Kaye Academic College of Education

About: Kaye Academic College of Education is a education organization based out in Beersheba, Israel. It is known for research contribution in the topics: Teacher education & Heutagogy. The organization has 87 authors who have published 179 publications receiving 2221 citations.

Aging-Induced Shifts From a Reliance on Sensory Input to Muscle Cocontraction During Balanced Standing

Abstract: Background. Peripheral sensation is the most important sensory system in the maintenance of upright posture in all age groups. With aging, visual and somatosensory processing change their prospective contribution to the maintenance of quiet standing, at debated percentages. Aging is associated with a decrease in balance abilities that, in turn, increases the risk of falling. We used force plate data to show that, with aging, while vision plays a significant role in regulating postural stability (PS), the individual’s perception of his/her stability becomes more significant than vision. Moreover, under experimental conditions, electromyography (EMG) of the ankle musculature of elderly people reveals the adoption of a different strategy, a cocontraction strategy, with or without visual input. The aim of this study was to look at two distinct age groups to determine whether or not a shift takes place in the sensory modality typically relied on while maintaining PS during a static, postural-related task. Method. The participants comprised two groups: a ‘‘young’’ (Y) group of 20 people aged 20‐35, and an ‘‘old’’ (O) group of 32 people aged 65‐84. The role of vision was tested with regard to two differently sized bases of support. They were tested during quiet upright standing on a single force plate in wide base and then in narrow base conditions. Surface EMG was recorded from the tibialis anterior, soleus, rectus femoris, and semitendinous muscles. Results. The older group differed from the younger group when performing the task under the narrow base condition. When participants stood naturally, our EMG data indicated that, unlike the Y group, the O group used cocontraction around the ankle in order to deal with changing conditions and sensory inputs. Significant increases were found in the area, length, and mean velocity of body sway in the older group as compared with the younger group. Discussion. The visual contribution to postural stabilization is significantly greater in the younger population than in the elderly population. Across the older group, lack of vision seemed to interfere less with PS; however, the EMG data indicated that, unlike the Y group, the O participants used cocontraction around the ankle in order to deal with changing conditions and sensory inputs. Conclusion. To cope with the deterioration in their sensory input and processing ability, elderly individuals seemed to have developed a strategy of stiffening and freezing their lower legs during upright standing.

The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation

Abstract: We investigated the role of three beliefs in predicting teachers’ motivating style toward students—namely, how effective, how normative, and how easy-to-implement autonomy-supportive and controlling teaching were each believed to be. We further examined national collectivism–individualism as a predictor of individual teachers’ motivating style and beliefs about motivating style, as we expected that a collectivistic perspective would tend teachers toward the controlling style and toward positive beliefs about that style. Participants were 815 full-time PreK-12 public school teachers from eight different nations that varied in collectivism–individualism. All three teacher beliefs explained independent and substantial variance in teachers’ self-described motivating styles. Believed effectiveness was a particularly strong predictor of self-described motivating style. Collectivism–individualism predicted which teachers were most likely to self-describe a controlling motivating style, and a mediation analysis showed that teachers in collectivistic nations self-described a controlling style because they believed it to be culturally normative classroom practice. These findings enhance the literature on the antecedents of teachers’ motivating styles by showing that teacher beliefs strongly predict motivating style, and that culture informs one of these beliefs—namely, normalcy.

The practicum in preservice teacher education: a review of empirical studies

Abstract: This literature review presents a systematic analysis of 113 empirical studies conducted between 1996 and 2009, portraying a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils’ diversity. The supervisors’ role is focused mainly on the preservice teachers’ inner world, and only few studies examined school students’ achievements as a result of preservice teachers’ instruction. The individual relationships between mentors, supervisors, and preservice teachers were attended by tension and conflicts ensuing from different interests, educational philosophies, and status differences that were not bridged. Preservice teachers’ acquaintance with staff and principals at the host school were a negligible part of the practicum descriptions. The discussion will portray two ki...

Do high impact exercises produce higher tibial strains than running

Abstract: Background—Bone must have sufficient strength to withstand both instantaneous forces and lower repetitive forces. Repetitive loading, especially when bone strain and/or strain rates are high, can create microdamage and result in stress fracture Aim—To measure in vivo strains and strain rates in human tibia during high impact and moderate impact exercises. Methods—Three strain gauged bone staples were mounted percutaneously in a rosette pattern in the mid diaphysis of the medial tibia in six normal subjects, and in vivo tibial strains were measured during running at 17 km/h and drop jumping from heights of 26, 39, and 52 cm. Results—Complete data for all three drop jumps were obtained for four of the six subjects. No statistically significant differences were found in compression, tension, or shear strains with increasing drop jump height, but, at the 52 cm height, shear strain rate was reduced by one third (p = 0.03). No relation was found between peak compression strain and calculated drop jump energy, indicating that subjects were able to dissipate part of the potential energy of successively higher drop jumps by increasing the range of motion of their knee and ankle joints and not transmitting the energy to their tibia. No statistically significant differences were found between the principal strains during running and drop jumping from 52 cm, but compression (p = 0.01) and tension (p = 0.004) strain rates were significantly higher during running. Conclusions—High impact exercises, as represented by drop jumping in this experiment, do not cause higher tibial strains and strain rates than running and therefore are unlikely to place an athlete who is accustomed to fast running at higher risk for bone fatigue. Key Words: bone; strain; biomechanics; stress fractures; impact