Teachers’ self-reported knowledge regarding English learners: perspectives on culturally and linguistically inclusive instruction and intervention

Student diversity within U.S. schools has steadily increased in recent years. This trend has driven significant interest, on the part of schools and school systems, in supporting students who are English learners (ELs) and who are culturally diverse. It has also highlighted, for those schools and school systems, the importance of professional development to prepare teachers to support those students effectively. Teacher experience and knowledge regarding this population is particularly important to the cause of inclusive education, as appropriate supports, instruction and inclusion for these learners are highly dependent on teachers’ knowledge and skills. This study surveyed teachers in three highly diverse elementary schools with high percentages of ELs, students of minority backgrounds, and students receiving free and reduced-price meals. Results indicated that, despite reporting significant previous professional development on cultural and language diversity, teachers lacked familiarity with basic concepts related to cultural and language diversity and to factors considered in the interventions process for diverse learners. These findings, if replicated, may call into question the efficacy of ongoing professional development efforts and underscore the need for more consistent design, delivery, and evaluation of professional development initiatives or programmes.     

Contemporary challenges and changes: principals' leadership practices in Malaysia

This article outlines the findings from a contemporary study of principals' leadership practices in Malaysia as part of the 7 System Leadership Study. Recent policy developments within Malaysia have increased principals' accountability and have underlined the importance of the role of the principals in transforming school performance and student learning outcomes. This article draws upon emerging empirical evidence about principals' leadership practices and highlights some of the challenges associated with the new accountability expectations and demands placed upon principals in Malaysia. It provides a contemporary insight into the way in which principals in Malaysia view their leadership practice. The article proposes that despite the pressure on them to secure better school and student outcomes, principals in Malaysia increasingly view their leadership practices as transformational and distributed.     

Concept maps: a technique for assessing knowledge manager learning needs

This paper discusses an exploratory investigation of the role of concept mapping techniques for assessing knowledge manager learning needs and developing knowledge management (KM) training programs and courses. The research data were collected using seven concept map templates completed by 13 KM students during a 15-week higher education course. The study found that concept maps can provide a useful real-time feedback mechanism for knowledge managers undergoing structured learning, while enabling instructors to determine what KM practitioners require from their training and education. Additionally, the research showed that knowledge managers require a balance of foundational KM principles, concepts and methods coupled with examples of real-world implementations, tools and measures. The results also identify concept maps as a valuable research and evaluation technique for individuals engaged in the practice and process of training knowledge managers.     

提高多胚水稻双苗萌发频率的研究

三个多胚水稻品系双-3、双-13、陆52萌发条件对双苗率的影响试验表明:Zn~(2+)、植物生长调节剂、H_2O_2和适宜的萌发环境能明显提高多胚水稻双苗萌发频率。1×10~(-5)mol/L Zn~(2+)使双-3的双苗率由30.9％提高到41.8％;除GA_8使双-3、陆52的双苗率略有降低外,10mg/L的IAA,KT,2,4-D和6-BA均使双苗率有不同程度的增加;0.5％的H_2O_2使双-3的双苗率增加15.0％;适宜的温度预处理后在培养基上催芽,双苗率都有较大幅度提高,最高由41.0％提高到75.0％。     

Force– and power–time curve comparison during jumping between strength-matched male and female basketball players

The purpose of this study was to compare force– and power–time curve variables during jumping between Division I strength-matched male and female basketball athletes. Males (n?=?8) and females (n?=?8) were strength matched by testing a one-repetition maximum (1RM) back squat. 1RM back squat values were normalised to body mass in order to demonstrate that strength differences were a function of body mass alone. Subjects performed three countermovement jumps (CMJ) at maximal effort. Absolute and relative force– and power–time curve variables from the CMJs were analysed between males and females. Average force– and power–time curves were generated for all subjects. Jump height was significantly greater (p?≤?.05) in males than females. Absolute force was higher in males during the concentric phase, but not significantly different (p?≥?.05) when normalised to body mass. Significance was found in absolute concentric impulse between sexes, but not when analysed relative to body mass. Rate of force development, rate of power development, relative peak force, and work were not significantly different between sexes. Males had significantly greater impulse during the eccentric phase as well as peak power (PP) during the concentric phase of the CMJ than did females in both absolute and relative terms. It is concluded that sex differences are not a determining factor in measured force during a CMJ when normalised to body mass between strength-matched subjects. However, eccentric phase impulse and concentric phase PP appear to be influenced by sex differences independent of matching strength levels.