Adolescent elite Kenyan runners are at risk for energy deficiency,menstrual dysfunction and disordered eating     

Esther N. Muia  Hattie H. Wright  Vincent O. Onywera  Elizabeth N. Kuria 《Journal of sports sciences》2016,34(7):598-606

Limited data are available on the female athlete triad (Triad) in athletes from minority groups. We explored subclinical and clinical Triad components amongst adolescent elite Kenyan athletes (n = 61) and non-athletes (n = 49). Participants completed demographic, health, sport and menstrual history questionnaires as well as a 5-day weighed dietary record and exercise log to calculate energy availability (EA). Ultrasound assessed calcaneus bone mineral density (BMD). Eating Disorder Inventory subscales and the Three-Factor Eating Questionnaire’s cognitive dietary restraint subscale measured disordered eating (DE). EA was lower in athletes than non-athletes (36.5 ± 4.5 vs. 39.5 ± 5.7 kcal ? kg FFM^?1 ? d^?1, P = 0.003). More athletes were identified with clinical low EA (17.9% vs. 2.2%, OR = 9.5, 95% CI 1.17–77, P = 0.021) and clinical menstrual dysfunction (32.7% vs. 18.3%, χ² = 7.1, P = 0.02). Subclinical (75.4% vs. 71.4%) and clinical DE (4.9% vs. 10.2%, P = 0.56) as well as BMD were similar between athletes and non-athletes. More athletes had two Triad components than non-athletes (8.9% vs. 0%, OR = 0.6, 95% CI 0.5–6.9, P = 0.05). Kenyan adolescent participants presented with one or more subclinical and/or clinical Triad component. It is essential that athletes and their entourage be educated on their energy needs including health and performance consequences of an energy deficiency.  相似文献   

Supporting Teachers’ Understanding of Nature of Science and Inquiry Through Personal Experience and Perception of Inquiry as a Dynamic Process     

Zion  Michal  Schwartz  Renee S.  Rimerman-Shmueli  Esther  Adler  Idit 《Research in Science Education》2020,50(4):1281-1304

Research in Science Education - One of today’s challenges in science education involves the development of appropriate conceptions of inquiry teaching and realizing how these experiences can...  相似文献   

Opportunities to analyse pupils’ learning within coursework on campus: a remaining challenge in teacher education     

Inga Staal Jenset  Esther Tamara Canrinus  Kirsti Klette  Karen Hammerness 《欧洲师范教育杂志》2018,41(3):360-376

To support pupils’ learning, teachers must understand what and how their pupils have learned, and teacher education should teach candidates how to do this. This article reports on survey data (n = 270) from three programmes and observation data (N = 104 h) from six programmes, located in Norway, Finland and the US. It examines the candidates’ opportunities to analyse pupils’ learning within their coursework. The authors argue that such opportunities might constitute profound possibilities to examine the complexity of teaching and learning. However, the study finds that the candidates have few opportunities to analyse pupils learning and that the full potential of these opportunities is unrealized. The authors argue for increased, specific attention to pupils’ learning within teacher education coursework, through a pedagogy of teacher education informed by existing research on how to elicit pupils’ learning.  相似文献   

Effect of School Decentralization and School Climate on Student Mathematics Performance: The Case of Hong Kong     

Esther?Sui?Chu?HoEmail author 《Educational Research for Policy and Practice》2005,4(1):47-64

For more than a decade, the Government of Hong Kong has instituted a policy of school decentralization aimed at devolving authority to all stakeholders, including the representatives of School Sponsoring Bodies, principals, teachers, parents, and community members. This study examines the relative contribution of two dimensions of school decentralization – teacher participation and school autonomy – to students' mathematics performance, and examines the role of school climate as a mediating variable between decentralization and performance. Data for the present study come from the second cycle of the Programme for International Student Assessment (PISA 2003), which is a large international assessment measuring 15-year-old students' literacy performance across over 40 countries and regions around the world. Using multi-level analysis, the study finds that teacher participation is more important than school autonomy for student mathematics performance in Hong Kong. In addition, the effect of teacher participation on students' performance is mediated by four major school climatic factors – sense of belonging, disciplinary climate, students' morale and student behaviour – in Hong Kong's secondary schools.  相似文献   

Hong Kong Student Achievement in OECD-PISA Study: Gender Differences in Science Content, Literacy Skills, and Test Item Formats     

Din Yan Yip  Ming Ming Chiu  Esther Sui Chu Ho 《International Journal of Science and Mathematics Education》2004,2(1):91-106

