A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

In science, gravity refers to the universal force of attraction acting on and between all matter. No one on earth can escape the force of gravity. In a similar vein, the stringent requirements of publications, research grants, and research output in the academic world can be metaphorically described as “academic gravity,” the force of which pushes university academics to struggle and strive in pursuit of excellence just to survive in the changing landscape of higher education governed by neo-liberalism and managerialism. This article describes the journey of a junior academic staff member in an Asian university as he coped with various difficulties in establishing a collaborative culture in his department (i.e., the Faculty of Education). Working with a senior colleague (Sunshine-mother hereafter) in the same department, Author 1 began to recognize the importance of collegial collaboration in teacher education generally and in his academic life specifically. However, although he tried his utmost to develop a culture of collaboration amongst his colleagues, he struggled to cope with the tension and stress exerted by academic gravity (i.e., publication production and the pursuit of tenure). Drawing on data collected from a teaching development project and adopting a reflective autobiographic approach, this article delineates the collaborative relationship between Author 1 and Sunshine-mother, exemplifying the important roles that coaching and a free rein (i.e., weightlessness) play in the development of junior teacher-educators under the strong pressure of academic gravity.     

Behavior problems of children as perceived by teachers,mental health professionals,and children

The objective of this study was to examine current teacher and mental health professional ratings regarding the relative seriousness of 50 specific children's behavior problems and to compare the results to those found by Wickman (1928). Wickman's questionnaire and procedures were replicated to insure comparability. A second objective was to extend Wickman's work so that children's ratings of their own behavior problems may be ascertained. An increase in the similarity between teachers' and mental health professionals' judgements concerning the seriousness of specific children's behavior problems was found. These findings were attributable to a more pragmatic approach taken by mental health professionals. A very high agreement on the seriousness of specific behavior problem ratings was demonstrated by children and teachers. This similarity may be the result of proximity of effects.     

Broadway productions and the value of a Tony Award

This article investigates the effect of a Tony nomination or win on the demand facing a Broadway production using a panel of weekly revenues for Broadway productions from 1996 to 2007. Our results indicate that the effect of a nomination or win is positive in the week of the announcement and gradually increases in successive weeks, presumably due to publicity and word-of-mouth. Winners experience an increase in demand as late as 1 year later when awards are publicized for the following season. Moreover, nominees that do not win the award are penalized heavily in the weeks following the Award announcements. We find that winning a Tony Award increases a production’s revenues by 12% in the week immediately following the Awards.

Regression Analysis for Prediction: Understanding the Process

Research related to cardiorespiratory fitness often uses regression analysis in order to predict cardiorespiratory status or future outcomes. Reading these studies can be tedious and difficult unless the reader has a thorough understanding of the processes used in the analysis. This feature seeks to “simplify” the process of regression analysis for prediction in order to help readers understand this type of study more easily. Examples of the use of this statistical technique are provided in order to facilitate better understanding.     

Heart rates of high school physical education students during team sports, individual sports, and fitness activities

This study examined how activity type influenced heart rates and time spent in target heart rate zones of high school students participating in physical education classes. Significantly higher average heart rates existed for fitness (142 +/- 24 beats per minute [bpm]) compared to team (118 +/- 24 bpm) or individual (114 +/- 18) activities. Similar results occurred for the percentage of activity time spent within a target heart rate zone (fitness 81.7 +/- 15.9%, individual 68.4 +/- 30.5%, and team 60.6 +/- 30.5%). Boys attained higher heart rates during team activities, while female students had higher rates during individual activities indicating male and female adolescents respond differently to activity types. The highest mean heart rates were observed during fitness activities.     

Correlations between serum and salivary hormonal concentrations in response to resistance exercise

The aim of present study was to examine the relationships between serum and salivary values of free testosterone, dehydroepiandrosterone, and cortisol before and after a session of resistance exercise. Twenty-eight healthy men (mean age 40 years, s = 4) participated in the present study. Serum and salivary samples were collected at rest and after a multiple-sets resistance exercise protocol, of approximately 25 minutes duration. Concentrations of free testosterone, dehydroepiandrosterone, and cortisol were measured using radioimmunoassay kits. No significant correlation was observed between serum free testosterone and salivary testosterone (r = 0.22 to 0.26, P > 0.05). Serum cortisol was significantly correlated with salivary cortisol before (r = 0.52, P = 0.005) and after (r = 0.62, P = 0.001) the exercise protocol. Serum and salivary concentrations of dehydroepiandrosterone were significantly correlated before (r = 0.68, P < 0.001) and after (r = 0.7, P < 0.001) exercise. The results of the present study suggest that even under exercise conditions, the salivary values of cortisol and dehydroepiandrosterone can reflect the behaviour of these hormones in blood. However, further studies are necessary to verify if salivary testosterone reflects the behaviour of serum free testosterone during resistance exercise.     

Guideposts and Roadblocks to the Career-Long Scholarly Engagement of Physical Education Teacher Education Faculty

Purpose: Scholarship is essential for the growth and development of the physical education field. Over time, scholarship expectations have changed, forcing faculty members to alter time spent for research, teaching, and service. Social-cognitive career theory (SCCT) presents a model for understanding performance and persistence in an occupational environment. The interconnected aspects of SCCT have different emphasis related to self-efficacy, outcome expectations, or personal goals pursuit. This study explored physical education teacher education (PETE) faculty members’ continuing engagement in scholarly activity through SCCT. Method: Data collection included interviews with 9 senior PETE faculty members who met the criteria for “productive scholars over time.” Curriculum vitae were collected to verify productivity. Results: Data analysis revealed guidepost themes that included collaborating, finding balance, defining a research process, and maintaining a strong work ethic. Roadblocks encountered included other obligations and lack of support for research. Conclusions: Participants demonstrated strong self-efficacy; held high, positive expectations for success; and set very specific, clear, and deliberate goals. Participant behavior was moderated by their personal attributes (capacity to build relationships, set goals, and maintain interest and passion) and was tempered by the environments in which they worked. Fostering similar behaviors has the potential to guide future and current PETE faculty members in creating supportive and encouraging atmospheres for sustained productivity. The lack of literature relating to this topic warrants the need for more research exploring the influential factors and benefits gained from sustained scholarly productivity over time for PETE faculty members.