Emergent identity and dilemmatic spaces: pre-service teachers’ engagement with EAL collaboration

Integrationist policies that promote the mainstreaming of English language learners are well established in many English-speaking countries. This has led to the embedding of English as an additional language (EAL) methodology in teacher education, and also to the notion of collaboration between English language teachers and content area teachers. Teacher positioning is integral to the processes of collaboration, and in this article it is argued that both sociocultural identity constructs and the notion of dilemmatic spaces can be used jointly to explore this positioning. A framework that draws upon these two theoretical perspectives is discussed. It was developed to investigate pre-service teachers’ (PSTs’) perceptions of collaboration with EAL teachers, and is applied to three secondary PSTs who were undertaking an EAL methodology course in an Australian university.     

Portfolio assessment: An alternate strategy for placement of the RN student in a baccalaureate program

Innovative Higher Education - This article presents portfolio as one alternate approach to assessment of prior learning as a means for placement of registered nurses in a large baccalaureate...     

The autonomy-authority duality of shared decision-making in youth environmental action

While environmental action is recognized as an effective approach for developing young people’s capabilities as citizens and contributing to environmental improvements, little research has addressed how adults facilitate youth action projects. Environmental action involves a partnership among youth and adults characterized by shared decision-making. We sought insights into the adult experience of shared decision-making through phenomenological interviews with 33 educators facilitating youth environmental action in various non-formal and formal settings in the USA. Educators described experiencing tensions in sharing decision-making power, which we conceive of as a duality – two inseparable elements both contradictory and complementary that drive the dynamics of a system. The duality consists of youth autonomy and adult authority, which stems not only from formally vested decision-making power but also adults’ experience and wisdom. Educators navigated this duality through diverse approaches to structuring youth participation, supporting youth, valuing mutual learning, and communicating transparently to develop equitable relationships.     

What Does Prone Skateboarding in the Newborn Tell Us About the Ontogeny of Human Locomotion?

The crawling behavior of sixty 2-day-old newborns was studied while they were supported prone on a mini skateboard and on a pediatric mattress without additional support. Analyses of the number and types of limb movements and their characteristics, the coactivation of limb pairs, and the displacement across the surface, revealed that newborns can crawl with locomotor patterns similar to those documented during quadrupedal locomotion in animals and human adults. This was particularly apparent on the skateboard. This discovery suggests that locomotor circuitry underlying quadrupedal locomotion develops during fetal life. Drawing upon other evidence for a quadrupedal organization underlying bipedal gait, we argue that early quadrupedal training may enhance interventions designed to hasten the onset of independent walking.     

Transformation of a Modern Newsroom Workforce

Digital transformation continues to impact the news industry and news organizations are adapting accordingly through shifts in required skills and prescribed job positions of journalists. In order to examine the changing nature of the modern journalist, a case study was conducted examining the employment histories of New York City journalists (n?=?3587). Social network analysis was used to better understand the career trajectories of journalists within the dataset, with a specific focus on understanding the development of new jobs for journalists in data, analytic, social, and mobile-oriented job positions. Findings demonstrate important differences between traditional employment patterns and those of employees in jobs requiring new skills and knowledge of new technology.     

Action learning – an experience working with executives at the IBM corporation

The increasing emphasis on innovation in executive development has important implications for contemporary organizations talent professionals and strategy creators. Providing an experience that addresses individual and team development, strategic innovation, organizational alignment and the integration of values is the objective of the action learning programme at International Business Machines (IBM). This article identifies the frameworks and lessons learned in the action learning experiences of Integration and Values Team, the top 300 executives, at IBM.     

THE TEACHER INTERNSHIP EXPERIENCES OF PROSPECTIVE HIGH SCHOOL MATHEMATICS TEACHERS

Nine prospective secondary mathematics teachers were interviewed about their teaching internship experience. The results of these interviews revealed that 7 of the 9 participants professed to value reform-oriented teaching and conceptual understanding in mathematics, yet all were paired with cooperating teachers who seemed to value traditional instruction and procedural understanding in mathematics. We explored the reasons that some of these student interns had positive experiences with their cooperating teachers and university supervisors while others had negative experiences. We found that the participants valued (a) critical feedback that was constructive and contained concrete recommendations for improvement, (b) freedom to use their own teaching methods, and (c) a friendly and supportive relationship with their mentors. The differing teaching philosophies of student teachers and their cooperating teachers contributed to negative experiences only when student teachers were not allowed freedom in their teaching methods.     

Kinematic adaptations in sprint acceleration performances without and with the constraint of holding a field hockey stick

The aim of this study was to investigate the technique adaptations made when performing sprint-based tasks without (free condition) and with (constrained condition) the constraints of carrying a field hockey stick. Three free and three constrained maximal sprint accelerations were performed by 18 experienced university male field hockey players (age = 20 ± 1 years, body mass = 73.3 ± 7.1 kg, and stature = 1.78 ± 0.05 m). An automatic motion analysis system tracked sagittal plane active marker locations (200 Hz). M sprint velocity during the 18–22 m (free: 8.03 ± 0.43 m/s; constrained: 7.93 ± 0.36 m/s) interval was significantly (p = 0.03) different between free and constrained conditions. While the M stride length and stride frequency was similar between free and constrained conditions in the 2–13 m capture volume, the free condition elicited a 0.10 m/s faster (p = 0.03) stride velocity. Further significant differences were found between free and constrained kinematic profiles (p ≤ 0.05) for the hip angular velocity at touchdown during the 2–12 m interval of the sprints and in the overall sprint technique coordination between free and constrained conditions. Performance and technique adaptations indicated that sprint-training protocols for field sports should integrate specific equipment constraints to ensure explicit replication of the mechanical demands of the skills underpinning superior performance.     

Considerations of force plate transitions on centre of pressure calculation for maximal velocity sprint running

The aims of this study were to evaluate the accuracy of centre of pressure (COP) data obtained during transition of load across the boundary between two force plates, and secondly to examine the effect of such COP data on joint kinetics during sprint running performances. COP data were collected from two piezoelectric force plates as a trolley wheel was rolled across the boundary between the plates. Position data for the trolley were collected using an opto-electronic motion analysis system for comparison with COP data. Mean COP errors during transition across the plate boundary were 0.003 ± 0.002 m relative to a control point. Kinematic and kinetic data were also collected from eight athletes during sprint running trials to demonstrate the sensitivity of the inverse dynamics analysis to COP error for the ground contact phase of the dynamic movement trials. Kinetic sensitivity to the COP error was assessed during the entire stance phase for the ankle, knee, and hip joints and was less than 5% and 3% for joint moment and power data, respectively. Based on the small COP error during transition across plate boundaries, it is recommended that foot contacts overlapping two force plates may be included in inverse dynamics analyses.     

Sense of place in environmental education

Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place attachment and place meanings. Then we explore the logic and evidence suggesting a relationship between place attachment, place meanings, pro-environmental behavior, and factors influencing sense of place. Finally, based on this literature we propose that in general environmental education can influence sense of place through a combination of direct place experiences and instruction.