Gender,culture, and geography: A comparison of seating arrangements in the United States and Taiwan

The present study describes and compares seating preferences among Taiwanese and American respondents. Using a questionnaire method, seating preferences were obtained for 75 male and 100 female college students from the United Slates, and for 29 male and 54 female teachers of English in Taiwan. Responses were obtained for all possible combinations of sex of interaction partner, location (task or social), and six interpersonal activities. Results were summarized in the form of proportions of respondents choosing each of four possible angles of interaction: corner, opposite, diagonal, and side seating. Comparisons were made using Chisquare tests for independence.In general, results showed that Taiwanese respondents, when compared to Americans, are more likely to prefer side seating and less likely to prefer corner seating. Culture, sex of respondents, and sex of interaction partner interact in influencing preferences. In the United States, seating preferences function to unite males with females and to separate same-sex partners, while the opposite is true in Taiwan. Results are interpreted in terms of implications for intercultural communication.     

The effects of sodium bicarbonate and pyridoxine-alpha-ketoglutarate on short-term maximal exercise capacity.

The purpose of this study was to determine the effects of the simultaneous use of pyridoxine-alpha-ketoglutarate (PAK) and sodium bicarbonate (NaHCO3) on short-term maximal exercise capacity in eight well-trained male cyclists. The study consisted of the determination of maximal power output and the administration of various combinations of placebos, PAK and NaHCO3, followed by a short-term maximal exercise test. To determine maximal power output (power(max)), the subjects performed a continuous, incremental test on a Monark bicycle ergometer to symptom limited maximum (test 1). To determine the effects of NaHCO3 and PAK on short-term maximal exercise performance, the subjects were administered either placebo (PLA), PAK and sodium bicarbonate (P/B), PAK and placebo (PAK), or sodium bicarbonate and placebo (BIC) prior to performing short-term maximal exercise (test 2). Oral tablets of NaHCO3 and PAK were given in doses of 200 mg kg-1 and 50 mg kg-1 respectively. The subjects pedalled at the power output corresponding to 100% of their VO2 max at 70 rev min-1 until voluntary cessation or until they were unable to maintain pedal revolution rate. Venous blood samples were drawn at rest (RES), cessation of exercise (CES) and after 2 min of recovery (REC) and analysed for lactate, pH and bicarbonate ion concentration. The subjects attained an average maximum power output of 377 +/- 20 W during the graded maximal pre-test (test 1). There were no significant differences between treatments in the ability to sustain power(max) during test 2. During test 2, the subjects were able to sustain power(max) for 7.6 +/- 4.3 min with P/B, 6.7 +/- 2.9 min with PAK, 7.3 +/- 4.9 min with BIC and 6.9 +/- 2.7 min with placebo (mean +/- S.E.). Blood lactate (BLa) was significantly elevated at cessation of exercise and remained elevated during recovery, but there were no significant differences between treatments. Bicarbonate fell significantly during exercise and recovery in each treatment. At rest, bicarbonate levels were significantly higher in both the P/B and BIC than in the PAK or PLA treatments. Pooled data from the P/B and BIC treatments demonstrated a significant increase in pH at rest and end of exercise when compared to PLA treatment. These data suggest that sodium bicarbonate rather than PAK was responsible for this increase. In summary, our data suggest that in the dosages used in this study, administration of sodium bicarbonate or PAK, alone or in combination, is ineffective in increasing short-term maximal exercise capacity.     

Preschool children's attention to environmental messages about groups: social categorization and the origins of intergroup bias

This study was designed to examine the effects of adults' labeling and use of social groups on preschool children's intergroup attitudes. Children (N=87, aged 3-5) attending day care were given measures of classification skill and self-esteem and assigned to membership in a novel ("red" or "blue") social group. In experimental classrooms, teachers used the color groups to label children and organize the classroom. In control classrooms, teachers ignored the color groups. After 3 weeks, children completed multiple measures of intergroup attitudes. Results indicated that children in both types of classrooms developed ingroup-biased attitudes. As expected, children in experimental classrooms showed greater ingroup bias on some measures than children in control classrooms.     

Student-centred and teacher-centred learning environments: what students think

This contribution explores the relationship between teacher-centred and student-centred learning environments from a student's perspective. Three different views with respect to this relationship can be retrieved. The balance view suggests that the more teacher-centred a learning environment is, the less student-centred it is and vice versa. The transactional view stresses the continuous renegotiation of teacher- and student-roles. The independent view argues that teacher- and student-centredness are independent features of learning environments. Results from three survey studies of higher education students’ conceptions of quality education are discussed. While the practice-oriented literature regularly seems to adopt a balance view, factor analyses did not reveal evidence for the balance view in any of these studies. In students’ minds student-centredness and teacher-centredness seem to be mutually reinforcing features of high quality education. From a curricular point of view, and especially with regard to teacher training, the results warrant to argue for the development of so-called powerful learning environments rather than for the transition from teacher-centred towards student-centred learning environments.     

The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring

To address comprehensive program services that are self-sustaining and systemic in nature, school counselors and educational leaders have increasingly implemented school-based mentoring to impact student and school success. In this qualitative case study, we examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors. Ethnic and cultural dyad characteristics are discussed and presented via proposed effective practices for cross-cultural, cross-age mentoring.     

Diversity and Mentoring in the Workplace: A Conversation with Belle Rose Ragins

Given projected increases in workplace diversity, an understanding of diversity’s intersection with mentoring is a critical topic in the literature. This article involved an interview with Belle Rose Ragins, one of the world’s leading thinkers on diversity and mentoring in the workplace. After providing an overview of Ragins’ key achievements and contributions to the mentoring literature, the article delved into the interview, which involves four parts: (a) Ragins’ education and early influences; (b) her views on the extant literature as well as insights around future areas for inquiry; (c) her current research interests; and (d) her views on consulting and teaching.     

Measuring Pupil Progress at Key Stage 1: Using baseline assessment to investigate value added

This paper presents results from an LEA-commissioned value-added project conducted with 107 primary schools in Surrey. The project was designed to explore the use of baseline assessment at entry to reception classes to measure pupil progress across Key Stage 1 (KS1). Pupil performance in KS1 assessments of the core curriculum areas English (reading and writing), mathematics and science were analysed. The results of multi-level analyses, the impact of pupil background factors, the feedback of results to schools and the way Surrey Education Service and schools are using the information in school improvement activities are described.     

The development of beginning mathematics teacher pedagogical content knowledge

Recent research efforts (Schmidt et al. in The preparation gap: teacher education for middle school mathematics in six countries, MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball et al. in J Teacher Educ 59:389–407, 2008). Building on the initial conceptual framework of Magnusson et al. (Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999), we examined the PCK development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. Our findings indicate that these individuals privileged particular aspects of their knowledge, leading to differences in their PCK development. This study provides insight into the specific aspects of PCK that developed through the course of actual instructional practice, providing a lens for future research in this area.