Teaching Computer-Mediated Visual Communication to a Large Section: A Constructivist Approach

A constructivist approach to teaching encourages students to seek answers for themselves, while the instructor acts as a guide and facilitator as students pursue information gathering and knowledge construction. In a large class, it is difficult to use a constructivist model of education simply because of the number of students involved. This article discusses how a university instructor was successful in creating a constructivist learning environment in a large class section.     

The influence of tennis court surfaces on player perceptions and biomechanical response

This study aimed to examine player perceptions and biomechanical responses to tennis surfaces and to evaluate the influence of prior clay court experience. Two groups with different clay experiences (experience group, n = 5 and low-experience group, n = 5) performed a 180° turning movement. Three-dimensional ankle and knee movements (50 Hz), plantar pressure of the turning step (100 Hz) and perception data (visual analogue scale questionnaire) were collected for two tennis courts (acrylic and clay). Greater initial knee flexion (acrylic 20. 8 ± 11.2° and clay 32.5 ± 9.4°) and a more upright position were reported on the clay compared to the acrylic court (P < 0.05). This suggests adaptations to increase player stability on clay. Greater hallux pressures and lower midfoot pressures were observed on the clay court, allowing for sliding whilst providing grip at the forefoot. Players with prior clay court experience exhibited later peak knee flexion compared to those with low experience. All participants perceived the differences in surface properties between courts and thus responded appropriately to these differences. The level of previous clay court experience did not influence players’ perceptions of the surfaces; however, those with greater clay court experience may reduce injury risk as a result of reduced loading through later peak knee flexion.     

Can’t pay,can’t play? Talent lead’s perspectives on the financial constraints experienced by athletes on the England Talent Pathway*

This study explored the extent of financial constraints experienced by athletes on the England Talent Pathway, as perceived by talent leads from various sports. Using a mixed-methods approach, 34 participants completed online surveys with 26 follow-up interviews. Findings showed the prevalence of financial constraints on individuals within the system, with three emerging themes: costs; demands on athletes; and potential funding support. “Pinch points”, causing the greatest severity of financial constraint, emerged further along the pathway and there were infrequent examples of mechanisms to identify talented athletes experiencing financial hardship. A means-tested system, premised on the demonstration of potential, is suggested by talent leads as a way of providing funding for athletes to ameliorate financial constraints in the future.     

The datafication of discipline: ClassDojo,surveillance and a performative classroom culture

ABSTRACT

This paper critically examines the ways in which ClassDojo is altering the disciplinary landscape in schools through the datafication of discipline and student behaviour. ClassDojo is one of the most popular and successful educational technologies and is used internationally. It is a school-based social media platform that incorporates a gamified behaviour-shaping function, providing school communities with a centralised digital network in which to interact. We argue that ClassDojo’s datafying system of school discipline intensifies and normalises the surveillance of students. Furthermore, it creates a culture of performativity and serves as a mechanism for behaviour control.     

Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors

A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.     

Relational Aggression and Friendship During Early Childhood: I Won't Be Your Friend!

Associations between relational aggression and mutual, dyadic friendships during early childhood were assessed in the context of a year-long, short-term longitudinal study. Children's mutual friendships were determined via sociometric ratings and their relationally aggressive behavior among peers was assessed via naturalistic, free play observations. Generally, children who were more relationally aggressive had more mutual friends, although this relation differed by gender and time of assessment. Future work should include measures of friendship quality and investigate the role of relational aggression within friendship dyads.     

Exploring Teachers’ Depressive Symptoms,Interaction Quality,and Children’s Social-Emotional Development in Head Start

Research Findings: This study explored the role Head Start teachers’ (n = 355) depressive symptoms play in their interactions with children and in children’s (n = 2,203) social-emotional development, specifically changes in children’s problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the multilevel path analyses revealed that children in classrooms with more depressed teachers made significantly fewer gains in social-emotional skills as reported by both teachers and parents. We found no evidence of mediation by the quality of teacher–child interactions. Practice or Policy: These findings have implications for understanding and supporting Head Start teachers’ mental health and potentially improving children’s social-emotional outcomes.