Research and/or learning and teaching: a study of Australian professors' priorities,beliefs and behaviours

This paper presents findings from an empirical study of key aspects of the teaching and research priorities, beliefs and behaviours of 72 professorial and associate professorial academics in Science, Information Technology and Engineering across four faculties in three Australian universities. The academics ranked 16 research activities and 16 matched learning and teaching (L&T) activities from three perspectives: job satisfaction, role model behaviour and perceptions of professional importance. The findings were unequivocally in favour of research in all three areas and remarkably consistent across the universities. The only L&T activity that was ranked consistently well was ‘improving student satisfaction ratings for teaching’, an area in which academics are increasingly held accountable. Respondents also indicated that their seniors encourage research efforts more than L&T efforts. Recommendations include that higher education rewards for quality L&T are maintained or improved and that recognition of L&T research domains is further strengthened.     

Undergraduate students’ ideas about nature and human–nature relationships: an empirical analysis of environmental worldviews

The aim of the study was to gain insight into undergraduate students’ environmental worldviews by exploring their ideas about nature and human–nature relationships. Participants were 29 students from a university in Taiwan. Interviews were employed as the dominant method, while a questionnaire survey was also used to support the sample selection and enhance the understanding of the interview data. Interview responses were analyzed using a phenomenographic approach and revealed a variation of students’ ideas. One key finding was that although the students were generally pro-ecological, their ideas about nature and human–nature relationships seemed to be often a mixture of worldview tendencies typically as follows: (1) humankind is part of nature and subject to natural laws, and thus cannot possibly destroy nature; (2) humankind plays a dominator role in nature, but can be ‘replaced’ by other species; and (3) humankind should take responsibility for nature in order to secure sufficient natural resources and a livable environment for all species, especially humans. Moreover, the students described and explained nature predominantly from a scientific perspective. The educational implications of the findings and limitations of the study are also discussed.     

The politics of collaboration: discourse,identities, and power in a school–university partnership in Hong Kong

This article reports on how teacher educators from a university, acting as facilitators, supported teachers in conducting a school-based action research project as a practice of professional development in the context of reform in language assessment in Hong Kong. In particular, the article problematises how the facilitators and teachers negotiated and managed identities whilst being engaged in a collaborative action research project. Data were collected from semi-structured interviews. Critical discourse analysis was used to examine the textual data. A key finding was that identities were neither fixed nor finite in the context of collaboration, but were negotiated within and against a range of contextually salient discourses. A major contribution of the article lies in its examination of the complexities of negotiating identities when educators from two different institutional cultures collaborate. The article suggests that collaboration has to be understood within broader sociocultural contexts to identify the interplay of forces that shape relations, identities, and practices constructed.     

The impact of an alternative professional development model on teacher practices in formative assessment and student learning

Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used.     

A Model of Academic Self-Concept for High School Hispanic Students in New York

This study examined how Hispanic students’ academic self-concept influences the independent variables of family academic expectations, peer relationships, schoolwork, and student–teacher relationships. A survey was administered to 222 ninth-grade students in Long Island, New York, 99 of whom self-identified as Hispanic. A structural equation model analyzed the influence of the independent variables on the dependent variable, academic self-concept. A multiple regression analysis indicated that peer relationships, family academic expectations, and schoolwork were significant predictors of students’ academic self-concept. Peer relationships was a modifying variable on students’ academic self-concept.     

A biomechanical comparison of dominant and non-dominant arm throws for speed and accuracy

Training a non-dominant limb may increase a competitor's ability to perform with either side of his or her body and confer an advantage over competitors that use one side of the body exclusively. The aim of this study was to determine the kinematic differences between dominant and non-dominant arm throwing techniques for speed and accuracy in Under-17 and Under-19 high-performance cricketers. Seven participants performed ten throws for each arm (dominant/non-dominant) and condition (speed/accuracy) at a target positioned 10 m in front of them. Three-dimensional kinematic variables were measured using a Vicon motion analysis system. Digital footage was used to calculate stride data, ball speed, and record target accuracy. Data were analysed using repeated-measures analysis of variance and chi-squared tests. The non-dominant arm throws had significantly lower maximum lead knee lift, did not extend the lead knee in the arm acceleration phase, had significantly less elbow flexion before extension, had significantly less shoulder external rotation at the start of the arm acceleration phase, did not have a delay between the initiation of pelvic and upper torso internal rotation, and displayed a less than optimal coordination pattern. A speed–accuracy trade-off existed for the dominant arm throws. No trade-off was identified for the non-dominant arm throws. Through an enhanced understanding of how throwing technique varies between dominant and non-dominant arms, an opportunity exists for a performance-enhancing programme to be implemented so that ambidexterity of the throwing skill can be improved.     

