The 'Good' Teacher? Constructing Teacher Identities for Lifelong Learning

The symposium will focus on trans-national constructions of the 'good' teacher through popular culture, through professional development orthodoxies and through professional practices such as professional growth plans, inspection and teacher regulation

Three- versus four-factor prothrombin complex concentrate for the reversal of warfarin-induced bleeding

Objective: The objective of this study was to evaluate the effectiveness of 3-factor prothrombin complex concentrate (3F-PCC) compared to 4-factor PCC (4F-PCC) in warfarin-associated bleeding. Methods: This multicenter, retrospective, cohort study analyzed data from patients admitted between May 2011 and October 2014 who received PCC for warfarin-associated bleeding. The primary outcome was the rate of international normalized ratio (INR) normalization, defined as an INR ≤1.3, after administration of 3F-PCC compared to 4F-PCC. Other variables of interest included the incidence of additional reversal agents, new thromboembolic events, and mortality. Results: A total of 134 patients were included in the analysis. The average dose of PCC administered was 24.6 ± 9.3 units/kg versus 36.3 ± 12.8 units/kg in the 3F-PCC and 4F-PCC groups, respectively, P < 0.001. Baseline INR in the 3F-PCC and 4F-PCC groups was 3.61 ± 2.3 and 6.87 ± 2.3, respectively P < 0.001. 4F-PCC had a higher rate of INR normalization at first INR check post-PCC administration compared to 3F-PCC (84.2% vs. 51.9%, P = 0.0001). Thromboembolic events, intensive care unit and hospital length of stay, and mortality were similar among both groups. Conclusion: The use of 4F-PCC leads to a more significant reduction in INR compared to 3F-PCC though no difference in mortality or length of stay was observed. Thromboembolism rates were similar among both groups

Diversity in Mental Health Among Generations in the LGBTQI Community

This study captured the various mental health impacts among youth, younger adults, and older adults in the LGBTQI community. The LGBTQI community embodies a diverse set of subgroups that includes youth, younger adults, and older adults. Many in the LGBTQI community face prejudice, discrimination, harassment, and even rejection from family members. Youth and younger adults in LGBTQI communities are often victims of school violence, as well as intimate partner violence, and typically show signs of psychosocial adjustment disorder and psychological distress. LGBTQI older adults, although have a high incidence of social isolation and depression, are shown to be more resilient over psychological stressors compared to LGBTQI youth and younger adults. Recommended Citation Stone, J. L., & Harris, T. S. (2020, October 1-2). Diversity in mental health among generations in the LGBTQI community [Poster presentation]. Walden University Research Conference 2020 (online). https://scholarworks.waldenu.edu/researchconference/2020/posters/20

Changes in Athletic Identity in High School Athletes Before and After Injury

In Volume 4, Issue 1 of the JSMAHS you will find Professional research abstracts, as well as Under Graduate student research abstracts, case reports, and critically appraised topics. Thank you for viewing this 4th Annual OATA Special Edition

A psychocriminological investigation into risk factors contributing to youth sex offending

Youth sex offenders are not a homogenous population. They differ in terms of race, social class, victim preferences (both in terms of age and in terms of whether the victim is known to the offender or not), their modus operandi to gain compliance, levels of aggression and physical violence, the types (“hands on” or “hands off”) and levels (level 1, 2, or 3) of offences and lastly their motivations for committing a sex offence. The motivations are linked to the risk factors to which an individual is exposed, for example, a youth that was previously sexually victimised could sexually act out his experiences. A qualitative approach was used in this study. The researcher aimed to gain a holistic comprehension of the risk factors that youth attribute to their sex offending behaviour and thus this was the most appropriate approach to use. A semi-structured interview schedule was used as the data collection method as this allowed the researcher the freedom to change the sequence and forms of the questions in order to follow up on responses. The function of this interview schedule was to direct the researcher to ensure that she covered all the themes needed to obtain the necessary data. The interview schedule was made up of nine categories, namely: biographic characteristics, academic performance, extramural activities, substance use, family substance use problems, family and community violence, emotional status, caring and attachment to family and peers, sexual abuse and knowledge about sex. After the interviews were conducted, the data was transcribed, analysed and interpreted. The researcher made use of interpretative phenomenological analysis (IPA) to determine the emergent themes. The researcher eliminated the emergent themes that were impossible to label, or those deemed to be irrelevant to the study. Thereafter, the researcher clustered the emergent themes into sub-ordinate themes and validated these main and sub-ordinate themes. The researcher then provided a textural description to depict the experience and a structural description to depict the possible explanation of the experience of the respondents. Finally, a composite description provided the structure for the interpretation of the data. The researcher interpreted the main and sub-ordinate themes with relation to the literature review and the theories deemed useful in explaining the risk factors associated with youth sex offending, namely: Sigmund Freud’s psychoanalytic theory, Erik Erikson’s psychosocial theory of personality development, Albert Bandura’s social cognition theory, William Marshall and Howard Barbaree’s integrated theory, and Neil Malamuth’s confluence model of sexual aggression. The analysis and interpretation of the data revealed certain possible risk factors that could contribute to the phenomenon of youth sex offending in South Africa. The researcher provided possible methods of addressing these risk factors. The dearth of knowledge regarding the phenomenon of youth sex offending highlights the need for further research and the researcher made several recommendations regarding future research prospects in order to address this social problem and to give youth sex offenders the best chance of adopting pro-social behaviour. CopyrightDissertation (MA)--University of Pretoria, 2010.Social Work and Criminologyunrestricte

