Convergence Concerns in Local Television: Conflicting Views From the Newsroom

This nationwide survey studies the impact of convergence on reporters and producers in small and medium local television markets. The article examines the manner in which convergence-related responsibilities affect the daily routines of these news workers. It also assesses their perceptions of convergence and challenges they face, including concerns about the impact of convergence on the quality of their work. Authors compare these views to the opinions of news directors across the United States (gathered in previous research), finding significant differences between news workers' perspectives and those of their bosses.     

‘It doesn’t speak to me’: understanding student of color resistance to critical race pedagogy

Scholars maintain that when race and racism are addressed as factors that continue to shape inequality in the classroom, white students often deny the validity of these claims, while Students of Color tend to feel empowered by them. However, drawing on open-ended interviews, focus group discussions, and survey data, we argue that some Students of Color resist critical race pedagogy and curriculum. Specifically, we identify and analyze how this push back is articulated through three triggers: (1) an entrenchment in majoritarian ideologies; (2) a disavowal of racialized oppression; and (3) a disinclination to scrutinize personal experiences marred by race. These dynamics illustrate what we call ‘resisting decolonization’ – a reluctance to grapple with pedagogies that destabilize dominant ideologies about race and racism in schools and disrupt mainstream ideas regarding ethnic or racial identity. We introduce this concept in an attempt to hone critical race pedagogy to better address the needs of Students of Color who sometimes unknowingly participate in the marginalization of Populations of Color through deficit thinking or through the denial of the continuing significance of race.     

Establishing a Community of Inquiry through Hybrid Courses in Clinical Social Work Education

Utilizing the conceptual framework of Garrison, Anderson, and Archer for critical inquiry, this paper outlines the importance of the community of inquiry (COI) model and how it may inform online social work education. Integrating the COI model, we discuss how online learning in the classroom with a hybrid approach has been used to facilitate critical reflection and discourse. To illustrate this approach, we provide two case examples from clinical courses taught in an MSW program.     

Relationship between performance-based and laboratory tests for lower-limb muscle strength and power assessment in healthy older women

Abstract

The aim of the study was to assess the relationship between performance-based and laboratory tests for muscular strength and power assessment in older women. Thirty-two women aged 68.8 ± 2.8 years were recruited. All participants were asessed for: (a) two performance-based tests – the box-stepping test (mean 296 ± 51 J) and two-revolution maximum test (mean 7.1 ± 2 kg) performed while pedalling on a cycle ergometer; and (b) muscular function tests – maximal instantaneous peak power jumping on a force platform (mean 1528 ± 279 W); maximal voluntary contraction (MVC) during knee extension (mean 601 ± 571 N) and leg press (mean 626 ± 126 N), and leg press power (mean 483 ± 98 W) on a dynamometer. Using univariate analysis, performance-based tests were compared with laboratory muscle strength and power measurements. Muscle power correlated most strongly with the performance-based tests for both jumping and leg press power (r-values between 0.67 and 0.75; P < 0.01). The correlation with muscle strength measures ranged between 0.48 and 0.61 (P < 0.01). The proposed tests may have particular relevance in geriatric and rehabilitation environments as they represent an easy, practical, and inexpensive alternative for the assessment of muscular strength and power.     

Doing dissections differently: A structured,peer‐assisted learning approach to maximizing learning in dissections

Areas of difficulty faced by our veterinary medicine students, with respect to their learning in dissection classes, were identified. These challenges were both general adult‐learning related and specific to the discipline of anatomy. Our aim was to design, implement, and evaluate a modified reciprocal peer‐assisted/team‐based learning format—Doing Dissections Differently (DDD)—to complement existing dissection classes, with the intention of enhancing both student learning and the student learning experience. Second year veterinary medicine students (n = 193), in their usual dissection groups, were randomly assigned to one of four roles: anatomist, clinician, radiologist, and learning resources manager. Students attended a preparatory workshop outlining the skills required for effective execution of their role. They were then asked to perform their roles throughout five consecutive musculoskeletal dissection classes. Student attitudes to dissection classes before and after DDD were evaluated by questionnaire (146 respondents). There was a significant (P = 0.0001) improvement after DDD in a number of areas: increased perceived value of dissection classes as an anatomy learning aid; improved appreciation of the clinical relevance of anatomy; increased use of resources before and during dissection classes; and longer preparation time for dissection classes. Before DDD, 45% of students felt that at least one peer did not contribute usefully to the group during dissection classes; no improvement was seen in this measure after DDD. Although the new format highlighted a potential need to improve teamwork, most students actively engaged with DDD, with dissection classes valued more highly and utilized more effectively. © 2012 American Association of Anatomists.     