This study examined gender differences in students' scientific literacy as measured by OECD-PISA. In particular, we focused on the 2437 students from 140 Hong Kong schools. Hong Kong boys' and girls' science scores did not differ overall. However, boys scored higher than girls at the higher percentiles (75th and above). Moreover, specific test components showed gender differences. Boys tended to score higher on tests with more earth and physical science items, understanding of scientific knowledge items, and closed items. Meanwhile, girls tended to score higher on recognizing questions and identifying evidence items. These results suggest that a science test assessing diverse content and literacy skills in a variety of response formats provides both a more comprehensive picture of students' capabilities and a more likely gender-equitable assessment.  相似文献   

Children and Their Basic Needs     

Debra Lindsey Prince  Esther M. Howard 《Early Childhood Education Journal》2002,30(1):27-31

The purpose of this article is to present many of the obstacles presented by poverty in the fulfillment of the basic needs of children. Each of the 5 basic needs identified by Maslow are addressed with regard to children reared in poverty. The article concludes by reiterating the need to do more to ensure that the basic needs of all American children are met.  相似文献   

Sleep,Classroom Behavior,and Achievement Among Children of Color in Historically Disinvested Neighborhoods     

Alexandra Ursache  Rebecca Robbins  Alicia Chung  Spring Dawson-McClure  Dimitra Kamboukos  Esther J. Calzada  Girardin Jean-Louis  Laurie Miller Brotman 《Child development》2021,92(5):1932-1950

Children of color are more likely to have poor sleep health than White children, placing them at risk for behavioral problems in the classroom and lower academic performance. Few studies, however, have utilized standardized measures of both classroom behavior and achievement. This study examined whether children’s sleep (parent and teacher report) in first grade concurrently related to independent observations of classroom behavior and longitudinally predicted achievement test scores in second grade in a sample of primarily Black (86%) children (n = 572; age = 6.8) living in historically disinvested neighborhoods. Higher teacher-reported child sleepiness was associated with lower adaptive behaviors and higher problem behaviors in the classroom, and predicted lower achievement. Parent-reported bedtime resistance and disordered breathing also predicted lower achievement.  相似文献   

Creating a responsive curriculum for postgraduates: lessons from a case in Ghana     

Joana Ameyaw  Esther Turnhout  Bas Arts  Arjen Wals 《Journal of Further & Higher Education》2019,43(4):573-588

A responsive curriculum addresses the changing needs of students, bridging the gap between universal knowledge and theories on one hand and contextual, continuously changing realities of everyday life and the world of work, on the other. Though several higher education institutions appreciate the value of making curriculum responsive, how to do this remains a challenge. This paper first identified unique attributes of responsive curriculum development based on literature and assessed their manifestation in the creation of a new Masters curriculum in natural resource and environmental governance in Ghana. The role of actors within and outside academia and its implications, were also investigated. The study was designed as participatory action research. Key process attributes identified include, among others, iteration, built-in learning within the curriculum development process, and the contribution of actors from outside academia to curriculum design and implementation. The study also shows the important role of the so-called champion of the process and the expert facilitators. The paper does not seek to provide a blue-print but rather provides a valuable example for future initiatives at creating curriculum that better responds to current needs of students.  相似文献   

“I Just Love Black People!”: Love,Pleasure, and Critical Pedagogy in Urban Teacher Education     

Ohito  Esther O. 《The Urban Review》2019,51(1):123-145

With concern to critical pedagogy, the concept of love is fairly frequently (ab)used, yet under-theorized. In this exploratory study, I ask: How does a critical pedagogy of love—or critical pedagogical love—look, sound, and feel? Regarding feeling, how does a critical pedagogue engage the sensations of pleasure attendant to love? Lastly, how does the pedagogue invite love and pleasure into the pain-filled field of urban teacher education? Using Black feminist theorizing of love as an analytic filter, I investigate a university-based urban teacher educator’s navigation of the nexus of love, pleasure, and critical (specifically, antiracist) pedagogy. Extrapolating from the resultant narrative portrait, I consider the affordances of a critical pedagogy of love that accesses embodied pleasure, emphasizing how such a pedagogy might present racially marginalized persons—particularly urban teacher educators of Color—with opportunities for reprieve from the suffering that characterizes many of our experiences with/in teacher education.

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From preschool teachers’ professional development to children’s knowledge: comparing sets     

Dina?Tirosh  Pessia?Tsamir  Esther?LevensonEmail author  Michal?Tabach 《Journal of Mathematics Teacher Education》2011,14(2):113-131

Recently, there have been increased calls for enhancing preschool children’s mathematics knowledge along with increasing calls for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional development program Starting Right: Mathematics in Preschools. Focusing on four episodes that revolve around the topic of equivalent sets, it demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice. Assessment of the program included assessing the children’s knowledge. Results indicated that students of participating teachers learned to be more flexible and to give more possible answers than students of non-participating teachers.  相似文献