Pilot study of online training modules to improve speech-language pathology students’ explicit syntax knowledge

Children with developmental language disorder (DLD) exhibit weaknesses in the syntactic aspects of language that affect their spoken language (i.e., speaking and listening) and written language (i.e., reading and writing). Speech-language pathologists (SLP) who work with children with DLD are the team member with the greatest expertise in syntax. However, emerging data suggest that speech-language pathology (SLP) students and SLPs have limitations in their explicit syntax knowledge that may affect how they assess and treat the language and literacy knowledge and skills of children with DLD. Additionally, there is a lack of data on the outcomes of professional development specific to syntax. This paper reports on the effects of self-paced, online learning modules on SLP graduate students’ explicit syntax knowledge. Thirty-six SLP graduate students completed online syntax learning modules that taught four pairs of syntactic structures. SLP graduate students experienced a treatment effect from two of the four online training modules. Treatment effects seemed to be influenced by the syntactic skill being treated, by prior knowledge of that particular syntactic structure, and by other environmental factors, including training program. Although future studies should explore these factors further, the outcomes of this pilot study are the first to report on a way to improve SLP graduate students’, and potentially SLPs’, explicit syntax knowledge.

     

The relationship between fundamental movement skill proficiency and physical self-confidence among adolescents

This study aims to assess fundamental movement skill (FMS) proficiency, physical self-confidence levels, and the relationship between these variables and gender differences among adolescents. Three hundred and ninety five adolescents aged 13.78 years (SD = ±1.2) from 20 schools were involved in this study. The Test of Gross Motor Development-2nd Edition (TGMD), TGMD-2 and Victorian Skills Manual were used to assess 15 FMS. Participants’ physical self-confidence was also assessed using a valid skill-specific scale. A significant correlation was observed between FMS proficiency and physical self-confidence for females only (r = 0.305, P < 0.001). Males rated themselves as having significantly higher physical self-confidence levels than females (P = 0.001). Males scored significantly higher than females in FMS proficiency (P < 0.05), and the lowest physical self-confidence group were significantly less proficient at FMS than the medium (P < 0.001) and high physical self-confidence groups (P < 0.05). This information not only highlights those in need of assistance to develop their FMS but will also facilitate in the development of an intervention which aims to improve physical self-confidence and FMS proficiency.     

Students’ experience of synchronous learning in distributed environments

This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically elsewhere. Yet all were linked through the virtual space. Ethnographic analysis of four data types explored how the instructor and students were able to interact through videoconferencing technologies. Most of the interaction occurred between the local and distance learners by way of cultural guides, local students assigned to host a distance learner through Google Video chat. The distance learners were able to receive real-time attention from the instructor and were able to share differing perspectives that contributed to increased satisfaction in the course. These interactions allowed for a dynamic collaborative effort among a diverse set of actors in the field of education.     

The force-time profile of elite front crawl swimmers

In this study, we used recently developed technology to determine the force-time profile of elite swimmers, which enabled coaches to make informed decisions on technique modifications. Eight elite male swimmers with a FINA (Federation Internationale de Natation) rank of 900+ completed five passive (streamline tow) and five net force (arms and leg swimming) trials. Three 50-Hz cameras were used to video each trial and were synchronized to the kinetic data output from a force-platform, upon which a motorized towing device was mounted. Passive and net force trials were completed at the participant's maximal front crawl swimming velocity. For the constant tow velocity, the net force profile was presented as a force-time graph, and the limitation of a constant velocity assumption was acknowledged. This allowed minimum and maximum net forces and arm symmetry to be identified. At a mean velocity of 1.92+0.06 m s?1, the mean passive drag for the swimmers was 80.3+4.0 N, and the mean net force was 262.4+33.4 N. The mean location in the stroke cycle for minimum and maximum net force production was at 45% (insweep phase) and 75% (upsweep phase) of the stroke, respectively. This force-time profile also identified any stroke asymmetry.     

The possibility of deliberate norm-adherence in AI

Ethics and Information Technology - Moral agency status is often given to those individuals or entities which act intentionally within a society or environment. In the past, moral agency has...     

Tweet Up? Examining Twitter's Impact on Social Capital and Digital Citizenship in Higher Education

Twitter is a highly accessible communication venue that is embraced by great numbers of traditionally aged and ethnically diverse college students. Danielle Morgan Acosta challenges us to turn our research and teaching attention to the potential of Twitter to support student learning.