Do as we do and not as we say: teacher educators supporting student teachers to learn on teaching practice

This paper reports data from a larger study into the ways in which Physical Education Teacher Education (PETE) students engaged in professional learning during teaching practice (TP) in Ireland. The study comprised one umbrella case study of Greendale University, schools and PETE students that consisted of five individual cases: tetrads of PETE student teacher, cooperating teacher (CT), University tutor (UT) and School Principal (SP). Each tetrad was defined as a unique community of practice located within the wider structures of school, education and university policies on teacher education. Data were collected over one academic year using qualitative research methods and grounded theory as a systematic data analysis tool.

Findings indicate that in each of the five cases, support for PETE student learning was, to some degree, dysfunctional. In particular, it became evident that there were two conflicting teacher-learning curricula in operation. The official curriculum, expressed in policy and by SPs, UTs and CTs (also referred to as mentors), valued a PETE student who cared for pupils, had a rich pedagogical content knowledge, knew how to plan for and assess pupils’ learning, valued reflection, and was an active member of a community of practice. The unofficial but essentially more powerful enacted curriculum, encouraged PETE students to draw upon their own resources to learn pedagogical content knowledge in an isolated and unsupported manner.

The data highlight the force of the unofficial curriculum and the ways in which PETE students were guided to the core of the dysfunctional community of practice by untrained CTs (mentors) and untrained UTs. PETE students in this study learned to survive in a largely unsupportive professional learning environment and, just as theories of social reproduction intimate, indicated that they would reproduce this practice with PETE students in their care in the future.

The findings suggest that in cases similar to those studied, there is a need for teacher educators in Ireland, (in both universities and schools) to critically interrogate their personal practices and implicit theories of teacher education and to engage in training for their role. There is also evidence to suggest that PETE students in Ireland could benefit from the development of school–university partnerships that act as fundamental units of high quality professional learning. In the cases studied, this may have led to a stronger focus on the intended or official curriculum of TP, led by the revised maxim: ‘Do as we say and as we do’.     

Effects of a cooling collar on affect,ratings of perceived exertion,and running performance in the heat

Abstract

During prolonged exercise, ratings of perceived exertion (RPE) and affect (pleasure; activation) play an important role in performance, especially in hot conditions. Although various mechanisms have been tried to manage the effects of heat (e.g. cooling jackets), the purpose of the current research was to assess the effect of a cooling collar on RPE, affect, thermal sensation, and running performance in the heat. Participants (n =8) wore a cold collar, uncooled collar or no collar as they completed three 90-min preloaded treadmill time-trials in the heat (30.5±0.1°C), which included 75 min at ～60% [Vdot]O_2max followed by a 15-min time-trial. Affect, RPE, and thermal sensation were measured throughout. Performance during the time-trial was significantly improved in the cold collar compared with the uncooled collar and no-collar trials; however, pleasure and activation ratings were highest for the no-collar trial. Findings suggest that a cooling collar may improve performance, but not necessarily “feel good”. Practically, it seems necessary to ensure sufficient education about the benefits, on balance, of the cold collar, while the performance improvements outweighed the reported discomfort of athletes in this study. In addition, the cold collar may prove quite beneficial for individuals who work in hot climates and or conditions, as it may be effective in minimizing discomfort associated with heat for other groups as well.     

Influence of a stressing constraint on stiffness and damping functions of a ski simulator's platform motion

The aim of this study was to assess the effect of stress on a previously acquired motor coordination. Following a longitudinal learning experiment, four participants performed oscillations on a ski simulator, either in normal or stressful conditions. The results showed that the amplitude of the oscillations decreased under stress, but no significant effect was seen regarding coordination, suggesting the strong resistance to stress of overlearned behaviour. Nevertheless, for one participant, a transient regression towards a former stage of learning was observed. This result was consistent with the regression hypothesis formulated by Fuchs ().     

Time–motion,heart rate,perceptual and motor behaviour demands in small-sides soccer games: Effects of pitch size

Abstract

The aim of this study was to examine physical, physiological, and motor responses and perceived exertion during different soccer drills. In small-sided games, the individual playing area (～275 m², ～175 m², and ～75 m²) was varied while the number of players per team was kept constant: 5 vs. 5 plus goalkeepers. Participants were ten male youth soccer players. Each session comprised three small-sided game formats, which lasted 8 min each with a 5-min passive rest period between them. A range of variables was recorded and analysed for the three drills performed over three training sessions: (a) physiological, measured using Polar Team devices; (b) physical, using GPS SPI elite devices; (c) perceived exertion, rated using the CR-10 scale; and (d) motor response, evaluated using an observational tool that was specially designed for this study. Significant differences were observed for most of the variables studied. When the individual playing area was larger, the effective playing time, the physical (total distance covered; distances covered in low-intensity running, medium-intensity running, and high-intensity running; distance covered per minute; maximum speed; work-to-rest ratio; sprint frequency) and physiological workload (percent maximum heart rate; percent mean heart rate; time spent above 90% maximum heart rate), and the rating of perceived exertion were all higher, while certain motor behaviours were observed less frequently (interception, control and dribble, control and shoot, clearance, and putting the ball in play). The results show that the size of the pitch should be taken into account when planning training drills, as it influences the intensity of the task and the motor response of players.