Analysis of coaching science research published from 1970-2001

The study followed a four-phase design. In Phase I an exhaustive search was conducted for all English language coaching research published in journals from 1970 to 2001. In Phase II, copies of the research were obtained. An expert panel conducted a manual search and a review in Phase III to address validity. Analysis of the research was completed in Phase IV (Culver Gilbert, & Trudel, 2003; Silverman & Skonie, 1997). Over 1,100 articles were reviewed, and 610 met the inclusion criteria. Selected findings include: (a) a relatively low mean spread across many journals, (b) a focus on coaching behavior using quantitative methodologies, and (c) a primary emphasis on team sports in school contexts.     

The influence of communal vs. individual learning context on the academic performance in social studies of grade 4–5 African-Americans

Empirical research utilizing the communal learning construct suggests that culturally-informed pedagogy enhances academic performance for African-American children. The present investigation examined the effect of culturally-informed learning contexts on recall performance in geography lessons. The sample consisted of 69 African-American Grade 4–5 public school students. Weeks 1 and 2 consisted of both learning and testing phases. Week 3 consisted only of a testing phase. Analyses of variance techniques revealed that, overall, subjects in the communal learning context performed significantly better on each of the two weekly quizzes and on the comprehensive examination than those in the individual learning context. Limitations of the findings and future research directions are discussed.     

The Talent Development Model of Schooling: Placing Students at Promise for Academic Success

The work at the Center for Research on the Education of Students Placed At Risk (CRESPAR) has been guided by the Talent Development model, a comprehensive paradigm for school reform. The Talent Development model asserts that all students can learn in demanding, high-expectation academic settings. This goal is reachable if schools are committed to implementing multiple, evidence-based activities to "overdetermine success," and if all relevant stakeholders are genuinely involved, supportive, and held accountable. First, however, the traditional function of schooling must be redirected from that of classifying, sorting, and weeding out students to maximizing every child's potential for academic development. The model is itself a work in progress. Research done at CRESPAR is presented to demonstrate how we are building and evaluating it, with the ultimate aim to contribute to preparing our nation's children for productive participation in their communities and society at large.     

Educational self-regulation competence: toward a lifespan-based concept and assessment strategy

International Journal for Educational and Vocational Guidance - Self-regulation is crucial for learning and achievement in educational and occupational contexts. Educational self-regulation has...     

Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game

Educational technology research and development - Online educational games have been widely used to support students’ mathematics learning. However, their effects largely depend on...     

From Flavr Savr Tomatoes to Stem Cell Therapy: Young People’s Understandings of Gene Technology, 15 Years on

This paper explores knowledge and understanding of basic genetics and gene technologies in school students who have been taught to a ‘science for all’ National Curriculum and compares 482 students in 1995 (gene technology was a new and rapidly developing area of science with potential to impact on everyday life; the first cohort of students had been taught to the National Curriculum for Science) with 154 students in 2011 (genomics had replaced gene technology as a rapidly developing area of science with potential to impact on everyday life; science as a core subject within the National Curriculum was well established). These studies used the same questions, with the same age group (14–16) across the same (full) ability range; in addition the 2011 sample were asked about stem cells, stem cell technology and epigenetics. Students in 2011 showed: better knowledge of basic genetics but continuing difficulty in developing coherent explanatory frameworks; a good understanding of the nature of stem cells but no understanding of the process by which such cells become specialised; better understanding of different genetic technologies but also a wider range of misunderstandings and confusions (both between different genetic technologies and with other biological processes); continuing difficulty in evaluating potential veracity of short ‘news’ items but greater awareness of ethical issues and the range of factors (including knowledge of genetics) which could be drawn on when justifying a view or coming to a decision. Implications for a ‘science for all’ curriculum are considered.     

Course of depression and anxiety symptoms during the transition to parenthood for female adolescents with histories of victimization

The aim of the current study was to increase understanding of how victimization history impacts the longitudinal course of depression and anxiety in a sample of 55 adolescents emerging into parenthood. Adolescents were interviewed about their victimization experiences during their second trimester of pregnancy, and interviews were subsequently classified according the Maltreatment Classification Scale (Barnett, Manly, & Cicchetti, 1993). Adolescents reported on their symptoms of depression and anxiety prenatally and 6 and 12 months postpartum. Growth curve modeling revealed that, on average, there was a steady linear decline in depression and anxiety symptoms across the transition to parenthood, with a rate of change of 25% and 20%, respectively, from the prenatal assessment to 12 months postpartum. Sexual abuse history attenuated the likelihood of a decrease in depressive symptoms over time. Neglect history was associated with higher prenatal levels of anxiety, as well as a steeper decline in anxiety symptoms over time. Future research is needed to determine the role of poly-victimization in predicting the onset and change of depression and anxiety symptoms. Findings from the current study have the potential to aid in the design of preventative and intervention efforts to reduce risks of mental health difficulties in adolescent parents.     

The problem with women? Challenges posed by gender for career guidance practice

Institutionalised discrimination continues to perpetuate deep rooted social divisions, with gender inequality persisting as a pervasive feature of labour markets across the world. Despite the depth and breadth of gender inequality, there is limited acknowledgement in career theory that the career support needs of women are distinctive. A qualitative international comparative study into the career trajectories of older women (aged 45–65) has been conducted across six countries (Australia, Argentina, Germany, Italy, England and South Africa). The results provide an international understanding of women’s careers and offer insight into career theory and practice for women that are culturally relevant.