Development and validation of a mood measure for adolescents

The aim of this study was to develop and validate a shortened version of the Profile of Mood States suitable for use with adolescents. The Profile of Mood States-Adolescents (POMS-A) was administered to 1693 participants from two populations: school children and young athletes. Confirmatory factor analysis supported the factorial validity of a 24-item six-factor model using both independent and multi-sample analyses. Correlations of POMS-A scores with previously validated inventories, which were consistent with theoretical predictions, provided evidence of criterion validity. It is proposed that the POMS-A is a valid instrument for the assessment of mood in adolescents.     

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...     

The Impacts of System and Human Factors on Online Learning Systems Use and Learner Satisfaction

Success in an online learning environment is tied to both human and system factors. This study illuminates the unique contributions of human factors (comfort with online learning, self‐management of learning, and perceived Web self‐efficacy) to online learning system success, which is measured in terms of usage and satisfaction. The research model was tested employing SEM on a sample of 674 college students enrolled in at least one online course. The factors of comfort with online learning and perceived Web self‐efficacy were significant predictors of satisfaction. Comfort with online learning was significant in predicting usage. The impact of demographic variables was examined.     

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.     

The Wisdom Project: virtual education in primary care

This article examines the development of the Wisdom Project, a pilot for the teaching of informatics to primary health care professionals, using an original educational model based on e-mail and Web pages. The article begins by placing the development of the Wisdom Project in the context of changes in medical education and training. The aims and objectives of Wisdom are outlined, and the methodologies for setting up and evaluating the project are described. The article then presents the results of the evaluation, including the identification of significant improvements in knowledge of CD ROMs (P = 0.01), e-mail (P = 0.03), Medline (P = 0.02), operating systems (P = 0.02), Web browsers (P = 0.003) and word processing (P = 0.03). Improvements in evidence-based practice (EBP) did not reach significance. Finally, a number of conclusions are presented, considering the lessons learnt for the future development of such projects.     

Confirmatory factor analysis of the Competitive State Anxiety Inventory-2.

The aim of this study was to evaluate the factor structure of the Competitive State Anxiety Inventory-2 (CSAI-2) using confirmatory factor analysis. Volunteer participants (n = 1213) completed the CSAI-2 approximately 1 h before competition and the data were analysed in two samples. The hypothesized model showed poor fit indices in both samples independently (Robust Comparative Fit Index: sample A = 0.82, sample B = 0.84) and simultaneously (Comparative Fit Index = 0.83), suggesting that the factor structure proposed by Martens et al. is flawed. Our findings suggest that a limitation of the Cognitive Anxiety scale derives from phrasing items around the word 'concerned' rather than 'worried'. We suggest that being concerned about an impending performance does not necessarily mean that an athlete is experiencing negative thoughts, but that the athlete is acknowledging the importance and difficulty of the challenge and is attempting to mobilize resources to cope. The present results question the use of the CSAI-2 as a valid measure of competitive state anxiety.     

Legitimacy and identity in teacher education: a micro‐political struggle constrained by macro‐political pressures1

To gain a clear sense of teacher educators at work, we need to look closely at the context in which they practice. Any attempt to address the questions of what works and the nature of evidence must be situated in the macro‐political context that constrains the work of teacher educators struggling for legitimacy and identity within both the university and the professional field of teaching. We characterize the macro‐political context as a set of neo‐liberalist forces that works to undermine the central role universities have played in the development of the nation state. As the university's role has become focused on supporting economic development and global competitiveness, this context is at odds with longstanding agendas of professional responsibility and self‐governance in teacher education. In this policy context, we argue that teacher educators need to engage in rigorous practice‐based inquiry that addresses issues of policy and governance, particularly those that tend toward direct government intervention or professional governance.