An integrative review of in-class activities that enable active learning in college science classroom settings     

Leilani A. Arthurs  Bailey Zo Kreager 《International Journal of Science Education》2013,35(15):2073-2091

ABSTRACT

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about ‘active learning’ in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified in-class activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept ‘active learning’ and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.  相似文献   

Comprehensive Religious Studies in Public Education: Educating for a Religiously Literate Society     

Suzanne Rosenblith  Bea Bailey 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):93-111

This article aims to enlarge the conversation about religion and public education by inviting readers to think about the benefits to be gained in society by providing a comprehensive religious studies curriculum in our public schools. In such a program, students will develop knowledge and understanding about various religious traditions, forge greater respect for the religious (and nonreligious) other, and think through existential concerns that have interested human beings for thousands of years. While recognizing that such a program is deeply contentious, we nevertheless reason that students, as participants in a democracy as well as members of a global community, must have the skills, tools, and knowledge to function in a religiously diverse world.  相似文献   

A Review of: “Inhabited Silence in Qualitative Research: Putting Poststructural Theory to Work; A Practical Guide to the Qualitative Dissertation”     

Lucy E. Bailey 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):282-288

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Is Anyone Out There Listening?     

Donald Bailey 《Quest (Human Kinetics)》2013,65(4):344-350

It is aprimary premise of pediatrics that a healthy childhood lifestyle provides a strong base for adult health. A child raised in a healthy environment who follows a healthy lifestyle is more likely to become a healthy adult. Thus, if the factors that predispose a child to marginal health can be modified, then both the child and the resultant grown adult will benefit. This review seeks to provide answers to the question of whether the physical activity patterns of many children in the western world today predispose them to a greater risk of skeletal fragility and osteoporosis later in life.  相似文献   

The right to learn: the WEA in the north of England     

Bill Bailey 《History of education》2013,42(5):697-698

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Developmental Changes in Attention and Comprehension Among Children With Attention Deficit Hyperactivity Disorder     

Ursula L. Bailey  Elizabeth P. Lorch  Richard Milich  Richard Charnigo 《Child development》2009,80(6):1842-1855

Changes in visual attention and story comprehension for children (N = 132) with attention deficit hyperactivity disorder (ADHD) and comparison peers were examined. Between the ages of 7 and 9 (Phase 1) and approximately 21 months later (Phase 2), children viewed 2 televised stories: 1 in the presence of toys and 1 in their absence. Both groups of children showed developmental increases in visual attention and stable group differences over time. Deficits in comprehension among children with ADHD, however, increased over time. Whereas comparison children’s recall of factual and causal information increased over time in both viewing conditions, children with ADHD showed no developmental improvement in recall of factual information in the toys‐present condition and no improvement in recall of causal relations in either viewing condition.  相似文献   

Ischemic preconditioning enhances critical power during a 3 minute all-out cycling test     

Patrick J Griffin  Richard A. Ferguson  Conor Gissane  Stephen J. Bailey 《Journal of sports sciences》2018,36(9):1038-1043

This study tested the hypothesis that ischemic preconditioning (IPC) would increase critical power (CP) during a 3 minute all-out cycling test. Twelve males completed two 3 minute all-out cycling tests, in a crossover design, separated by 7 days. These tests were preceded by IPC (4 x 5 minute intervals at 220 mmHg bilateral leg occlusion) or SHAM treatment (4 x 5 minute intervals at 20 mmHg bilateral leg occlusion). CP was calculated as the mean power output during the final 30 s of the 3 minute test with W′ taken as the total work done above CP. Muscle oxygenation was measured throughout the exercise period. There was a 15.3 ± 0.3% decrease in muscle oxygenation (TSI; [Tissue saturation index]) during the IPC stimulus, relative to SHAM. CP was significantly increased (241 ± 65 W vs. 234 ± 67 W), whereas W′ (18.4 ± 3.8 vs 17.9 ± 3.7 kJ) and total work done (TWD) were not different (61.1 ± 12.7 vs 60.8 ± 12.7 kJ), between the IPC and SHAM trials. IPC enhanced CP during a 3 minute all-out cycling test without impacting W′ or TWD. The improved CP after IPC might contribute towards the effect of IPC on endurance performance.  相似文献   

Recovery Responses to Maximal Exercise in Healthy-Weight Children and Children With Obesity     

Elizabeth A. Easley  W. Scott Black  Alison L. Bailey  Terry A. Lennie  Wilma J. Sims  Jody L. Clasey 《Research quarterly for exercise and sport》2018,89(1):38-46

Purpose: The purpose of this study was to examine differences in heart rate recovery (HRRec) and oxygen consumption recovery (VO₂ recovery) between young healthy-weight children and children with obesity following a maximal volitional graded exercise test (GXTmax). Method: Twenty healthy-weight children and 13 children with obesity completed body composition testing and performed a GXTmax. Immediately after the GXTmax, HRRec and VO₂ recovery were measured each minute for 5 consecutive minutes. Results: There were no statistically significant group differences in HRRec for the 5 min following maximal exercise, Wilks’s Lambda = .885, F(4, 28) = 0.911, p = .471, between the healthy-weight children and children with obesity despite statistically significant differences in body fat percentage (BF%; healthy-weight children, 18.5 ± 6.1%; children with obesity, 41.1 ± 6.9%, p < .001) and aerobic capacity relative to body mass (VO₂ peak; healthy-weight children, 46.8 ± 8.2 mL/kg/min; children with obesity, 31.9 ± 4.7 mL/kg/min, p < .001). There were statistically significant differences in VO₂ recovery for the 5 min following exercise, Wilks’s Lambda = .676, F(4, 26) = 3.117, p = .032. There were no statistically significant correlations between HRRec and body mass index (BMI), BF%, VO₂peak, or physical activity. Conclusions: In a healthy pediatric population, obesity alone does not seem to significantly impact HRRec, and because HRRec was not related to obesity status, BMI, or BF%, it should not be used as the sole indicator of aerobic capacity or health status in children. Using more than one recovery variable (i.e., HRRec and VO₂ recovery) may provide greater insight into cardiorespiratory fitness in this population.  相似文献   

Assessing Quality in Social Work Education: focus on diversity     

Wallace J. Gingerich  Karen M. Kaye  Darlyne Bailey 《Assessment & Evaluation in Higher Education》1999,24(2):119-129

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Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention     

Drew H. Bailey  Lynn S. Fuchs  Jennifer K. Gilbert  David C. Geary  Douglas Fuchs 《Child development》2020,91(2):382-400

We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects.  相似文献