TALKING ABOUT OUR TROUBLES: USING VIDEO-BASED DIALOGUE TO BUILD PRESERVICE TEACHERS' PROFESSIONAL KNOWLEDGE

This study investigates the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature explores studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis. The study's implications suggest how constructive and critical conversations between prospective teachers can play an important role in their professional development.     

Lifelong learning to reduce domestic violence

The purpose of this paper is to identify domestic violence as a social problem, provide background information concerning domestic violence, identify strategies related to adult education currently being used to address the problem of domestic violence and examine the philosophical underpinnings of the programmes. Domestic violence is not only a legal problem, but represents a substantial public health issue and is one of the most overlooked social problems of today. As a result of increased public awareness concerning domestic violence in the late 1980s, there have been many changes in laws and training. Educational programmes have been established for both offenders and public officials who may come in contact with the victims. These programmes range from those based on behaviourist philosophy to those on humanist philosophy and are offered by the courts, community agencies, health care providers and in the workplace. Programmes to reduce domestic violence and efforts of multiple social institutions illustrate the use of adult education as a catalyst for social change.     

Analysis of postural stability in collegiate soccer players before and after an acute bout of heading multiple soccer balls

The aim of our study was to determine if any immediate changes in balance were discernable in college soccer players after a specially designed heading session. Eight male and two female skilled collegiate soccer players had a baseline balance pre-test using the Balance Master, followed by heading 20 balls kicked consecutively by a teammate from the touchline to a point near the goal, which was followed by a post-test using the same testing technique. Paired t-tests were used to compare balance ability between pre- and post-test conditions. There was no difference in balance pre- to post-test (85.3% and 86.2% respectively). No significant difference was noted from pre- to post-test in the mean equilibrium scores for conditions three through six on the Sensory Organization Test, with the exception of condition four, which revealed a significant increase from pre- to post-test. We concluded that an acute session of heading soccer balls may not result in balance changes in collegiate soccer players.