Investigating the relationship between pre-service physics teachers' professional knowledge,self-concept,and interest

This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education.     

Valid inferences of teachers’ judgements of pupils’ reading literacy: does formal teacher competence matter?

The primary aim of this study was to investigate whether and, if so, how formal teacher competence relates to the relationship between pupil reading achievement and teachers judgements’ of pupils’ reading achievement. The data come from the Swedish participation in the Progress in International Reading Literacy Study (PIRLS) 2001 in Grade 3. Information was obtained from pupils (N = 5271) and teachers (N = 351). Analyses were conducted using multilevel structural equation modeling (SEM) with random slopes. Teacher competence was operationalized using multiple observed indicators and defined as a latent variable. A higher correspondence between teacher judgements and pupil reading achievement for teachers with higher competence was found. The results highlight the importance of teacher competence in assessment practice.     

Kinematic differences of elite and high-performance tennis players in the cross court and down the line forehand

This study identified and compared the full body kinematics of different skill levels in the forehand groundstroke when balls were hit cross court and down the line. Forty-three three-dimensional retro-reflective marker trajectories of six elite and seven high-performance players were recorded using an eight-camera 400 Hz, Vicon motion analysis system. The six highest horizontal velocity forehands with reliable kinematics of all participants were analysed for each specific situation (a total of 156 analysed shots). Significant differences (p < 0.01) and large effect sizes were observed between elite and high-performance players in linear velocity of the shoulder (2.0 vs. 1.2 m/s), angular velocity of the pelvis (295 vs. 168 °/s), and angular velocity of the upper trunk (453 vs. 292 °/s) at impact. The elite group showed a tendency towards higher racquet velocities at impact (p < 0.05). No significant differences were found in angular displacement of the racquet, hip alignment, or shoulder alignment at the completion of the backswing; nor did angular displacement vary significantly at impact. Irrespective of the group, different shoulder, hip, and racquet angles were found at impact, depending on the situation. The results should assist coaches when striving to improve their players' forehand.     

A plea for mixed methods approaches in research on teaching in physical education

Research on teaching in Physical Education (RT-PE) comprises a great deal of complex phenomena. These can be understood at a more profound level by using mixed methods research approaches (MMR). Hence, the aim of this paper is to analyze potentials and limitations of mixed methods research in RT-PE, also trying to generate an additional value for MMR.     

Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations

In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as ‘sharing’, ‘co-construction’ and ‘constructive conflict’ are balanced. However, finding this balance is not enough. Important questions such as ‘communicating about what?’, ‘communicating with whom?’ and ‘communicating for what?’ remain crucial. Five other process variables ‘team reflexivity’, ‘team activity’, ‘boundary crossing’, ‘storage’ and ‘retrieval’ are identified. Besides the core process variables, our model organises the most important inputs, catalyst emergent states and outputs of team learning.     

水文预报的时间序列神经网络模型

时间序列分析在水文预报中起重要作用 ,其关键是要建立一个合适的预报模型 .文章提出基于 BP算法的单输出和多输出水文预报时间序列神经网络模型 ,克服了以往多种基于随机分析预报模型的缺点 ,不仅能实现快速灵活的信息处理 ,而且具有很强的非线性映射和自学习、自适应能力 ,这为更精确描述复杂非线性水文过程提供了可能 .通过对历史数据的学习 ,模型可对水文径流量时间序列进行预报 ,两个实例分析表明模型的可行性和有效性     

The Development of Word‐decoding Skills in Young Readers

Most of the research on the acquisition of word‐decoding skills has almost exclusively focused on the ability to read words in isolation. The purpose of this article is to extend our knowledge to the independent role of phonological and orthographic word‐decoding skills in the reading tasks which children encounter in school. The data were quite consistent with the general core of models suggesting that children first become proficient in phonological decoding then gradually shift towards a more direct orthographic‐decoding strategy. As such, these findings have helped to generalize models of the acquisition of word‐decoding skills to reading comprehension.     

RECONSTRUCTING DEWEYAN PRAGMATISM: A REVIEW ESSAY

In this essay Stefan Neubert argues that John Dewey was a philosopher of reconstruction and that the best use we can make of him today is to reconstruct his work in and for our own contexts. Neubert distinguishes three necessary and equally important components of the overall project of reconstructing Deweyan pragmatism: first, to make strong and productive use of the tradition; second, to establish new theoretical links in order to develop new conceptual tools; and third, to reconsider implications of Deweyan pragmatism with a view toward new articulations of human life experience. Neubert then discusses three recent publications in the field of Dewey scholarship—Larry Hickman's Pragmatism as Post-Postmodernism , Inna Semetsky's Deleuze, Education and Becoming , and David Granger's John Dewey, Robert Pirsig, and the Art of Living —as examples illustrating the importance of each component. During the course of this discussion, Neubert develops some conclusions about the complexity inherent in the comprehensive task of reconstructing Dewey's philosophy today.     

Kinematic analysis of proximal-to-distal and simultaneous motion sequencing of straight punches

Consecutive proximal-to-distal sequencing of motion is considered to be integral for generating high velocity of distal segments in many sports. Simultaneous usage of proximal and distal segments as seen in martial arts is by far less well investigated. Therefore, the aim of the study was to characterise and differentiate the concepts of consecutive (CSM) and simultaneous (SSM) sequence of motion in straight reverse punches as practised in Practical Wing Chun. Four experienced martial artists succeeded an eligibility test for technical proficiency in both concepts and performed a total number of 20 straight punches per concept. Eight MX13 Vicon cameras (250 fps) and Visual3D were used for motion capture and analyses. Both motion concepts showed proximal-to-distal sequencing of maximal joint velocities but, in SSM, this was coupled with simultaneous initiation. Key characteristics were: high pelvis momentum and backswing of shoulder and elbow (CSM); and importance of shoulder involvement (SSM). Different ranges of motion, timing aspects and achieved maximal angular velocities distinguished both concepts, which led to differences (p < 0.05) in fist velocity at contact, execution time, distance and horizontal shift of the centre of mass. Proper application of both concepts depends on the environmental setting, situational requirements and individual fighting style.