I wish I could believe you: the frustrating unreliability of some assessment research

Many practitioner researchers strive to understand which assessment practices have the best impact on learning, but in authentic educational settings, it can be difficult to determine whether one intervention, for example the introduction of an online quiz to a course studied by diverse students, is responsible for the observed effect. This paper uses examples to highlight some of the difficulties inherent in assessment research and suggests some ways to overcome them. Problems observed in the literature include: assuming that if two effects are correlated then one must have caused the other; confounding variables obscuring the true relationships; experimental approaches that are too far removed from reality; and the danger that self-reported behaviour and opinion is sometimes different from student’s actual behaviour. Practical solutions include: the use of an experimental or pseudo-experimental approach; the use of mixed methods; and the use of meta-analysis

Intersections and differentiations: a corpus-assisted discourse study of gender representations in the British press before, during and after the London Olympics 2012

This study examines the impact of a global sports event on gender representations in media reporting. Whereas previous research on gender, sport and media has been mainly concerned with sports events in the North American or Australian context, this study investigates the British media reporting before, during and after the London Olympics 2012. Our study follows the approach of Corpus-Assisted Discourse Studies (CADS) and uses both quantitative and qualitative research procedures. The results reveal more balanced gender representations during the London Olympics in that the ‘regular’ biased associations were supressed in favour of positive references to female achievements. However, little carry-though of the ‘gains’ was noted. Also, this study shows that the positive associations intersected with national sentiments and were used to celebrate the nation-state. At the same time, some subtle resistance was observed to accepting as ‘truly’ British the non-white athletes and those not born in Britain

Boast and bellow, giggle or chatter: gender and verbs of speech in children's fiction

Continued gender inequality and gendered representations in the media, broadly construed, remain of concern because of the dialectic relationship between language and society. One source of gender cues is fiction written for and consumed by children. The characters encountered in the pages of a popular book constitute the stuff of identity building and may become role models for thousands of young and impressionable readers

Producing single homelessness: descriptive practice in community mental health casework

This is a case study of a community-based interdisciplinary team of Mental Health professionals who work with homeless people in a large English city. Its aim is to 'unpack' the team's decision-making processes. Such processes construct the client as vulnerable in terms of mental health and/or homelessness. The analysis shows the ways in which client description is an organised social accomplishment and is contexted in related research in the sociology of mental illness. Following Goffman (1974) and Gubrium (1989), data are analysed against a background of changing and laminated frames and local cultures. A charge of deviancy is brought and then debated (McHugh 1970). The relation of this analysis to ethical and policy issues is discussed

The representation of sex workers in South African media: danger, morals and human rights

The ideological construct of gender typically positions women below men, and “others” certain types of women even more, especially those distinguished from idealised femininity by aspects of their sexuality. This paper explores the representation of sex work and sex workers in the South African media in 2009 and 2010, a time during which there was an increase in news coverage of sex work during the 2010 FIFA World Cup. Analysis of the two data sets revealed that sex work is still often perceived as immoral and dangerous, and that sex workers – overwhelmingly represented as women – are criminalised for their actions while client agency is largely obscured, which is in line with previous studies of South African newspapers. However, a strong liberal representation of sex workers was also found in one data set, which advocates the decriminalisation of sex work in the context of human rights. The use of the term “sex work” and its derivatives, rather than “prostitution”, was found to index this progressive stance

Men's reactions to receiving objective feedback on their weight, BMI and other health risk indicators

Background  Receiving information about one’s weight, Body Mass Index (BMI) and other indicators of health risk may prompt behaviour change. This study investigated men’s reactions to receiving information on indicators of health risk prior to taking part in a men-only weight management programme, Football Fans in Training (FFIT). It also investigated the extent to which the information was reported as influencing lifestyle change and having adverse consequences.  Methods  We undertook a qualitative, semi-structured, telephone interview study with 28 men who took part in FFIT. We sought to interview approximately equal numbers of men who had and had not lost 5% or more of their pre-programme body weight by the end of the 12-week programme. Data were analysed thematically utilising principles of framework analysis.  Results  Some men were apprehensive about receiving information which confirmed their overweight/obese status, particularly those less familiar with having similar information fed back to them. The professional football setting and the people present (including other men on the programme whom they perceived to be ‘like them’ and the fieldwork staff) were important factors in making the men feel comfortable in an otherwise potentially threatening situation. Men who achieved greater weight loss were more likely to report being motivated by this pre-programme feedback and to perceive themselves as responsible for their current weight and health status. However, for others the information only reaffirmed what they suspected about their relatively poor health status and was insufficient to prompt behaviour change.  Conclusion  Undertaking measurements and receiving information on health risk indicators, such as weight or BMI, within the context of behaviour change programmes can enhance motivation for behaviour change when communicated in an empathic and non-stigmatising way, and therefore should be considered as an integral part of interventions. However, providing feedback on health risk may be insufficient to prompt behaviour change in some people and may be detrimental to those with poor body image and/or lacking personal agency to adopt lifestyle changes. It is therefore imperative that adequate support and opportunities are made available when information on weight and disease risk are fed back within research or other settings

Weight management for overweight and obese men delivered through professional football clubs : a pilot randomized trial

Peer reviewedPublisher PD

Does gender matter? An analysis of men's and women's accounts of responding to symptoms of lung cancer

Peer reviewedPublisher PD

An investigation into patterns of interaction in small teaching groups at Rhodes University, with particular emphasis on the effect of gender, mother-tongue and educational background

The assumption underlying this study is that knowledge is constructed through interaction. Small teaching groups, or tutorials, are often regarded as a particularly effective context for learning in the setting of tertiary education in that they provide an environment for free interaction between students, and thus facilitate active learning. Factors which systematically affect the degree of participation of the individual in tutorIals -directly affect the learning experience of that individual and raise questions about the equality achieved in tutorials, in terms of opportunities for learning. This study focuses on one such type of factor: culturally acquired norms of interaction. The individual is seen as a composite of cultural identities, utilising norms acquired through socialisation and experience in appropriate contexts. Previous research has demonstrated that gendered norms of interaction and those associated with the individual's mother-tongue are particularly salient. In the educational context, norms acquired through previous experience of education are likely to be carried over to the new setting of the university. Thus these factors form the focus of this study. One flrst-year tutorial from each of five departments in the Faculties of Arts and Social Science at Rhodes University, Grahamstown, was video-recorded and the data thus obtained was analyzed for patterns of interaction in terms of gender, mother-tongue and educational background. A model of utterance types was developed to provide a structured description of the patterns found in the tutorials. Interviews and video-sessions with a sample of the tutorial members were conducted, which add a qualitative dimension to the investigation and allow for triangulation. The recorded tutorials and interviews reveal a marked awareness amongst students of the composition of tutorial groups in terms of gender and ethnicity and this composition appears to affect the relative participation of students, in that members of numerically dominant groups are more willing to participate. This is particularly clear in the case of female students. With regard to second-language (L2) speakers of English, a number of factors are highlighted which tend to decrease participation. Apart from problems with English as the medium of instruction, these students tend to be reluctant to participate due to cultural norms, according to which students, as subordinates, should not take the initiative in interaction, in order to show appropriate respect. Patterns of interaction by L2 students from racially integrated schools, however, do not conform to this set of norms as strongly. It is argued that sensitivity is required to address this situation and a number of options are presented