Classroom management as method and manner

We describe two case studies of experienced teachers whose classroom-management approaches, whilst quite different, appear seamless and in agreement with classroom manner and with the goals and desires they have for their students. We examine classroom management, manner, beliefs about classroom life and moral and intellectual goals for students, and classroom behaviour that directly informs students of expectations for virtuous conduct. The data include classroom observation and videotapes, and interviews with teachers. In developing these case studies, we join with the recent trend toward a more holistic view of the teacher and his or her conduct. The case studies focus on who a teacher is, what a teacher believes and how these beliefs are manifest in the teacher's conduct.     

Academic attainment in deaf and hard-of-hearing students in distance education

This study compared outcomes in deaf and hard-of-hearing (DHH) students and nondisabled students taking courses by distance learning with the UK Open University in 2012. DHH students who had no additional disabilities were more likely to complete their courses than were nondisabled students, and they were just as likely to pass the courses that they completed and to obtain good grades on the courses that they passed. DHH students who had additional disabilities were less likely to complete their courses, less likely to pass the courses that they completed and less likely to obtain good grades on the courses that they pass than were nondisabled students. It is concluded that hearing loss itself has no effect on academic attainment, but that additional disabilities may have an impact on DHH students’ academic performance.     

Opting out or opting in? Conscience clauses,minority belief communities and the possibility of inclusive Religious Education in Northern Ireland

A recent research study has examined the role and effectiveness of conscience clauses as a means of protecting the freedom of religion and belief of members of minority faith communities in relation to the teaching of religious education (RE) in schools. While the specific context for this study related to young people from such communities in Northern Ireland, its implications have wider application to other national contexts. In this article, the principal focus is on the significance of the study for the content of, and approach to, RE in schools.     

FACULTY DEVELOPMENT AND EVALUATION IN TEXAS COMMUNITY COLLEGES

This study surveyed Texas community colleges to assess the extent of faculty development programs and the means, the purpose, and degree to which they were evaluated. Ninety percent of the 62 community colleges responded to the Fall 1985 survey with 93% of the respondents indicating that they had organized faculty development programs. The data gathered revealed that most programs were group oriented, perceived as effective, and offered at higher rates than previous studies have indicated. However, the methods used to determine effectiveness were, on the whole, not measures of changes in teacher or student behavior. In addition, there is little evidence that the programs are being used as a major instrument for institutional change and improvement that is linked to the accomplishment of college goals and the establishment of accountability. It is suggested that faculty development programs can improve by being more diligent in the pursuit of opportunities to effectively evaluate outcomes and by focusing on more individual than group activities.     

Ethnographic engagement from within a Football in the Community programme at an English Premier League football club

The present paper draws upon six years of applied practitioner research experience of the authors who were based within a Football in the Community (FitC) programme at an English Premier League football club in a deprived community in the UK. The paper explores the critical emergent issues concerned with participant recruitment, engagement and retention within a range of FitC physical activity, health improvement interventions with the following populations; primary school children, families, men aged 18–35?years and men aged 55?years and above. Results are drawn from a range of ethnographic, reflective and observational data collection and analysis techniques undertaken by the authors. A first person writing style is used alongside creative non-fiction vignettes. Results relating to the effectiveness of a range of behaviour and lifestyle change interventions are discussed. The authors conclude with a series of proposed operational and strategic ways forward for FitC schemes.     

Adaptive Parenting Among Low-Income Black Mothers and Toddlers’ Regulation of Distress

Parenting differs in purpose and strategy according to cultural background (Brooks-Gunn & Markman, 2005; Iruka, LaForett, & Odom, 2012). The current study tests a unique latent factor score, Adaptive Parenting, that represents culturally-relevant, positive parenting behaviors: maternal coping with stress through reframing, maternal scaffolding of toddlers’ learning during a low-stress task, and maternal commands during a high-stress task. Participants were Black mothers (N = 119; M_age = 27.78) and their 24- to 30-month-old toddlers. Families were part of a broader study examining family resilience among urban, low-income young children and their families. Results demonstrate that the proposed variables align on a single factor and positively predict toddlers’ emotion regulation. Findings are discussed in the context of Black culturally-specific parenting processes.     

A biomechanical comparison of initial sprint acceleration performance and technique in an elite athlete with cerebral palsy and able-bodied sprinters

Abstract

Cerebral palsy is known to generally limit range of motion and force producing capability during movement. It also limits sprint performance, but the exact mechanisms underpinning this are not well known. One elite male T36 multiple-Paralympic sprint medallist (T36) and 16 well-trained able-bodied (AB) sprinters each performed 5–6 maximal sprints from starting blocks. Whole-body kinematics (250 Hz) in the block phase and first two steps, and synchronised external forces (1,000 Hz) in the first stance phase after block exit were combined to quantify lower limb joint kinetics. Sprint performance (normalised average horizontal external power in the first stance after block exit) was lower in T36 compared to AB. T36 had lower extensor range of motion and peak extensor angular velocity at all lower limb joints in the first stance after block exit. Positive work produced at the knee and hip joints in the first stance was lower in T36 than AB, and the ratio of positive:negative ankle work produced was lower in T36 than AB. These novel results directly demonstrate the manner in which cerebral palsy limits performance in a competition-specific sprint acceleration movement, thereby improving understanding of the factors that may limit performance in elite sprinters with cerebral palsy.     

Jesús and María in the jungle: an essay on possibility and constraint in the third-shift third space

One hundred years ago, Upton Sinclair, in The Jungle, exposed the deplorable working conditions of eastern European immigrants in the meatpacking houses of Chicago. The backdrop of this article is the new Jungle of the 21st century—the hog plants of the rural Midwest. Here I speak to the lives of the Mexican workers they employ, and, more specifically, the science-learning experiences and aspirations of third-shifters, Jesús and María. I use these students’ stories as an opportunity to examine the take-up, in education, of the concept of hybridity, and, more particularly, to interrogate what I have come to regard as the “third space fetish.” My principle argument is that Bhabha’s understanding of liberatory Third Space has been distorted, in education, through teacher-centered and power-neutral multicultural discourse. I call for a more robust approach to hybridity in science education research, guided by the lessons of possibility and constraint contained in Jesús’ and María’s third-shift third space lives.