Community Education and child-care programs

The Community Education Services (CES) division of the Children's Television Workshop (CTW) is CTW's community-outreach arm. This article describes how CES works with parents, children, experts, and local groups to develop special multimedia products, four of which are discussed. Two of the products—a fire-safety kit and a natural-hazards packet—were designed to teach young children how to protect themselves in life-threatening emergencies. Two other products—CES'sSesame Street preschool education materials and its3-2-1 Contact andSquare One TV after-school materials—are attempts by CTW to respond to societal changes that have increasingly shifted the burden of child care onto preschool and after-school programs.     

Research and the Challenges of Contemporary School Leadership: The Contribution of Critical Scholarship

There is a widespread policy assumption that school leaders such as headteachers and governors need to have 'raining courses' which are constituted by a growing corpus of Education Management Studies (EMS) if they are to achieve successfully current schooling goals of 'effectiveness', 'quality', 'excellence' and 'value for money' Another body of work which attempts to address these issues in a wider cultural framework and which may be called Critical Leadership Studies (CLS) is regarded as interesting for those studying for higher graduate qualifications but hardly relevant for everyday school busyness. While EMS is constructed as 'practical'and therefore a necessary constituent of the National Professional Qualification for Headteachers and other training courses for school leaders, CLS is constructed as 'academic' and more suitable for the EdD seminar. It will be argued here that both cultural analysis and recent research shows this to be a simplistic and reductionist view with dangerous policy consequences. Critical scholarship in education has much to offer to those meeting the everyday challenges of school leadership. In particular, feminist critical scholarship offers oppositional models to both traditional and market forms of patriarchal school leadership.     

Reciprocal associations between family and peer conflict in adolescents' daily lives

Using a daily diary method, this study assessed daily episodes of family and peer conflict among 578 adolescents in the 9th grade to examine potential bidirectional associations between the family and peer domains. Adolescents completed a daily diary checklist at the end of each day over a 14-day period to report events of conflict and their emotional states for a given day. Overall, the within-person models provided evidence for the bidirectional nature of family peer linkages across gender and ethnicity. Adolescents experienced more peer conflict on days in which they argued with parents or other family members, and vice versa. Effect of family conflict further spilled over into peer relationships the next day and 2 days later, whereas peer conflict predicted only the following day family conflict. Adolescents' emotional distress partially explained these short-term spillovers between family and peer conflict.     

Good teaching: what matters to university students

Institutions assess teaching effectiveness in various ways, such as classroom observation, peer evaluation and self-assessment. In higher education, student feedback continues to be the main teaching evaluation tool. However, most of such forms include characteristics of good teaching that the institutions deem important and may not adequately reflect what students perceive to be good teaching. This study explored students' understandings of good teaching via a survey with students from two faculties at a Singapore university. Students were asked what characteristics they thought constituted the following categories of teaching: preparation and organization, knowledge, learning and thinking, enthusiasm and delivery. It was found that while distinct characteristics were highlighted for the first four categories, the last saw recurring characteristics of teacher attributes and teaching strategies. These two aspects weigh in significantly in the way students perceive whether the teacher is effective. The study has implications for teacher development programmes and the design of student evaluation forms for more accurate assessments of teacher ability and foci on areas of improvement. This study is potentially useful to teachers, as knowing the characteristics of teaching that matter to students could help teachers determine for themselves how to maintain or improve their performance in the classroom.     

Striking a critical pose: andragogy ‐‐ missing links,missing values

The first part of this essay, entitled ‘The Andragogy Debate: Twenty‐five Years of Deliberation’, examines the evolution of North American andragogy. It presents the changing views of researchers in a chronological dismantling of andragogy as a theory of adult learning. It provides a brief account of Knowles's influences in order to place andragogy in perspective as a set of assumptions about adult learning made fragile by what is missing. To expose the linear nature of the andragogical model, this section addresses sociological, philosophical, and other contextual weaknesses. The second part, ’Democracy and Freedom Lost in the Malcolmian Soft Sell’, elucidates the distorted view of individual freedom associated with individualism in the Knowlesian sense. It considers the impact of organizational and societal structures in shaping individual freedom and constituting democracy. While noting Knowles's support of individual freedom, it accents the inability of the andragogical model to achieve this freedom.     

The assessment of preservice teachers' dispositions

Abstract

Teacher dispositions are a central force in shaping the environment in which schooling takes place. State and national accrediting bodies have underscored this importance by including preservice teacher dispositions as an important component within the standards. Consequently, teacher certification programs must attend to this dimension; however, dispositions are neither easily identified nor easily assessed.

This study field tested an instrument used to identify and evaluate preservice teachers' dispositions. The implementation of the instrument was grounded in a commitment to have students reflect first on their own behavior, with faculty oversight in reviewing this self‐assessment. The instrument was evaluated in terms of its reliability using Cronbach's alpha. The process of using the instrument was analyzed through student and faculty feedback. The revised instrument is provided for use by other universities.     

Acute kinematic and kinetic adaptations to wearable resistance during vertical jumping

One variation of vertical jump (VJ) training is resisted or weighted jump training, where wearable resistance (WR) enables jumping to be overloaded in a movement specific manner. A two-way analysis of variance with Bonferroni post hoc contrasts was used to determine the acute changes in VJ performance with differing load magnitudes and load placements. Kinematic and kinetic data were quantified using a force plate and contact mat. Twenty sport active subjects (age: 27.8?±?3.8 years; body mass (BM): 70.2?±?12.2?kg; height: 1.74?±?0.78?m) volunteered to participate in the study. Subjects performed the counter movement jump (CMJ), drop jump (DJ) and pogo jump (PJ) wearing no resistance, 3% or 6% BM affixed to the upper or lower body. The main finding in terms of the landing phase was that the effect of WR was non-significant (P?>?.05) on peak ground reaction force. With regard to the propulsive phase the main findings were that for both the CMJ and DJ, WR resulted in a significant (P?<?.05) decrease in jump height (CMJ: ?12% to ?17%, DJ: ?10% to ?14%); relative peak power (CMJ: ?8% to ?17%, DJ: ?7% to ?10%); and peak velocity (CMJ: ?4% to ?7%, DJ: ?3% to ?8%); while PJ reactive strength index was significantly reduced (?15% to ?21%) with all WR conditions. Consideration should be given to the inclusion of WR in sports where VJ’s are important components as it may provide a novel movement specific training stimulus.

Highlights

• WR of 3 or 6 % BM provided a means to overload the subjects in this study resulting in decreased propulsive power and velocity that lead to a reduced jump height and landing force.

• Specific strength exercises that closely mimic sporting performance are more likely to optimise transference, therefore WR with light loads of 3–6% body mass (BM)appear a suitable tool for movement specific overload training and maximising transference to sporting performance.

• Practitioners can safely load their athletes with upper or lower body WR of 3–6% BM without fear of overloading the athletesover and above the landing forces they are typically accustomed too.

• As a training stimulus it would seem the WR loading provides adequate overload and athletes should focus on velocity of movement to improve power output and jump height i.e. take-off velocity.