RESEARCH SECTION: The self‐esteem of pupils in schools for pupils with social,emotional and behavioural difficulties: myth and reality

The self‐esteem of pupils has long been regarded as a key variable affecting both pupils' learning and behaviour, although the relationship between the two may not be as strong as many in education have always assumed. In this article, Jeremy Swinson, an educational psychologist and honorary lecturer in educational psychology at Liverpool John Moores University, reports the findings from a study in two parts. Firstly, an examination was made of 35 Statements written by officers from seven different education authorities in the north‐west of England for pupils attending two independent schools that specialise in working with pupils with social, emotional and behavioural difficulties (SEBD). It was found that, of the 35 Statements examined, 34 included self‐esteem as one area of special need. The second phase of the study examined the self‐esteem of 60 pupils in four specialist schools for pupils with social, emotional and behavioural difficulties. The results showed that the average scores for self‐esteem for both the primary and secondary sample were very similar to the scores obtained by previous researchers in mainstream schools. However, it was apparent that more pupils than expected appeared to have either very low or very high self‐esteem. In terms of locus of control, it was found that a large number of secondary pupils had a high score although this was not found to be the case for the primary pupils in the sample. Jeremy Swinson discusses these results and presents his analysis of their implications for teachers, educational psychologists and education officers.     

Lifelong Learning for Employment and Equity: the Role of Part‐time Degrees

The last few years have seen a growing debate and new initiatives by government and other agencies on the concept of lifelong learning. The objectives of these have been to provide better access to a broad knowledge base and to develop individuals' employability and economic success. But lifelong learning is not a new phenomenon. In the UK and elsewhere many adults have always studied for a variety of reasons and in a variety of ways. Study through part‐time degrees has long been one option for many adult learners. This paper draws on data from a study undertaken for the Department for Education and Employment on the employment of part‐time students and considers whether part‐time study benefits people's careers and whether some people benefit more than others.     

Influence of sex and specialty on the prediction of middle-distance running performances using the Mercier et al.’s nomogram

The aim was to test the influence of sex and specialty (3000, 5000 and 10000 m) on the validity of middle-distance running performance predictions obtained from the Mercier et al.’s nomogram. Consequently, we examined all official French track running rankings for the 3000-, 5000- and 10000-m events (men and women) from 2006 to 2012. A scoring table was used to determine the runners’ specialties. Only runners who performed in the three distance events within the same year were included (75 women and 400 men). The Mercier et al.’s nomogram was used to predict one running performance from the other two. The results showed no significant difference between actual and predicted running performances (P = 0.77). Female runners had significantly lower performances than male runners (P < 0.001). Specialty did not influence performances (P = 0.11). Very high correlations were found between actual and predicted performances (0.91 < r < 0.99), with the exception of women (r = 0.85) in 5000 m. Moreover, low limits of agreement were obtained for male and female runners, whatever the specialty. These results support the validity of the nomogram to predict running performance in the 3000-, 5000- and 10000-m events for male and female runners, whatever the specialty. The predicted running performances may be used in training programmes (e.g., to prescribe tempo runs) and competitions (e.g., to establish split times).     

The effect of breast support and breast pain on upper-extremity kinematics during running: implications for females with large breasts

The relationship between inappropriate breast support and upper-extremity kinematics for female runners is unclear. The purpose of this study was to investigate the effect of breast support and breast pain on upper-extremity kinematics during running. Eleven female recreational runners with larger breasts (UK D and E cup) completed a 7 min 20 s treadmill run (2.58 m · s^?1) in a high and low breast support condition. Multi-planar breast and upper-extremity kinematic data were captured in each breast support condition by eight infrared cameras for 30 s towards the end of the run. Breast pain was rated at the end of each treadmill run using a numeric analogue scale. The high support bra reduced breast kinematics and decreased breast pain (P < 0.05). Upper-extremity kinematics did not differ between breast support conditions (P > 0.05), although some moderate positive correlations were found between thorax range of motion and breast kinematics (r = 0.54 to 0.73). Thorax and arm kinematics do not appear to be influenced by breast support level in female runners with large breasts. A high support bra that offers good multi-planar breast support is recommended for female runners with larger breasts to reduce breast pain.     

The movement of the trunk and breast during front crawl and breaststroke swimming

Breast displacement has been investigated in various activities to inform bra design, with the goal of minimising movement; however, breast motion during swimming has yet to be considered. The aim was to investigate trunk and breast kinematics whilst wearing varying levels of breast support during two swimming strokes. Six larger-breasted females swam front crawl and breaststroke (in a swimming flume), in three breast support conditions while three video cameras recorded the motion of the trunk and right breast. Trunk and relative breast kinematics were calculated. Greater breast displacement occurred mediolaterally in the swimsuit condition (7.8, s = 1.5 cm) during front crawl and superioinferiorly in the bare-breasted condition (3.7, s = 1.6 cm) during breaststroke, with the sports bra significantly reducing breast displacements. During front crawl, the greatest trunk roll occurred in the sports bra condition (43.1, s = 8.3°) and during breaststroke greater trunk extension occurred in the swimsuit condition (55.4, s = 5.0°); however, no differences were found in trunk kinematics between the three breast support conditions. Results suggest that the swimsuit was ineffective as a means of additional support for larger-breasted women during swimming; incorporating design features of sports bras into swimsuits may improve the breast support provided.     

Applying Quality Indicators to Single‐Case Research Designs Used in Special Education: A Systematic Review

This study examined how specific guidelines and heuristics have been used to identify methodological rigor associated with single‐case research designs based on quality indicators developed by Horner et al. Specifically, this article describes how literature reviews have applied Horner et al.'s quality indicators and evidence‐based criteria. Ten literature reviews were examined to ascertain how literature review teams (a) used the criteria recommended by Horner et al. as meeting the 5‐3‐20 evidence‐based practice (EBP) thresholds (five studies conducted across three different research teams that include a minimum of 20 participants) to assess single‐case methodological rigor; and (b) applied the 5‐3‐20 thresholds to determine whether the independent variables reviewed qualified as potential effective practices. The 10 literature reviews included 120 single‐case designs. This study found that 33% of the reviewed single‐case designs met Horner et al.'s quality indicator criteria. Three of the literature reviews concluded that examined practices met criteria to qualify as an EBP. Recommendations related to quality indicator criteria and EBP established by the literature review teams as well as directions for future research are discussed.     

Fostering Instructor Knowledge of Student Thinking Using The Flipped Classroom

Abstract

In this article, we share a model of flipped instruction that allowed us to gain a window into our students’ mathematical thinking. We depict how that increased awareness of student thinking shaped our mathematics instruction in productive ways. Drawing on our experiences with students in our own classrooms, we show how flipped instruction can be used to design experiences that help students make sense of mathematics during class sessions.