Post-16 Education,Semi-dependent Youth and the Privatisation of Inter-age Transfers: Re-theorising youth transition

This paper critically reviews historical and contemporary debates around the study of youth transitions and social change in the sociology of education and elsewhere. It argues that current accounts of recent social change of the 'post' variety tend to both over state and simplify the character of these changes. The paper suggests that it is more appropriate to think of change in terms of the reconfiguration of relationships between 'inflexibility' and 'flexibility', independence and dependency, and the public and the private. Substantively, these things can be studied through the 'intergenerational transfer' of 'assets' of various kinds within kin networks. On this basis, the paper argues for a shift away from a narrower focus upon parents that has been the basis for some recent useful and relevant work on educational decision-making in sociology of education in the UK. These issues about decision-making are related to the developing debate around Rational Action Theory and culturalist vs structural approaches. It is suggested that recent work in the areas of stratification and class formation theory would prove of value to these, and other, concerns in the sociology of education.     

Classroom studies into cognitive style in mathematics for pupils with dyslexia in special education in the Netherlands, Ireland and the UK

The project reported here was designed to explore the cognitive style used by pupils with dyslexia when answering a range of mathematical questions. The research involved 132 pupils aged between 9 and 13 years, including 66 pupils in mainstream and 66 pupils in specialist schools, in three countries in Europe.
Detailed studies of the methods used by pupils attempting the given questions on a test of cognitive style suggested that they fell into two main categories. These pupils were observed when completing the test and their responses were categorised accordingly. The resulting numerical data were then analysed for differences between pupils within each country and between their non-dyslexic counterparts.
The results showed significant differences in the balance of cognitive styles employed by pupils with dyslexia as opposed to their non-dyslexic counterparts. Also there were interesting differences occurring between the pupils with dyslexia within the three countries on initial testing. Further differences were established after a six-month intervention period, suggesting that the characteristics of different curriculum models do have an impact upon pupils' flexibility as learners.     

Towards a better grasp of what matters in view of ‘the posts’

This response to McKenzie suggests that the issues of representivity, legitimacy and politics, inscribed within an institutional continuism characteristic of modernity within the McKenzie discourse, could well be recast within a reflexive view informed by insights derived with developing social theory. It briefly overviews the struggle for human agency that played out within the deconstructive engagements of the posts and probes how perspectives in social theory are opening the way for a break with features of environmental education as an institutional field. The review points to a reconstituting of the idea of environmental education research from scholastic field of/for environmental awareness and sustainable development, to a reflexive engagement within processes of social reproduction and reorientation in a changing world. A shift such as this would constitute a subtle change in a developing field of research, to situated design decisions of reflexive engagement (research) in social fields constituted within developing cultural contexts of risk.     

Selection procedures in sports: Improving predictions of athletes’ future performance

The selection of athletes has been a central topic in sports sciences for decades. Yet, little consideration has been given to the theoretical underpinnings and predictive validity of the procedures. In this paper, we evaluate current selection procedures in sports given what we know from the selection psychology literature. We contrast the popular clinical method (predictions based on overall impressions of experts) with the actuarial approach (predictions based on pre-defined decision rules), and we discuss why the latter approach often leads to superior performance predictions. Furthermore, we discuss the “signs” and the “samples” approaches. Taking the prevailing signs approach, athletes’ technical-, tactical-, physical-, and psychological skills are often assessed separately in controlled settings. However, for predicting later sport performance, taking samples of athletes’ behaviours in their sports environment may result in more valid assessments. We discuss the possible advantages and implications of making selection procedures in sports more actuarial and sample-based.     

Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs,and motivation

In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on absenteeism and achievement were also analysed. As predicted, multi-level analyses showed that students in the student-centred learning environment reported higher levels of perceived autonomy, competence, relatedness and motivation, measured by pleasure and effort. Furthermore, boys were less absent. Achievement shows no differences. These results suggest that a student-centred form of learning can be more beneficial for students' motivation if granted autonomy is embedded in a supportive environment.     

Elite tennis player sensitivity to changes in string tension and the effect on resulting ball dynamics

Eighteen elite male tennis players were tested to determine their ability to identify string tension differences between rackets strung from 210 N (47 lb) to 285 N (64 lb). Each player impacted four tennis balls projected from a ball machine before changing rackets and repeating the test. Eleven participants (61%) could not correctly detect a 75 N (17 lb) difference between rackets. Only two participants (11%) could correctly detect a 25 N (6 lb) difference. To establish whether varying string tensions affected ball rebound dynamics, the ball’s rebound speed and landing position were analysed. The mean rebound ball speed was 117 km h⁻¹, with only the trials from the 210 N racket producing significantly lower (P < 0.05) rebound speeds than the 235 N and 260 N rackets. This is contrary to previous laboratory-based tests where higher rebound speeds are typically associated with low-string tensions. The anomaly may be attributable to lower swing speeds from participants as they were not familiar with such a low string tension. Ball placement did not appear related to string tension, with the exception of more long errors for the 235 N racket and fewer long errors for the 285 N racket. It was concluded that elite male tennis players display limited ability to detect changes in string tension, impact the ball approximately 6% faster than advanced recreational tennis players during a typical rallying stroke, and that ball placement is predominantly unrelated to string tension for elite performers.     

