Manhattanville College

Few studies have compared the impact characteristics of modern American football helmet types. The purpose of this study was to measure and compare the collision biomechanics of the common Vicis Zero1 (2.27 kg) and Riddell Speedflex (2.09 kg) helmets. Linear drop tests were conducted from 1.52, 1.98, 2.59, and 3.05 m with a Hybrid III headform. The helmets were positioned crown-down and dropped in a manner that resulted in minimal pre-collision rotation. An 8-camera motion capture system recording at 300 Hz was used to verify that contact occurred to the region of the helmet immediately superior to the top of the facemask for each trial. Impact kinetics were recorded via a force plate sampling at 1800 Hz. Peak and mean accelerations (g) were calculated from initial contact until peak vertical ground reaction force (VGRF) was reached. Independent t-tests and effect sizes (Hedge’s g) were performed. The Speedflex helmet resulted in greater peak VGRF, peak acceleration, and mean acceleration (p = 0.045, <0.001, and <0.001, respectively). Effect sizes were medium for VGRF (0.73) and large for peak (48.07) and mean (2.28) accelerations. These data indicate that the Zero1 helmet, which has a compliant outer shell, may lead to greater athlete safety by resulting in peak forces and accelerations of less magnitude as compared to helmets with rigid shell designs.

The inclusive classroom has become an increasingly popular classroom model but is not consistently implemented in schools. This paper seeks to find which collaborative teaching practices are commonly used in K-12 schools today, how teachers perceive the effectiveness of co-teaching methods, how teachers are prepared for co-teaching and their perception of the effectiveness of their training, the current challenges of co-teaching, and how those challenges are resolved. To achieve this, a survey was conducted amongst 54 anonymous and voluntary participants to compare the perceptions and experiences of those currently co-teaching with varying years of teaching and co-teaching experience. The results show that most teachers enjoy co-teaching and collaborating with their co-teaching partners, but the most common challenge of co-teaching is finding time to meet and plan. Similarly, most are not adequately prepared for pre-service or in-service teaching training, leading many to use ineffective co-teaching practices.

This chapter will describe a graduate-level online teacher education course titled “CS for Teachers,” which exposed novice teacher candidates to the key concepts of computational thinking, especially abstraction, mostly for the first time. This asynchronous online course was designed to introduce these teacher candidates to these concepts through increasingly challenging projects or “challenges” and to provide the highest levels of autonomy and freedom in meeting these challenges. Student-to-student and student-to-teacher interactions were examined to explore the content and tenor of such interactions throughout the course. This analysis revealed that during the hardest part of these challenges, student-to-student interactions dramatically increased and increasingly focused on asking for and providing support to one another in authentic and meaningful ways. Implications for teacher education are explored.

This volume contains three articles that address the idea of humanizing online learning. learning technologies as platforms. The first by Olivia Stewart investigates work done to increase engagement and participation in an asynchronous course. The second is an implementation paper by Kam Moi Lee and her colleagues that investigated the role that online personas and journey mapping through the lens of equitable design practice. The third is a review of higher education mathematics homework and course platforms.Finally, April Burton contributed a book review of Caitlin Tucker’s recent book on Blended Learning.

ABSTRACT This article proposes additional critical media literacy principles regarding bodies and performance to be implemented in the media higher education classroom, based on the findings of an interpretive action-research based study. The study took place in a media literacy classroom taught at a northeastern university. The goal was to develop methods to further decolonise the classroom and make it more equitable. Prefacing the study with theoretical perspectives of performance studies, queer theories, critical race theories, and education theories, I further used Potter’s stages of media literacy development to assess student understandings of media literacy concepts. I further examined student’s understanding of bodies and performance as the focus of decentring normative perspectives was consistent throughout the course. With the use of monster films, I explored how unconventional narratives could be used to decentre norms of whiteness and heteronormativity in classroom conversations. Results concluded that using monster films in the classroom did aid students in participating in conversations that decentred heteronormativity and whiteness, and in doing so created a more inclusive environment where students felt comfortable and willing to engage in critical conversations.

This volume contains three articles that address the context and contextual factors that influence the use of learning technologies in a variety of settings. The first, by Kimberly Nava Eggett, utilizes a Critical Race Theory framework to evaluate the effectiveness of instructional technology and STEM opportunities for girls and students of color. The second, a literature review by Aigul Rakisheva, analyzes research that addresses Computational Thinking (CT) competency frameworks used to evaluate pre-service teachers' digital competence levels. The third, by Sheila Marie Noonen, reviews the book Disciplinary Literacy and Gamified Learning in Elementary Classrooms: Questing Through Time and Space,by Leslie Haas , Michelle Metzger , and Jill T. Tussey.