Older Australian's Motivation for University Enrollment and Their Perception of the Role of Tertiary Education in Promoting Healthy Aging: A National Cross-Sectional Study

The aims of this study were to describe the characteristics of older Australian university students (aged 60+ years); to identify the factors that motivate late-life, tertiary-level learning; and to capture older students’ views about the role of tertiary-level learning in promoting healthy aging. In 2012, an invitation to participate in the study was sent to all 39 Australian universities, seeking their support and cooperation to recruit students aged 60+ years into the study. Eligible participants were asked to complete an online survey that comprised a range of closed and open-ended questions related to their university study. Narrative data were coded into themes using an inductive approach in QSR NVivo. A total of 626 older students completed the online survey. Just over half (55%) of the sample were women, 86% were aged between 60–70 years of age, 49% held a graduate qualification, and the majority (69%) were born in Australia. Participants cited a range of personal and vocational motivations for enrolling in a university course. They believed that university-level learning kept the mind and brain active; enabled access to an interesting, challenging, and purposeful activity; promoted social engagement and intergenerational communication; and improved confidence, knowledge, and skills. Future prospective experimental studies of older learners are required to objectively assess the impact of university-level learning on their health and wellbeing, including cognitive function. These data will quantify the benefits of tertiary-level learning to older people and society.     

The skeletons in our closet: E‐learning tools and what happens when one side does not fit all

In the anatomical sciences, e‐learning tools have become a critical component of teaching anatomy when physical space and cadaveric resources are limited. However, studies that use empirical evidence to compare their efficacy to visual‐kinesthetic learning modalities are scarce. The study examined how a visual‐kinesthetic experience, involving a physical skeleton, impacts learning when compared with virtual manipulation of a simple two‐dimensional (2D) e‐learning tool, A.D.A.M. Interactive Anatomy. Students from The University of Western Ontario, Canada (n = 77) participated in a dual‐task study to: (1) investigate if a dual‐task paradigm is an effective tool for measuring cognitive load across these different learning modalities; and (2) to assess the impact of knowledge recall and spatial ability when using them. Students were assessed using knowledge scores, Stroop task reaction times, and mental rotation test scores. Results demonstrated that the dual‐task paradigm was not an effective tool for measuring cognitive load across different learning modalities with respect to kinesthetic learning. However, our study highlighted that handing physical specimens yielded major, positive impacts on performance that a simple commercial e‐learning tool failed to deliver (P < 0.001). Furthermore, students with low spatial ability were significantly disadvantaged when they studied the bony joint and were tested on contralateral images (P = 0.046, R = 0.326). This suggests that, despite limbs being mirror images, students should be taught the anatomy of, as well as procedures on, both sides of the human body, enhancing the ability of all students, regardless of spatial ability, to take anatomical knowledge into the clinic and perform successfully. Anat Sci Educ 10: 570–588. © 2017 American Association of Anatomists.     

Informing in the Information Age: How to Communicate Measurement Concepts to Education Policy Makers

Current educational policies rely on educational assessments. However, the technical aspects of assessments are often unknown to policy makers, which is dangerous because sound assessment policy requires knowledge of the strengths and limitations of educational tests. In this article, we discuss the importance of informing policy makers of important psychometric issues that should be considered whenever tests are proposed for specific purposes. We discuss the types of information that are important to communicate to policy makers, how to best convey this information in a manner in which it can be understood, and how to be seen as a valuable source of information to education policy makers. We end with some specific steps organizations such as NCME can take to inform policy makers and advocate for valid educational assessment policies.     

Indigenous Australian women and sport: findings and recommendations from a parliamentary inquiry

Researchers have consistently pointed to positive links between sport, physical activity, health and wellbeing amongst marginalized population groups. This paper concentrates on a group about which little is presently known in terms of these links – Indigenous women in Australia. The catalyst for this focus is twofold: demographic data that, while sparse, suggests that this group has very low levels of participation in sport and associated physical activity; and second, a recent parliamentary inquiry into Indigenous sport in which the participation of women featured in several submissions. Both data sets confirm that Indigenous women are significantly underrepresented in the Australian sporting landscape. There is no systematic knowledge about why this is so. The present study contributes to that small body of literature by considering (a) evidence about participation rates of Indigenous women in sport; and (b) the aspirations of sport organizations to attract Indigenous women into their programs.