“Losing Touch”: Teachers on teaching and learning

Teachers recruited to a cohort study in 1978 were interviewed to elicit their views on issues surrounding the education system and teaching profession. Qualitative data were derived from a semi‐structured interview and quantitative data included a self‐report measure of temperament and character. The findings highlight a “mismatch” between the characteristics or attributes of teachers and the shifting role of teachers to accommodate administrative and “social work” duties for which they have not been trained. This shift, in turn, takes them away from their core business of teaching. Furthermore, a common attribute of cooperativeness in this teaching cohort is more aligned with the teaching role which may explain teachers' frustration in having to accommodate an independent working style of administrator. Greater use of administrative support staff and counseling services to free teachers to do what they have been trained is more likely to reduce levels of work dissatisfaction. Mentoring of new graduates is more likely to buffer the stress as they make the transition from a learning to a teaching environment. A mentoring matrix is offered which features a bi‐directional exchange of “tried and true ideas” of experienced teachers and “new ideas” of new graduates.     

Further evidence for a multifaceted model of mental speed: Factor structure and validity of computerized measures

The purpose of this study was to replicate the structure of mental speed and relations evidenced with fluid intelligence (Gf) found in a number of recent studies. Specifically, a battery of computerized tasks examined whether results with paper-and-pencil assessments held across different test media. Participants (N = 186) completed the battery, which incorporated 20 elementary cognitive tasks, 4 broad speediness (Gs) measures, and 5 Gf markers. Competing measurement models were tested. A higher-order model, with a general mental speed factor and 7 task-class specific factors fit the data well. Gs could not be distinguished from general mental speed. Besides the general mental speed factor, two task-class specific factors were moderately related to Gf. These findings strengthen the evidence for a multifacted structure of mental speed, and highlight the importance of specific speed task-classes in accounting for meaningful outcomes.     

Leveraging Sunken Investments in Communications Infrastructure: A Policy Perspective From the United States

Bridging the digital divide between information and technology haves and have-nots has waned from the top of the national policy agenda in the United States during a time in which the sunken investments of the 1990s need to be leveraged. A national information network now exists yet this infrastructure--largely hardware--needs to be continually modernized and parlayed with commitments to building human capacity, developing relevant content, and scaling socially beneficial technology applications, such as telemedicine, in order to optimize these initial multi-billion-dollar outlays. This article makes the case that sidestepping public-private initiatives aimed at accelerating digital opportunity is imprudent, given the mounting empirical evidence highlighting the payoffs of information and communications technologies, when properly integrated and applied, especially in enhancing the life chances of underserved Americans. Policy next steps should advance the goals of expanding universal service initiatives, including hastening broadband deployment to homes and learning institutions, and deepening programs which leverage the utility of the existing infrastructure, such as expanding human-capital development, producing relevant content, and innovating socially beneficial technology applications.     

Determination of the prevalence of anabolic steroids,stimulants, and selected drugs subject to doping controls among elite sport students using analytical chemistry

Abstract

Drug abuse by adolescents has been investigated in various surveys that reported correlations between age, gender, and activity. However, none of these studies included chemical analyses to help substantiate the statements of participants. In the present study, the urine specimens of 964 students (439 females, 525 males; mean age 22.1 years, s = 1.7), who applied to study sports sciences at university, were assessed for anabolic steroids, stimulants, and selected drugs prohibited in sports. In total, 11.2% of the urine specimens provided contained drugs covered by doping controls. The most frequently detected compound was the major metabolite of tetrahydrocannabinol (9.8%) followed by various stimulants related to amphetamine and cocaine (1.0%). Indications of anabolic steroid use were found in 0.4% of urine samples but originated from contraceptives containing norethisterone. The present study provided unambiguous data on the status quo of drug (ab)use by adolescents hoping for a career related to elite sport or sports sciences. No use of anabolic steroids was detected. However, evidence for stimulants and tetrahydrocannabinol administration was obtained, although not reported by any participant, which highlights the issue of under-reporting in surveys based solely on questionnaires.     

The Impact of Model Misspecification on Parameter Estimation and Item‐Fit Assessment in Log‐Linear Diagnostic Classification Models

Using a complex simulation study we investigated parameter recovery, classification accuracy, and performance of two item‐fit statistics for correct and misspecified diagnostic classification models within a log‐linear modeling framework. The basic manipulated test design factors included the number of respondents (1,000 vs. 10,000), attributes (3 vs. 5), and items (25 vs. 50) as well as different attribute correlations (.50 vs. .80) and marginal attribute difficulties (equal vs. different). We investigated misspecifications of interaction effect parameters under correct Q‐matrix specification and two types of Q‐matrix misspecification. While the misspecification of interaction effects had little impact on classification accuracy, invalid Q‐matrix specifications led to notably decreased classification accuracy. Two proposed item‐fit indexes were more strongly sensitive to overspecification of Q‐matrix entries for items than to underspecification. Information‐based fit indexes AIC and BIC were sensitive to both over‐ and underspecification.     

Participation in organized sports,physical education,therapeutic exercises,and non-organized leisure-time physical activity: how does participation differ between childhood cancer outpatients and healthy peers?

Most childhood cancer survivors are insufficiently active. Researchers are focusing on strategies to increase physical activity (PA). However, a detailed understanding of participation in specific types of PA is missing, meaning current strategies may lack relevant information. Thus, our study sought to analyze participation in different types of PA commonly engaged in by children: organized sports, physical education in school (PES), therapeutic exercise, and non-organized leisure-time PA. Thirty-eight childhood cancer outpatients and 51 healthy children completed questionnaires. Compared to healthy children, childhood cancer outpatients, especially those who are shortly after cessation of inpatient treatment, participated significantly less often in organized sports and PES and significantly more often in therapeutic exercise compared to the healthy children. Considering organized sports and PES afford children unique social benefits and provide the potential to motivate lifelong activity, future efforts should be placed on ensuring children with cancer can access these types of PA. Educating parents, teachers, and coaches, exploring referral pathways to exercise professionals and providing individual support may enhance participation rates in organized PA and should be investigated.     

PARENTAL FEARS AND EXPECTATIONS FROM THE POINT OF VIEW OF A COUNSELLING CENTRE FOR THE GIFTED

During the last five years the counselling centre in Hamburg has dealt with the identification, counselling and offering of special provision to gifted children aged from 5 to 17. More than 300 children and their parents have been individually interviewed, particular attention being paid to the childrens’ motivational, social, and emotional difficulties in school. Various counselling strategies have been adopted, while a number of concerns and expectancies of parents, according to the children's different IQ levels, have become apparent. Early identification and special provision for the gifted are of particular importance.