Effectiveness of Two Keyboarding Instructional Approaches on the Keyboarding Speed, Accuracy, and Technique of Elementary Students

Background: Keyboarding skill development is important for elementary students. Limited research exists to inform practice on effective keyboarding instruction methods. Method: Using a quasi-experimental design, we examined the effectiveness of Keyboarding Without Tears® (n = 786) in the experimental schools compared to the control schools who used the district standard instructional approach of free web-based activities (n = 953) on improving keyboarding skills (speed, accuracy, and technique) in elementary students. Results: The results showed significant improvements in keyboarding speed and accuracy in all schools for all grades favoring the experimental schools compared to the control schools. Significant differences in improvements in keyboarding technique were found with large effect sizes favoring the experimental schools for kindergarten to the second grade and small effect sizes favoring the control schools for the third to fifth grade. Conclusion: Professionals involved in assisting with keyboarding skill development in children are recommended to begin training in these skills in early elementary grades, especially to assist in proper keyboarding technique development. While using free web-based activities are beneficial to improving keyboarding speed and accuracy, as well as keyboarding technique, using a developmentally-based curriculum, such as Keyboarding Without Tears®, may further enhance improvements in the keyboarding skills of elementary students

Witten's conjecture and Property P

Let K be a non-trivial knot in the 3-sphere and let Y be the 3-manifold obtained by surgery on K with surgery-coefficient 1. Using tools from gauge theory and symplectic topology, it is shown that the fundamental group of Y admits a non-trivial homomorphism to the group SO(3). In particular, Y cannot be a homotopy-sphere.Comment: Published by Geometry and Topology at http://www.maths.warwick.ac.uk/gt/GTVol8/paper7.abs.html Version 5: links correcte

Antonio Gramsci’s impact on critical pedagogy

This paper provides an account of Antonio Gramsci’s impact on the area of critical pedagogy. It indicates the Gramscian influence on the thinking of major exponents of the field. It foregrounds Gramsci's ideas and then indicates how they have been taken up by a selection of critical pedagogy exponents who were chosen on the strength of their identification and engagement with Gramsci's ideas, some of them even having written entire essays on Gramsci. The essay concludes with a discussion concerning an aspect of Gramsci's concerns, the question of powerful knowledge, which, in the present author's view, provides a formidable challenge to critical pedagogues.peer-reviewe

The Hot Gas Exhaust of Starburst Engines in Mergers: Testing Models of Stellar Feedback and Star Formation Regulation

Using archival data from the Chandra X-ray telescope, we have measured the spatial extent of the hot interstellar gas in a sample of 49 nearby interacting galaxy pairs, mergers, and merger remnants. For systems with SFR > 1 M(sun)/yr, the volume and mass of hot gas are strongly and linearly correlated with the star formation rate (SFR). This supports the idea that stellar/supernovae feedback dominates the production of hot gas in these galaxies. We compared the mass of X-ray-emitting hot gas Mx(gas) with the molecular and atomic hydrogen interstellar gas masses in these galaxies (M(H2) and M(HI), respectively), using published carbon monoxide and 21 cm HI measurements. Systems with higher SFRs have larger Mx(gas)/(M(H2) + M(HI)) ratios on average, in agreement with recent numerical simulations of star formation and feedback in merging galaxies. The Mx(gas)/(M(H2) + M(HI)) ratio also increases with dust temperature on average. The ratio Mx(gas)/SFR is anti-correlated with the IRAS 60 micron to 100 micron flux ratio and with the Spitzer 3.6 micron to 24 micron. These trends may be due to variations in the spatial density of young stars, the stellar age, the ratio of young to old stars, the initial mass function, and/or the efficiency of stellar feedback. Galaxies with low SFR (<1 M(sun)/yr) and high K band luminosities may have an excess of hot gas relative to the relation for higher SFR galaxies, while galaxies with low K band luminosities (and therefore low stellar masses) may have a deficiency in hot gas, but our sample is not large enough for strong statistical significance.Comment: Astronomical Journal, in pres

Participation in physical play and leisure : developing a theory- and evidence-based intervention for children with motor impairments

Peer reviewedPublisher PD

Deweyan tools for inquiry and the epistemological context of critical pedagogy

This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey\u27s conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey\u27s epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students\u27 world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students\u27 current social lives, especially where students may be directly implicated

Social difference, cultural arbitrary and identity : an analysis of a new national curriculum document in a non-secular environment

This article focuses on the idea of the Curriculum as a 'selection from the cultures of society' and as a site of contestation for legitimacy and identity affirmation. The purpose is to shed some light on the nature of curricular reform being advocated in a specific context - Malta. Throughout the past four years, there has been a revamping of the National Minimum Curriculum (NMC) document in Malta, established in 1988. The 'old' National Minimum Curriculum was subject to criticism focusing on a variety of issues (echoing criticisms levelled at similar National Curricula elsewhere), including issues concerning difference and identity. The first part of the article deals briefly with the issues concerning difference raised in this criticism, focusing on the issues of class, race/ethnicity, gender and disability. The second part focuses on the long and gradual build up towards the development of the new National Curriculum document. The process centres around two documents, the preliminary Tomorrow's Schoolsdocument and the draft NMC document. The issues of equity and the affirmation of social difference, as well as the move towards de-streaming, are discussed. It is argued that this process of reform benefited from the criticism of the earlier NMC document. The process of reform involved an attempt at widespread participation by various stakeholders - parents, teachers, students, unions, women's organisations, disabled person's organisations etc. The final section focuses on the final new NMC document. In this section, the authors explore the compromises, which have been made in reaction to the draft document, indicating the interests at play. Whose cultural arbitrary is reflected in the final document? The article concludes with a discussion centring around lessons to be drawn from a process of curricular reform, involving issues related to identity and difference, carried out in a country characterised by a non-secular environment.peer-reviewe