The cross-cultural generalizability of a new structural model of academic self-concepts

Prior research on the structure of academic self-concepts has demonstrated academic self-concepts to be domain-specific and hierarchically organized, but has largely failed to support the hypothesis that general academic self-concept is at the apex of the hierarchy. The present study investigates a new multidimensional nested-factor model of academic self-concepts that incorporates both domain-specific and general academic self-concepts, and the position of general academic self-concept at the apex of the self-concept hierarchy. Data were obtained from representative samples of 15-year-old students in 26 countries (total N = 106,680). Results showed that the nested-factor model provided a good fit to the data in each of the 26 countries, and that general and domain-specific academic self-concepts were meaningfully related to gender as well as to student achievement. Moreover, it emerged that the relationships between academic self-concepts and these student characteristics may differ substantially depending on whether the model applied does or does not account for the influence of general academic self-concept on domain-specific measures of academic self-concepts.     

Prediction of maximal lactate steady state in runners with an incremental test on the field

During a maximal incremental ergocycle test, the power output associated with Respiratory Exchange Ratio equal to 1.00 (RER = 1.00) predicts maximal lactate steady state (MLSS). We hypothesised that these results are transferable for runners on the field. Fourteen runners performed a maximal progressive test, to assess the speed associated with RER = 1.00, and several 30 minutes constant velocity tests to determine the speed at MLSS. We observed that the speeds at RER = 1.00, at the second ventilatory threshold (VT2) and at MLSS did not differ (15.7 ± 1.1 km · h?1, 16.2 ± 1.4 km · h?1, 15.5 ± 1.1 km · h?1 respectively). The speed associated with RER = 1.00 was better correlated with that at MLSS (r = 0.79; p = 0.0008) than that at VT2 (r = 0.73; p = 0.002). Neither the concentration of blood lactate nor the heart rate differed between the speed at RER = 1.00 and that at MLSS from the 10th and the 30th minute of the constant velocity test. Bland and Altman analysis showed a fair agreement between the speed at MLSS and that at RER (0.2 ± 1.4 km · h?1). This study demonstrated that the speed associated with RER = 1.00 determined during maximal progressive track running allows a fair estimation of the speed associated with MLSS, markedly decreasing the burden of numerous invasive tests required to assess it.     

The activities of a school‐based teacher educator: a theoretical and empirical exploration

Teacher education all over Europe is increasingly becoming school‐based oriented. This implies new roles for those who support student teachers learning in school. This article describes the way four school‐based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. Based on theoretical notions derived from the literature on teacher education and workplace learning, the Cognitive Apprenticeship Model was specified and used in a case study as a framework to describe the activity of these school‐based teacher educators. They use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. This results in student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. Also the possibilities of the social context of the school as a learning environment are not systematically used.     

Overuse wrist injuries in young athletes: What do sports physicians consider important signals and functional limitations?

This study’s objective was to collect items from experienced sports physicians, relating to the presence and severity of overuse wrist injuries in young athletes, for developing a measurement instrument for signals of overuse wrist injury. Seven Dutch elite sports physicians involved in guidance and treatment of young athletes in wrist-loading sports (gymnastics, tennis, judo, field hockey, volleyball and rowing) participated in a focus group. They discussed signals and limitations related to overuse wrist injuries in young athletes. Data were coded and categorised into signals and limitations with subcategories, using an inductive approach. Of the resulting 61 signals and limitations in nineteen (sub)categories, 20 were considered important, forming a comprehensive item set for identifying overuse wrist injury in young athletes. Signals such as pain, “click”, crepitations, swelling and limited range of motion were marked useful for early identification of overuse wrist injury. Limitations in movement and performance were considered indicative of severe overuse injury but less relevant for initial injury identification. The focus group provided 17 important signals and 3 important limitations indicative of overuse wrist injury. These provide the basis for a valid measurement instrument for identifying overuse wrist injury in young athletes, with equal emphasis on pain and on other symptoms.     

Using evidence and implementation experience for advocacy and policy influence: the Rwanda Emergent Literacy and Maths Initiative (ELMI) case study

This paper discusses applied research initiatives led by Save the Children in Rwanda that were used to inform advocacy and policy efforts surrounding the expansion of high quality early childhood education (ECE) services in Rwanda. Qualitative and quantitative studies were carried out around a new program focused on improving early literacy and math competencies (the Emergent Literacy and Maths Initiative (ELMI)) from 2013–2017. They include a Political Economy Analysis in 2013–2014 and longitudinal impact evaluations in 2014–2015 and 2015–2016. Together, the mixed-methods data helped to identify strengths and gaps in the Rwandan education system, potential solutions to improving ECE for all children in the country, and insights into best practices for taking successful pilot programs to scale in a low-income country. Changes in national policy and ECE service provision are discussed.     

Schoolin’ Black Girls: Politicized Caring and Healing as Pedagogical Love

The Urban Review - This article explores Black feminist pedagogical practices as a viable intervention alternative to traditional methods of educating Black girls. The authors highlight two...     

Working With Grandparent-Headed Families in Schools: School Professionals' Perspectives

This qualitative study explores the experiences of school professionals working with grandparent-headed families. Twenty individual interviews with an array of professional school staff were conducted. Thematic analysis was utilized, and 3 key themes emerged: (a) compassion for grandparent-headed families' unique challenges; (b) lack of adequate knowledge about grandparent-headed families; and (c) strategies for engaging grandparents raising their grandchildren. Implications address the importance of understanding the unique needs of grandparent-headed families and ways to maximize the success of these marginalized families through active family engagement and school-linked services.     

Reclaiming Our Queendom: Black Feminist Pedagogy and the Identity Formation of African American Girls

Approaches to rectifying the inequities Black female students encounter in U.S. educational institutions are rarely discussed in the body of research in which these individuals are the foci. In this critical race feminist auto-ethnography, the author used qualitative data from a two-year study of a girls' empowerment program that she established at an urban public high school. Through an analysis of Black feminist curricula, in-class video footage, student artifacts, and interviews with former participants, the author argues that Black feminist pedagogy may promote the development of positive social and academic identities among African American female youth. Concrete, research-based guidelines for developing culturally responsive pedagogical interventions are discussed.     

学习动机的激发原理

本文是对学习动机的激发原理所作的一种概括。这些动机激发原理源自课堂学习的研究，它们回答了成就动机、内部动机和目标定向这些基本问题．也包括转变动机信念、激发动机的策略和增强意志力等问题。     

Fostering collaborative teacher learning: A typology of school leadership

Previous research indicates that supportive school leadership is a key condition of collaborative teacher learning. The purpose of this study was to develop a typology of how school leaders foster collaborative teacher learning. We adopted an integrative perspective on leadership by examining both learning-centred leadership and distributed leadership practices that are supportive of collaborative teacher learning. Data were gathered by means of interviews with ten school leaders and a questionnaire that was completed by 39 teachers from six secondary schools in the Netherlands. The aim of the interviews was to identify to what extent school leaders applied learning-centred leadership and distributed leadership practices. The questionnaire measured teachers' perceptions of the role of school leaders in teacher learning. As an outcome of this study, we constructed a typology that provides insights into how school leaders foster collaborative teacher learning. Four types of school leaders were distinguished: (a) integrators of teacher learning, (b) facilitators of teacher learning, (c) managers of teacher learning, and (d) managers of daily school practice. Our findings suggest that integration of learning-centred leadership and distributed leadership practices can help school leaders to support collaborative teacher learning.