Adoption of information communication technology by teacher educators: one-on-one coaching

Abstract

Research evidence suggests teacher educators who role model the use of information communication technology (ICT) in their practice help their students build confidence and competence as ICT users. This research finding is also supported by feedback from Louisiana Tech University students in teacher education. Research also indicates that a number of factors impact the adoption of ICT in the practice of teacher educators. This research has examined one of these factors, namely the benefits of one-on-one coaching for teacher educators by technology coaches as they worked together to learn to use technology. Participants included 33 teacher educators from Louisiana Tech University and 14 pre-service teachers. The pre-service teachers served as technology coaches and worked with the teacher educators in their offices and classrooms as they learned to use technology for their personal benefit and to integrate technology into their teaching. Interviews and observations indicated that coaches as well as teacher educators benefited from the relationship and both groups increased their technology competency.     

Force-Time Characteristics and Running Velocity of Male Sprinters during the Acceleration Phase of Sprinting

Abstract

In an effort to investigate the force-time characteristics during the acceleration phase of the sprint start, eight male sprinters were used as subjects. Runs up to 3 m were analyzed from film, and force-time parameters were measured on a force platform. In a starting stance the reaction time of the group was .118 ± .016 s and the force production lasted .342 ± .022 s. The maximal resultant force at the moment of maximal horizontal force was 19.3 ± 2.2 N x kg¹, and the direction of the force was 32 ± 7°. In the very last instant before leaving the blocks the velocity of the center of gravity was 3.46 ± .32 m x s^?1. In the first contact after leaving the blocks there was a braking phase (.022 ± .005 s in duration) during which the average horizontal force was ?153 ± 67 N. The braking phase was observed despite the body center of gravity being horizontally ahead by .13 ± . 05 m with respect to the first contact point. The percentage of deceleration in running velocity during that phase was 4.8 ± 2.9%. In the propulsion phase the average horizontal force was great (526 ± 75 N), and it was produced for a relatively long time (.171 ± .035 s). Significant correlation coefficients were observed between force production and running velocity. These results suggest that braking/propulsion phases occur immediately after the block phase and that muscle strength strongly affects running velocity in the sprint start.     

Supporting mathematics vocabulary instruction through mathematics curricula

Abstract

This study examines four of the most commonly-used core mathematics curricula in the USA for evidence of support for research-based instructional strategies for mathematics vocabulary in first and second grade. Content analyses of the teachers’ editions of two units for each grade level were analyzed per curriculum (n?=?16). Statistically significant differences among curricula were found for number of target words (range 6–51 per unit), level of difficulty of terms (basic to technical), and number of support strategies per word. Multiple means of representation varied in terms of verbal and non-verbal strategies for target terms. These differences indicate children are experiencing substantially different mathematics vocabulary learning opportunities, which may impact later mathematics achievement. Implications for practice, curriculum development, and future research are addressed.     

Violating Lau: Sheltered English Instruction programs and equal educational opportunity

This article considers the impact of the Lau v. Nichols Supreme Court decision on the education of English learners in Washington State, US In particular, we focus on the most popular educational program in the state, Sheltered English Instruction. We first examine how intertextual links to various policy texts and discourses shape Washington language policy and then look at how educators in four school districts interpret and appropriate this policy. Based on fieldwork in four school districts, we argue that English learners are often submerged in English-only classrooms, in which the curriculum is not fundamentally changed to meet their needs, thus denying them equal educational opportunity according to Lau v. Nichols.     

Model-based reasoning in a year 10 classroom

Studies have shown that secondary school students experience difficulties making scientific models meaningful, yet explanatory models are central to the development of scientific understanding. This study investigated the extent and nature of students' model-based reasoning in a laboratory investigation. It was an interpretive study involving a single Year 10 Science class investigating the influence of six factors on electrical resistance. Before commencing their practical investigations students were re-familiarised with the “electron drift” model of metals. Data sources included videotapes of classroom interactions, audiotaped interviews with students, student workbooks showing their experimental procedures and results, and explanations of those results. The research suggests that spontaneous use of the model in explanations increased over the duration of the task but that the explanations were restricted mainly to model-based reasoning with lower order relational mapping. Even after further formal instruction on the model after the initial experimental investigations, many students were still unable to use the model effectively, displaying mainly the same level of reasoning. As model-based reasoning is an important part of learning some aspects of science, it is imperative that science educators take appropriate steps to facilitate the development of such reasoning in appropriate contexts.     

A critical test of infant pattern preference models

Models of infant visual preferences with predictions based on the physical attributes of visual patterns were evaluated using pairs of schematic faces and abstract patterns that were identical except for contrast reversals. Preferences at 6 weeks were entirely consistent with the predictions of these models. However, at 12 weeks the preferences for facelike images were in clear violation of the predictions of these models. These results represent the first unambiguous demonstration of a face preference in young human infants. The results also allow rejection of all current stimulus-based models of visual preference and suggest that a fundamental change in the determinants of visual preference occurs between 6 and 12 weeks postnatally.