOVA) was used to identify differences in biomechanical patterns. Results demonstrated that both unanticipation and fatigue (HIIP) altered the biomechanics of the crossover cutting manoeuvre, whereas no interactions effects were observed. Unanticipation resulted in less trunk and pelvic side flexion in the direction of cut (d = 0.70 – 0.79). This led to increased hip abductor and external rotator moments and increased knee extensor and valgus moments with small effects (d = 0.24–0.42), potentially increasing ACL strain. The HIIP resulted in trivial to small effects only with a decrease in internal knee rotator and extensor moment and decreased knee power absorption (d = 0.35), reducing potential ACL strain. The effect of trunk and hip control exercises in unanticipated conditions on the crossover cutting manoeuvre should be investigated with a view to refining ACL injury prevention programmes.