Income and Social Rank Influence UK Children's Behavioral Problems: A Longitudinal Analysis          下载免费PDF全文

Elisabeth A. Garratt  Tarani Chandola  Kingsley Purdam  Alex M. Wood 《Child development》2017,88(4):1302-1320

Children living in low‐income households face elevated risks of behavioral problems, but the impact of absolute and relative income to this risk remains unexplored. Using the U.K. Millennium Cohort Study data, longitudinal associations between Strengths and Difficulties Questionnaire scores and absolute household income, distance from the regional median and mean income, and regional income rank were examined in 3‐ to 12‐year‐olds (n = 16,532). Higher absolute household incomes were associated with lower behavioral problems, while higher income rank was associated with lower behavioral problems only at the highest absolute incomes. Higher absolute household incomes were associated with lower behavioral problems among children in working households, indicating compounding effects of income and socioeconomic advantages. Both absolute and relative incomes therefore appear to influence behavioral problems.  相似文献   

Emotional Intelligence and Education: A critical review     

Neil Humphrey  Andrew Curran  Elisabeth Morris  Peter Farrell  Kevin Woods 《教育心理学》2007,27(2):235-254

In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Furthermore, research findings in this area have been inconsistent at best. In this article we discuss the following key questions relating to this important debate. What do we mean by emotional “intelligence”? What impact would improved emotional intelligence have on learners’ emotional health and well‐being, academic achievement, and other adaptive outcomes? Can emotional intelligence be taught? It is felt that these are the key issues for consideration in developing policy, practice, and further research in this area.  相似文献   

Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons     

Ksenia S. Zhbanova  Audrey C. Rule  Sarah E. Montgomery  Lynn E. Nielsen 《Early Childhood Education Journal》2010,38(4):251-258

Early childhood curricula should be authentic and child-centered, however, many teachers still rely on direct instruction lessons. To better define how an integrated curriculum meets the needs of students, this study examined teacher talk and actions during instructional activities with first and second graders under two conditions: (1) subject-integrated social studies lessons of an integrated curriculum unit (experimental condition); and (2) single subject-focused mathematics lessons of a traditional separate subject curriculum (control condition). The mixed-methods study sought to define and compare characteristics of both curriculum approaches. Fourteen hours of observations were collected in each setting. In the integrated curriculum setting, the teacher was a facilitator of teamwork, offering choices, and giving praise; students made choices, decisions, and worked collaboratively. In the traditional setting, the teacher delivered direct instruction and controlled behavior; students followed directions, recalled knowledge, and worked individually. Less teacher energy was expended for behavior management in the integrated curriculum setting, indicating intrinsic motivation of students. Implementation of integrated curricula is recommended because of the student-centered focus that results in greater motivation, ownership, and teamwork, along with deeper knowledge connections. Because many factors hinder implementation, teachers need support when first teaching with this approach.  相似文献   

Accuracy and precision of loadsol® insole force-sensors for the quantification of ground reaction force-based biomechanical running parameters     

Wolfgang Seiberl  Elisabeth Jensen  Josephine Merker  Marco Leitel  Ansgar Schwirtz 《European Journal of Sport Science》2018,18(8):1100-1109

Force plates represent the “gold standard” in measuring running kinetics to predict performance or to identify the sources of running-related injuries. As these measurements are generally limited to laboratory analyses, wireless high-quality sensors for measuring in the field are needed. This work analysed the accuracy and precision of a new wireless insole forcesensor for quantifying running-related kinetic parameters. Vertical ground reaction force (GRF) was simultaneously measured with pit-mounted force plates (1?kHz) and loadsol^® sensors (100?Hz) under unshod forefoot and rearfoot running-step conditions. GRF data collections were repeated four times, each separated by 30 min treadmill running, to test influence of extended use. A repeated-measures ANOVA was used to identify differences between measurement devices. Additionally, mean bias and Bland–Altman limits of agreement (LoA) were calculated. We found a significant difference (p?® devices for these parameters. For these same parameters, the LoA analysis showed that 95% of all measurement differences between insole and force plate measurements were less than 12%, demonstrating high precision of the sensors. However, highly dynamic behaviour of GRF, such as force rate, is not yet sufficiently resolved by the insole devices, which is likely explained by the low sampling rate.  相似文献   

Listening to students’ silences – a case study examining students’ participation and non-participation in physical education     

Mette Munk  Sine Agergaard 《Physical Education & Sport Pedagogy》2018,23(4):371-386

Background: For years researchers have been engaged in revealing the impact of the hidden curriculum in physical education (PE) on students’ participation and non-participation. The hidden PE curriculum encompasses the knowledge, the relations, the assumptions, the norms and the beliefs that students unconsciously and unintentionally learn through the process of education. As the hidden curriculum reinforces particular values and attitudes among students in a very subtle and often unnoticed fashion, it limits students’ possibilities for becoming aware of, and thus reporting, how the tacit messages communicated through the hidden curriculum impact on their position of participation and non-participation. Thus, in this article, we argue that examining students’ silences, that is the things students do not voice, is significant for the understanding of the impact of the hidden curriculum on students’ participation and non-participation in PE.

Purposes: In this article, we aim to develop insight into students’ silences in order to elucidate how aspects of the hidden curriculum serve to reinforce some students’ non-participation in PE. Much attention has been devoted to particular values and attitudes unintentionally transmitted by teachers in PE. However, in this article, we examine how the everyday exchanges between the students themselves may also convey a hidden set of meanings, that impact on students’ actual experiences of the PE curriculum, and thus mitigate the intended effects of students’ participation.