An Exploration of the Relationship between Large-Scale Sporting Events and Education for Sustainable Development: The Case of the Melbourne 2006 Commonwealth Games

This study explores the relationship between large-scale sporting events (LSSEs) and education for sustainable development (ESD). A case study-based explorative research approach was employed utilising the 2006 Melbourne Commonwealth Games (MCG) – one of only two LSSEs that have taken place in Australia (the other being the Sydney 2000 Olympic Games) which have purposely sought to engage with a sustainable development agenda. The enquiry concludes that the MCG acted as a vehicle for ESD and in so doing impacted, to varying degrees, organisations, groups and individuals across its host community (the State of Victoria). Various factors were identified that impacted the ESD process in this context. Facilitating factors included the presence of an environmental strategy inclusive of ESD elements; a pre-existing commitment by government to sustainable development; and the use of partnerships by the event's organisers to progress its environmental agenda. Constraints on the ESD process were also identified. Central amongst these were the failure to embrace environmental considerations in the MCG's enabling legislation and the limited resources given over to, and lack of emphasis placed upon, the event's overall environmental programme.     

The Acute Exercise-Induced Inflammatory Response: A Comparison of Young-Adult Smokers and Nonsmokers

Purpose: This study examined postexercise inflammatory and leukocyte responses in smokers and nonsmokers, as well as the effects of cigarette smoking on the acute postexercise inflammatory and leukocyte response in habitual smokers. Method: Eleven recreationally active male smokers and 11 nonsmokers matched for age and aerobic fitness were familiarized and underwent baseline fitness testing. Participants then completed 40 min of cycling at 50% peak aerobic workload. Smokers performed 2 randomized exercise sessions, including an acute postexercise smoking condition (2 cigarettes in 15 min of 12 mg tar and 1 mg nicotine) and a no-smoking condition, while nonsmokers performed 1 exercise session without smoking. Venous blood was obtained preexercise and postexercise for analysis of interleukin (IL)-6, IL-1 receptor antagonist (ra), tumor necrosis factor-alpha (TNF-α), and c-reactive protein (CRP). Results: No differences existed between groups for resting CRP (d = 0.25–0.46; p = .374–.617). Despite no baseline difference (d = 0.03–0.07; p = .141–.70), exercise-induced increases were observed for IL-1 ra in smokers (d = 0.50; p = .024–.033), which was not observed in the never-smoker group. No between-group difference was observed for IL-6 across all points (d = 0.09–0.5; p = .102–.728); however, all groups observed significant within-group change (d = 0.27–1.09; p = .001–.042). Further, TNF-α for smokers smoking was elevated above both smokers not smoking and nonsmokers at baseline and across the protocol (d = 1.20–1.80; d = 0.20–1.0; p = .001–.035). Additionally, a marked postexercise increase in leukocyte and neutrophil concentrations was evident in smokers smoking compared with nonsmokers and smokers not smoking as indicated by a moderate-to-large effect size (d = 0.72; d = 0.78). Conclusion: Consequently, male smokers exhibit an altered postexercise proinflammatory profile compared with age- and fitness-matched nonsmokers.     

Gender‐Based Differential Prediction by Curriculum Samples for College Admissions

A longstanding concern about admissions to higher education is the underprediction of female academic performance by admission test scores. One explanation for these findings is selection system bias, that is, not all relevant KSAOs that are related to academic performance and gender are included in the prediction model. One solution to this problem is to include these omitted KSAOs in the prediction model, many of these KSAOs are 'noncognitive' and “hard‐to‐measure” skills in a high‐stakes context. An alternative approach to capture relevant KSAOs is using representative performance samples. We examined differential prediction of first year‐ and third year academic performance by gender based on a curriculum‐sampling test that was designed as a small‐scale simulation of later college performance. In addition, we examined differential prediction using both frequentist and Bayesian analyses. Our results showed no differential prediction or small female underprediction when using the curriculum‐sampling tests to predict first year GPA, and no differential prediction for predicting third year GPA. In addition, our results suggest that more comprehensive curriculum samples may show less differential prediction. We conclude that curriculum sampling may offer a practically feasible method that yields minimal differential prediction by gender in high‐stakes operational selection settings.