Children's Classroom Peer Relationships and Early School Attitudes: Concurrent and Longitudinal Associations

The purpose of this study was to further explore the linkage between children's early school attitudes and interpersonal features of the classroom, including children's relationships with classmates and their perceptions of these relationships. Participants included 102 kindergarten children (M age = 5.8 years) who were interviewed at the beginning and end of kindergarten to obtain measures of their school attitudes (i.e., school liking), classroom peer relationships (i.e., peer acceptance, mutual friendships), and peer relationship perceptions (i.e., perceived loneliness, peer support). Results showed that initial school liking was associated with all four measures of children's peer relationships; however, only the number of mutual friendships that children possessed in their classrooms predicted changes in school attitudes (gains) over time. Early school attitudes were linked to changes in children's peer perceptions; children who disliked school early in kindergarten were more likely to view classmates as unsupportive as the school year progressed. Results are discussed in terms of the potential impact that classroom peer relations may have on early school attitudes, and vice versa. Implications for educational policy are also considered.     

A three-dimensional examination of the planar nature of the golf swing

Previous planar models of the downswing in golf have suggested that upper limb segments (left shoulder girdle and left arm) move in a consistent fixed plane and that the clubhead also moves only in this plane. This study sought to examine these assumptions. Three-dimensional kinematic analysis of seven right-handed golfers of various abilities (handicap 0- 15) was used to define a plane (named the left-arm plane) containing the 7th cervical vertebra, left shoulder and left wrist. We found that the angles of this plane to the reference horizontal z axis and target line axis (parallel to the reference x axis) were not consistent. The angle to the horizontal z axis varied from a mean of 133 degrees (s = 1 degrees) at the start of the downswing to 102 degrees (s = 4 degrees) at impact, suggesting a "steepening" of the left-arm plane. The angle of the plane to the target line changed from - 9 degrees (s = 16 degrees) to 5 degrees (s = 15 degrees) during the same period, showing anticlockwise (from above) rotation, although there was large inter-individual variation. The distance of the clubhead from the left-arm plane was 0.019 m (s = 0.280 m) at the start at the downswing and 0.291 m (s = 0.077 m) at impact, showing that the clubhead did not lie in the same plane as the body segments. We conclude that the left arm and shoulder girdle do not move in a consistent plane throughout the downswing, and that the clubhead does not move in this plane. Previous models of the downswing in golf may therefore be incorrect, and more complex (but realistic) simulations should be performed.     

It's a New World: Multiculturalism in a virtual environment

The notion of multiculturalism is vital in our global society. The emergence of efficient and effective distance learning technologies has permitted the integration of innovative techniques in the delivery of multicultural content to individuals who need flexible and convenient education and training opportunities. Strategies form the instructional foundation that promotes engagement of learners. Integral to these strategies are those that relate to personal belief systems and extension of those belief systems to behaviors. This article will add new ways of teaching and learning in the areas of diversity and multiculturalism by offering a model for building highly supportive, engaging online environments, where instructors, trainers, and instructional designers use multiple strategies to build virtual environments that foster a sense of dignity, respect, and understanding: all critical elements in a global environment.     

Lactate accumulation following isometric exercise training and its relationship with reduced resting blood pressure

Abstract

The purpose of this study was (a) to assess lactate accumulation during isometric exercise, and to quantify the shifts in accumulation following isometric training; and (b) to relate any training-induced changes in lactate accumulation to reductions in resting blood pressure. Eleven male participants undertook isometric training for a 4-week period using bilateral-leg exercise. Training caused reductions in systolic, diastolic, and mean arterial resting blood pressure (of ?4.9 ± 6.3 mmHg, P = 0.01; ?2.6 ± 3.0 mmHg, P = 0.01; and ?2.6 ± 2.3 mmHg, P = 0.001 respectively; mean ± s). These were accompanied by changes in muscle activity, taken as electromyographic activity to reach a given lactate concentration (from 114 ± 22 to 131 ± 27 mV and from 136 ± 25 to 155 ± 34 mV for 3 and 4 mmol · L^?1 respectively. Training intensity expressed relative to peak lactate was correlated with reduced resting systolic and mean arterial blood pressure. Training caused significant shifts in lactate accumulation, and reductions in resting blood pressure are strongly related to training intensity, when expressed relative to pre-training peak lactate. This suggests that higher levels of local muscle anaerobiosis may promote the training-induced reductions in resting blood pressure.     

Attrition After Intake at a University Counseling Center: Relationship Among Client Race,Problem Type,and Time on a Waiting List

The present study examined the relationship between attrition after intake and the length of time that clients spent on a waiting list by client race and problem type. Participants were 1,461 clients who completed an initial intake evaluation at a large, Mid‐Atlantic counseling center over a 6‐year period. Full‐factorial hierarchical logistic regression analyses revealed that African American clients were less likely to return for counseling than were European American clients, regardless of the problem type.     

Learning Together: The Student/Parent/Teacher Triad

This report contains an analysis of both quantitative and qualitative data on participant perceptions of the co‐production of learning. It constitutes a refinement of the working model of the triadic relationship between parents, students, and teachers which was the basis of previous reports (Coleman, Collinge, & Seifert, 1992; Coleman, Collinge, & Tabin, 1992; Coleman & Tabin, 1992; Coleman & Collinge, 1991). Given our earlier findings the focus in this paper is upon the theme of collaboration, which is emerging as one critical element in the relationships within the student/teacher/parent triad.

The analysis shows that there are sharp differences in perceptions of collaboration between different triad members. Collaboration between parents and students is perceived to be both strong and balanced in initiation. Teachers show little awareness of its strength. Collaboration between teachers and parents is perceived by both to be one‐sided; each party sees the other as unresponsive. It is invisible to students. Collaboration between students and teachers varies between classrooms, and seems to be based upon the teachers’ perception of student acceptance of responsibility; parents are very keenly aware of this collaboration where it exists. Classroom level differences are also strong; teacher attitudes and practices clearly determine the extent of collaboration.

In British Columbia parent and student attitudes towards classrooms and teachers are affected, sometimes strongly, by teacher practices of parent involvement. These attitudes contribute to parent and student rating of particular schools.     

Seeking the Levers of Change: Participant Attitudes and School Improvement

In this paper we argue that to improve schools we must change the relationships between teachers, parents, and students to render these more satisfying to all parties. Using data collected as part of a long‐term project, we show that certain aspects of teacher practice have a strong impact upon student and parent attitudes, and hence upon their ratings of schools; we contend that improving schools requires attention to these powerful attitudinal levers of change.     

In the Web: Internal and External Influences Affecting School Improvement

ABSTRACT

A more theoretical approach to effective schools research is needed, and a political systems model is an appropriate starting‐point since it directs attention to power issues, which are critical to school improvement. The model suggests that both internal and external influences on schools are important. There are four main classes of external influence: administrative; professional; societal; and familial. Each has the potential for strengthening or weakening school effectiveness. Studies of family influence on student learning and attitudes emphasize the potential of collaborative arrangements in which families and schools work together.

We argue that classroom and school improvement cannot be attained without changing the relationships between the three central figures ‐ teacher, student, and parent; this triad model is an ‘inside out’ version of school improvement, in which classroom and school improvement occurs as fundamental relationships between the triad members become more collaborative.

Our web metaphor suggests that those interested in research on effective schools should be sensitive to the impact of external influences; and that effective schools link participants together into a collaborative and responsive mutual influence system, the integrated school environment, the school level version of a political systems model, in which all gain.