Classroom observation systems in context: A case for the validation of observation systems

Educational Assessment, Evaluation and Accountability - Researchers and practitioners sometimes presume that using a previously “validated” instrument will produce “valid”...     

Weaving a New 'Net: A Mesh-Based Solution for Democratizing Networked Communications

Although the Internet is largely decentralized in its communication and social patterns, its technical and regulatory apparatuses are highly centralized and hierarchical. Consequently, digital communications are vulnerable to a degree of surveillance and censorship that would be unthinkable in traditional social arenas, threatening “Internet freedom” and cyberliberties in both democratic and politically repressed societies. We believe a new architecture is required in order to protect the continuance of civil liberties in networked society. In this article, we propose 10 “social specifications” describing the requirements of such a network, and outline an architecture called MondoNet that meets these specifications using ad hoc, wireless mesh networking technologies. We also address the legal and technical challenges facing the MondoNet project, and anticipate future developments in this field.     

Combining issues of “girl-suited” science teaching,STS and constructivism in a physics textbook

This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism. Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the market will be discussed. Specializations: constructivist approaches in science education research and practice. Specializations: gender issues in science instruction. Specializations: primary education, integrated science. Specializations: STS, phenomenological oriented physics instruction. Specializations: peace education within science education.     

Non-traditional higher education: An “outsider's” view

A rank-and-file professor's attendance at a non-traditional higher education conference led to some salient observations: (1) Contrary to the odd-ball image they may have on some campuses, non-traditional programs can trace their lineage back to the very origins of Western universities; (2) At the same time, they represent a break with recent American University history, in that they appear to serve adult needs more than adolescent/young adult needs; (3) They are able to recognize true learning as occurring outside the parochial boundaries of grades, semester hours, etc; (4) They not only can individualize education, but they can make it an active (rather than passive) process; (5) These programs apparently strive to teach judgement and understanding,not just information; and (6) Such programs may be a functional arm of the so-called women's movement.     

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.     

Relationships between training load, injury, and fitness in sub-elite collision sport athletes

The purpose of this study was to develop statistical models that estimate the influence of training load on training injury and physical fitness in collision sport athletes. The incidence of training injuries was studied in 183 rugby league players over two competitive seasons. Participants were assessed for height, body mass, skinfold thickness, vertical jump, 10-m, 20-m and 40-m sprint time, agility, and estimated maximal aerobic power in the off-season, pre-season, mid-season, and end-season. Training load and injury data were summarised into pre-season, early-competition, and late-competition training phases. Individual training load, fitness, and injury data were modelled using a logistic regression model with a binomial distribution and logit link function, while team training load and injury data were modelled using a linear regression model. While physical fitness improved with training, there was no association (P=0.16-0.99) between training load and changes in physical fitness during any of the training phases. However, increases in training load during the early-competition training phase decreased (P= 0.04) agility performance. A relationship (P= 0.01-0.04) was observed between the log of training load and odds of injury during each training phase, resulting in a 1.50 - 2.85 increase in the odds of injury for each arbitrary unit increase in training load. Furthermore, during the pre-season training phase there was a relationship (P= 0.01) between training load and injury incidence within the training load range of 155 and 590 arbitrary units. During the early and late-competition training phases, increases in training load of 175-620 arbitrary units and 145-410 arbitrary units, respectively, resulted in no further increase in injury incidence. These findings demonstrate that increases in training load, particularly during the pre-season training phase, increase the odds of injury in collision sport athletes. However, while increases in training load from 175 to 620 arbitrary units during the early-competition training phase result in no further increase in injury incidence, marked reductions in agility performances can occur. These findings suggest that reductions in training load during the early-competition training phase can reduce the odds of injury without compromising agility performances in collision sport athletes.