Mathematics Teacher Learning Preferences: Self-Determination Theory Implications for Addressing Their Learning Needs

Participant perceptions of the effectiveness of the Middle School Project Partnership (pseudonym) professional development course strategies were evaluated using Q Methodology. Factor analysis of participant sorts of a Q set developed from interviews and observations yielded three teacher types, with one group preferring social activities, the second preferring activities promoting deeper understanding, and the third preferring autonomy in their learning. These teacher types are consistent with the basic needs identified in Self-Determination Theory which is commonly employed as a theory to explain motivation associated with positive outcomes in the field of education.  Participant types did not differ by gender, course location, teaching experience, or scores on measures of teacher conceptual understanding of mathematics. Findings indicate that professional development activities should be varied to meet the learning needs of teachers, which tend to differ based on the range of teachers’ self-determination to engage in the professional learning activities. Teachers appeared to interact with course strategies and activities in a manner that met underlying needs for learning. Therefore, collecting this type of information from teachers could be used to design training in ways that will lead to increased self-efficacy and enhanced experiences for all teachers. Future research is necessary to explore the possible connection between self-determination theory and teacher outcomes as designing teacher development activities and strategies using a theoretical framework for motivation might strengthen existing approaches and outcomes including retention and fidelity to instructional approaches. Keywords: Self-Determination Theory, Professional Development, Middle School, Learning Preference

Gender differences in adolescent online victimisation and sexting expectancies

Adolescence, as a stage of life, initiates psychosocial and psychosexual changes in teenagers. Amid the (sometimes confusing) process of sexual development and maturation, many adolescents have access to cutting edge media technologies and could access or be exposed to content which is sexual in nature. Sexting refers to the sending, receiving and/or forwarding of nude or sexually suggestive photographs and/or sexually explicit messages across social media platforms. In the case of minors, sexting is considered a criminal offence. This article describes the gendered experiences of secondary school learners regarding online victimisation and the expectancies (positive and negative) of sending and receiving sexts. Data was collected from 83 learners (mean age of 14.3 years) attending two private schools in Gauteng. The self-administered questionnaire contained standardised scales which allowed for total scores to be calculated. Significant differences featured between male and female learners on 8 of the 14 variables measuring online victimisation, including “People have posted rude or mean things about me online”, “People have asked me to send sexy pictures/photographs online” and “People have continued to engage sexually with me online, even after I asked them to stop”. The sextpectancies measure revealed gendered differences insofar as positive attitudes towards sending sexts, but not regarding negative sentiments toward sending texts. However, gender differences featured across both positive and negative expectancies of receiving texts. The results suggest gendered policy responses to adolescent sexting. The challenges of gaining access to and participation by adolescents on topics of the present nature will also be discussed.http://www.sapsac.co.za/carsa.htmlam2019Social Work and Criminolog

Middle Level Mathematics Teachers’ Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background

Profile analyses were used to investigate differences in the self-efficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers’ self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such as preparation in their teaching domain

Classic metaphyseal lesion acquired during physical therapy

A classic metaphyseal lesion (CML) is highly specific for nonaccidental trauma. Missing CMLs can be devastating to the child as the child can continue to be exposed to inflicted trauma. Yet, there are rare case reports on CMLs that occur due to birth trauma, IV line placement, and treatment for clubfoot. We present a case of a CML in the tibia that occurred in the hospital secondary to physical therapy, that also caused a femoral shaft fracture, in a term child with hypertonic lower extremities secondary to myelomeningocele. Radiologists, as well as child abuse pediatricians, should be aware of the rare exception when CML is secondary to non-abusive injury

Engaging the Power of Peer Observation

As a college professor, I have taught hundreds of graduate students in instructional leadership and reflective teaching courses. The overwhelmingly consistent report I hear from these active and engaged educators is that they rarely, if ever, have time to see each other teach. Teaching remains an isolated event - protected time for teachers to share their craft through thoughtful peer discussion and observation rarely. exists. When time is devoted to these activities, it usually is prescribed by building or division-led professional development initiatives, experiences teachers say do not feel genuine, safe, and focused on true reflection and growth. As Daniels, Pirayoff, and Bessant state, professional development experiences in K-12 education are often disconnected from what teachers actually want and need in order to authentically improve and/or strengthen their practice (2013, p.268)