Research design: The backdrop for this article is a single-case study carried out in a multi-ethnic and co-educational secondary school in Denmark from January to December 2014. The article draws on material collected through focus group interviews with 7th grade students (including participant-diagrams filled out by students) along with observations of their PE classes. The observations took place once a week throughout the whole calendar year.

Findings: In the article, we point to students’ intentional silences that are highly reflective of the normative expectations negotiated within the peer group. In addition, we show that the pressures toward social conformity have a direct impact on the positions of non-participation intentionally taken up by some of the less socially respected students in PE. These students were highly aware that how they behaved in PE and what they voiced in the interviews might have consequences for their peer group connections within PE and for their social reputation among peers outside of PE. In addition, we add to the current literature on student silence by pointing to a category of non-privileged silences. These silences revealed that a minor group of students were not aware of or had not recognized their position as non-participants in PE. Moreover, they appeared unable to imagine that things could be different and to voice a desire for change.

Conclusions: We argue that our findings reveal critical aspects of students’ non-participation that would be difficult to access if we did not listen to, hear and attempt to understand students’ silences. In order to extend the knowledge base on students’ participation and non-participation in PE, we hope that this article may also encourage other researchers to let students’ silences breathe and speak.  相似文献   

Testgütekriterien der „Profilanalyse nach Grießhaber“. Evaluation eines Verfahrens zur Erfassung grammatischer Fähigkeiten von ein- und mehrsprachigen Grundschulkindern     

Birgit Ehl  Michèle Paul  Gunnar Bruns  Elisabeth Fleischhauer  Miriam Vock  Anna Gronostaj  Michael Grosche 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1261-1281

A diagnostic goal of the “Profile analysis according to Grießhaber” is the assessment of the grammatical ability to place verbs in German sentences in the correct syntactical position. To evaluate the test quality for the first time, 403 monolingual and multilingual primary school children were randomly assigned to three different test materials: Test material that specifically stimulated the target competence led to the best test results. This indicates a low objectivity of application. In addition, ceiling effects for primary school children were detected, which means that the profile analysis can only slightly differentiate among the grammatical abilities of the children. Retest reliability and objectivity of analysis are also too small. In summary, the test quality of the assessment tool should be improved with respect to all of the test quality criteria considered. Hence, we recommend standardizing the profile analysis better and adding more sensitive diagnostic criteria for primary school aged children. Other aspects of profile analysis, for example the improvement of diagnostic competencies of teachers, are recommended for future research.  相似文献   

An historic Danish‐British connection: junker's gymnastic institute at Silkeborg,Jutland, Denmark     

Grå Borup‐Nielsen 《国际体育史杂志》2013,30(3):428-435

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Salivary and plasma cortisol and testosterone responses to interval and tempo runs and a bodyweight-only circuit session in endurance-trained men     

Amy Vivien Tanner  Birthe Vejby Nielsen  Judith Allgrove 《Journal of sports sciences》2013,31(7):680-689

Abstract

The aim of this study was to examine the acute response to plasma and salivary cortisol and testosterone to three training protocols. Ten trained endurance athletes participated in three experimental trials, such as interval training (INT), tempo run (TEMP) and bodyweight-only circuit training (CIR), on separate days. Blood and saliva samples were collected pre- and 0, 15, 30 and 60 min post-exercise. Peak post-exercise salivary cortisol was higher than pre-exercise in all trials (P < 0.01). After INT, salivary cortisol remained elevated above pre-exercise than 60 min post-exercise. Salivary testosterone also increased post-exercise in all trials (P < 0.05). Plasma and salivary cortisol were correlated between individuals (r = 0.81, 0.73–0.88) and within individuals (r = 0.81, 0.73–0.87) (P < 0.01). Plasma and salivary testosterone was also correlated between (r = 0.57, 0.43–0.69) and within individuals (r = 0.60, 0.45–0.72), (P < 0.01). Peak cortisol and testosterone levels occurred simultaneously in plasma and saliva, but timing of post-exercise hormone peaks differed between trials and individuals. Further investigation is required to identify the mechanisms eliciting an increase in hormones in response to CIR. Furthermore, saliva is a valid alternative sampling technique for measurement of cortisol, although the complex, individual and situation dependent nature of the hormone response to acute exercise should be considered.  相似文献   

Minding the Galison Gap     

Elisabeth Davenport 《The Information Society》2013,29(4):262-266

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Get moving! A comparison of ideas about body,health and physical activity in materials produced for health education in the Danish Primary School     

Annemari Munk Svendsen 《Sport, Education and Society》2013,18(8):1014-1033

In the debate over health, one political message has become more and more dominant in western societies over the past decade: Get moving! The logic seems to be that physical activity per se equals better health and that the more physical activity, the better one's health. This logic has, among other things, induced an increased political focus on educational settings and physical education (PE) as a central place for promoting health by increasing physical activity. Today PE is often explicitly identified with health in contemporary school curricula, and this means that PE teachers unavoidably encounter contemporary perceptions of health and physical activity in their professional practice. Taking as its starting point four different teaching resources produced for health education in the Danish Primary School, this article presents four different health cultures and their recommendations for physical activity as a health-promoting practice. The aim is to challenge current perceptions of health and the related recommendations for physical activity in providing a springboard for health communicators and PE teachers to reflect on the health cultures they encounter and maybe to consider how these aligns their own preferred health culture.  相似文献