Linguistic capital and the linguistic field for teachers unaccustomed to linguistic difference

Teachers in classrooms throughout England are facing a shifting demographic in their pupil intake. Where the teaching of children whose first language was not English was once considered an inner-city teachers' role, more recent migration patterns have challenged this preconception. In England in particular, this change sits against an historical backdrop of centralised control of the curriculum for English. This article explores how primary school teachers responded to the arrival of Polish children in county settings following EU accession in 2004. Interviews with a small sample of teachers in schools that had previously been mainly monolingual were coded using Bourdieu's Logic of Practice. Analysis revealed a complex mix of experiences that appeared to rest on assumed pedagogical norms and professionally assimilated external pressures. Discussion centres on the author's interpretation of teachers' ownership of linguistic capital and its relationship to the linguistic field.     

Commercially available compression garments or electrical stimulation do not enhance recovery following a sprint competition in elite cross-country skiers

This study investigated whether commercially available compression garments (COMP) exerting a moderate level of pressure and/or neuromuscular electrical stimulation (NMES) accelerate recovery following a cross-country sprint skiing competition compared with a control group (CON) consisting of active recovery only. Twenty-one senior (12 males, 9 females) and 11 junior (6 males, 5 females) Swedish national team skiers performed an outdoor sprint skiing competition involving four sprints lasting ～3–4 min. Before the competition, skiers were matched by sex and skiing level (senior versus junior) and randomly assigned to COMP (n?=?11), NMES (n?=?11) or CON (n?=?10). Creatine kinase (CK), urea, countermovement jump (CMJ) height, and perceived muscle pain were measured before and 8, 20, 44 and 68?h after competition. Neither COMP nor NMES promoted the recovery of blood biomarkers, CMJ or perceived pain post-competition compared with CON (all P?>?.05). When grouping all 32 participants, urea and perceived muscle pain increased from baseline, peaking at 8?h (standardised mean difference (SMD), [95% confidence intervals (CIs)]): 2.8 [2.3, 3.2]) and 44?h (odds ratio [95% CI]: 3.3 [2.1, 5.1]) post-competition, respectively. Additionally, CMJ was lower than baseline 44 and 68?h post-competition in both males and females (P?相似文献   

Classroom Voting Questions to Stimulate Discussions in Precalculus

Classroom voting can be an effective way to stimulate student discussions. In this pedagogy, the instructor poses a multiple-choice question to the class, and then allows a few minutes for consideration and small-group discussion before students vote, either with clickers, cell phones, or a non-electronic method. After the vote the instructor guides a class-wide discussion. Here we report on a study of precalculus voting questions that includes data from 25 classes taught by eight instructors at five institutions over the course of 7 years. The goal of this study is to explore ways of identifying the questions most likely to provoke good student discussions. We recorded the percentage of each class voting for each option on each question posed, a total of 851 votes. We have 60 questions on which we recorded the results from at least five classes. We identified the five questions with the most widely dispersed votes, a method that has a history of being helpful in identifying good discussion questions. We present these five questions here, four of which we found to be examples of questions which are particularly good at stimulating student discussions. We include notes about how we used the questions in class.     

A strategy for the delivery of accountable school psychological services

A survey of representative teachers in a school district of 8,000 students was used as a basis for evaluating psychological services. Reactions suggested that teachers were dissatisfied with: (a) the wait in receiving service, (b) the nature of the services provided (not enough placement in special programs), and (c) limited follow-up of cases. A new procedure for providing psychological services is described which handles many of the teachers' concerns. The advantages, possible limitations and initial reactions to this “accountability” model are further presented.