Long Nav or Short Nav?: Student Responses to Two Different Navigational Interface Designs in LibGuides Version 2

This study used two successive phases of usability testing to evaluate two different versions of a Communication 430 course LibGuide. The first version of this guide had a longer, more visually complex navigation menu, with more course-related research information directly accessible through this menu. The second version had a shorter, less complex menu that offered less directly accessible information. Twenty-four of the 33 students enrolled in the class (73%) tested either one version or the other for usability in completing tasks that simulate course-related research assignments, ultimately indicating they found the longer navigation menu more usable. This paper may be the first to describe the engagement of students enrolled in a course in testing a LibGuide dedicated specifically to that course. As such, it will be of interest to many academic librarians and instructional design professionals.     

Entries on broadcasting in sociological abstracts, 1953–1963

Surveyed community leaders perceived: (1) supported points of view do not get enough broadcast coverage, while opposed points of view do, (2) access opportunities would be used and (3) access would improve diversity.     

Motivational orientations and imagery use: a goal profiling analysis.

The aim of this study was to establish whether different motivational profiles that result from performing a cluster analysis reflect the use of different functions and amounts of imagery. One hundred and five competitive swimmers were recruited to participate in the study. They were asked to complete both the Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Sport Imagery Questionnaire. The results of a K-means cluster analysis on the TEOSQ scores resulted in a three-cluster solution that maximized between-group differences and minimized within-group differences. A multivariate analysis of variance revealed that the three cluster groups could be distinguished by their use of imagery. Specifically, the results indicated that individuals with a 'complementary balance' between task and ego orientations were more motivated to perform the functions of imagery that would help them to maximize their performance.     

Attitudes of preschool and primary school pre-service teachers towards inclusive education

Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion.     

Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland

The medicalisation of the behaviour of children is a phenomenon that is attracting growing attention, with particular concern about the increased likelihood of children living in disadvantaged contexts receiving a medical diagnosis, such as attention-deficit hyperactivity disorder, and treatment. This paper reports on a study of professionals involved with children experiencing behavioural problems. The professionals interviewed in this study articulated their own reservations about the medicalisation of children’s behaviour and revealed a number of strategies for interrupting the process towards diagnosis. These interruptions, analysed using Deleuze and Guattari’s concept of deterriorialisation, took place along linguistic, visual and affective planes and were successful in encouraging teachers and head teachers to see alternatives to the medical route. The findings have implications for existing practice in the response to, and support for, behavioural problems and for teacher education.     

A shorter cricket pitch improves decision-making by junior batters

ABSTRACT

This study sought to determine whether playing on a shorter cricket pitch would lead batters to make more appropriate decisions about whether to play front foot or back foot shots. Based on an analysis of the shots played by top order batters against seam bowling in county under-10 matches, an age-specific “good length” region between 5.0 yards and 6.5 yards (4.57 to 5.94 m) from the batters’ stumps was derived. This was where batters were uncertain whether to play on the front or back foot. It was then possible to define deliveries as “short” or “full” depending upon whether they bounced further from or nearer to the batter than the good length region. Club under-11 and county under-10 match data revealed that when playing on a 16-yard pitch batters played more back foot shots to short balls, and county batters also played more front foot shots to full balls compared with matches on the currently recommended 20- or 19-yard pitches. For batters, a shorter pitch should strengthen the coupling between the perception of delivery length and appropriate shot selection, and the increased task demand should lead to improved anticipation, both key features of skilled batting.     

Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations

Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that examines the possibilities to enhance late primary school students' SFOR tendency. The intervention program harnessed mobile technology in order to allow students to explore and identify quantitative relations in their everyday environment, including situations outside of the classroom. A total of 38 thirteen-year-olds from two classrooms participated in the seven-week long quasi-experimental study. One classroom spent five lessons over five weeks participating in activities which involved uncovering, defining and describing multiplicative relations in their everyday surroundings. In comparison to a business-as-usual control group, results show the intervention to be successful in enhancing SFOR tendency. These results suggest that it is possible to utilize mobile technologies to enhance students' awareness of the possibilities to use quantitative relations as explicit targets of focusing and reasoning in nonexplicitly mathematical situations.     

Does shortening the pitch make junior cricketers bowl better?

In order to get bounce and movement seam bowlers need to bowl the ball “into” the pitch. Standard deliveries by elite players are typically projected at around 7° below horizontal. In contrast, young players currently often need to release the ball almost horizontally in an effort to get the ball to bounce close enough to the batter. We anticipated that shortening the pitch could be a simple way to help young bowlers to release the ball at a better angle and with more consistency. Twenty county or best in club age group under 10 and under 11 seam bowlers were analysed bowling indoors on two different pitch lengths. They were found to project the ball on average 3.4° further below horizontal on a 16 yard pitch compared with a 19 yard pitch, while ball speed and position at release changed negligibly. Pitch length did not affect the consistency of the release parameters. The shorter pitch led to a ball release angle closer to that of elite bowlers without changing release speed, and this should enable players to achieve greater success and develop more variety in their bowling.