Trends in No Leisure-Time Physical Activity—United States, 1988–2010     

Latetia V. Moore  Carmen D. Harris  Susan A. Carlson  Judy Kruger  Janet E. Fulton 《Research quarterly for exercise and sport》2013,84(4):587-591

Purpose: The aim of this study was to examine trends in the prevalence of no leisure-time physical activity (LTPA) from 1988 to 2010. Method: Using the Behavioral Risk Factor Surveillance System data, 35 states and the District of Columbia reported information on no LTPA from 1988 to 1994; all states reported no LTPA from 1996 to 2010. Results: No LTPA significantly declined over two decades. Prevalence for all states declined on an average of 0.6% per year from 29.1% in 1996 to 24.1% in 2004 and stabilized from 2005 to 2010, ranging from 24.0% to 25.4%. Prevalence declined for both sexes and all racial/ethnic groups. Conclusion: While the no LTPA trends improved over two decades, one in four U.S. adults still report they do not engage in LTPA.  相似文献   

Gendered Expectations for “Agreeableness” in Response to Requests and Opinions     

Felicia Roberts  Alda Norris 《Communication Research Reports》2016,33(1):16-23

To address the need for more direct assessment of gendered expectations for communication behaviors, we devised a novel experimental approach that tests whether expectations for “agreeableness” are more salient when evaluating male or female speakers in their affirmative responses to a friend’s request or expression of opinion. Briefly, as lag times are introduced, it appears that females are expected to be more agreeable (or male delay is more tolerated), particularly when alignment with opinion is at stake or when a female is responding to another female. Findings are discussed in the context of Expectation Violations Theory.  相似文献   

Into the Unknown: Examining Neural Representations of Parent–Adolescent Interactions     

Erin L. Ratliff  Kara L. Kerr  Masaya Misaki  Kelly T. Cosgrove  Andrew J. Moore  Danielle C. DeVille  Jennifer S. Silk  Deanna M. Barch  Susan F. Tapert  W. Kyle Simmons  Jerzy Bodurka  Amanda Sheffield Morris 《Child development》2021,92(6):e1361-e1376

The parent–adolescent relationship is important for adolescents’ emotion regulation (ER), yet little is known regarding the neural patterns of dyadic ER that occur during parent–adolescent interactions. A novel measure that can be used to examine such patterns is cross-brain connectivity (CBC)—concurrent and time-lagged connectivity between two individuals’ brain regions. This study sought to provide evidence of CBC and explore associations between CBC, parenting, and adolescent internalizing symptoms. Thirty-five adolescents (mean age = 15 years, 69% female, 72% Non-Hispanic White, 17% Black, 11% Hispanic or Latino) and one biological parent (94% female) completed an fMRI hyperscanning conflict discussion task. Results revealed CBC between emotion-related brain regions. Exploratory analyses indicated CBC is associated with parenting and adolescent depressive symptoms.  相似文献   

Students’ Views of Design in an Engineering Design-Based Science Curricular Unit     

Lie  Richard  Aranda  Maurina L.  Guzey  S. Selcen  Moore  Tamara J. 《Research in Science Education》2021,51(3):663-683

Recent reforms in science education have supported the inclusion of engineering and their practices in K-12 curricula. To this end, many classrooms have incorporated engineering units that include design challenges. Design is an integral part of engineering and can help students think in creative and interdisciplinary ways. In this study, we examined students’ conceptions of design during and after participation in a design-based science curriculum unit. Our study was guided by the following research question: What are students’ views of design after participation in an engineering design-based science curriculum unit and how are these views reflected in their enactment throughout the unit? Using a qualitative approach, we examined students’ conversations throughout the enactment of the curriculum and interviews conducted after the completion of the unit. We found that students had complex and diverse views of design, and these views were reflected in their group discussions throughout the curriculum and design challenge. Students most frequently expressed design as learning and as a process of integration into a coherent whole. These aspects of design were also frequently observed in students’ conversations during the unit. Interestingly, we found evidence of students demonstrating several aspects of design throughout the curriculum that were not explicitly expressed during the student interviews. Taken together, these findings support the complex nature of design as seen at the middle school level.

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Contemporary perspectives on the Australian doctorate: framing insights to guide development     

Hamish Coates  Gwilym Croucher  Kenneth Moore  Umesha Weerakkody  Mollie Dollinger  Ilke Grosemans 《高等教育研究与发展》2020,39(6):1122-1139

ABSTRACT

The growth of the doctorate in recent decades has spawned concerns about programme quality and external relevance. This article reports findings from research conducted in Australia that was shaped by the view that the doctorate remains in need of educational clarification and design. The research generated insights that can be used to modernise and realign the doctorate. First, this article discusses the development of a doctoral education framework. Next, it presents results from a questionnaire developed using the framework and administered in a national survey to both five-year-out doctoral graduates and to doctoral experts. This identifies the need to design programmes that better orient and align research training with students’ professional aspirations, incorporate more real-world forms of learning, enhance traditional aspects of research training and provide structured reports of doctoral outcomes, experiences and preparations. The results underpin the need for more specific analyses of outcomes and assessment, the nature and distribution of doctoral experiences and the design and management of the resources that go into doctoral education.  相似文献   

Measuring learning quality in Ethiopia,India and Vietnam: from primary to secondary school effectiveness     

Padmini Iyer  Rhiannon Moore 《Compare》2017,47(6):908-924

Abstract

This paper examines the way in which learning quality has been conceptualised and measured in school effectiveness surveys conducted by Young Lives, a longitudinal study of child poverty. Primary school surveys were conducted in Vietnam in 2010–11 and Ethiopia in 2012–13, and surveys at upper-primary and secondary level were conducted in Ethiopia, India and Vietnam in 2016–17. The paper discusses the design of cognitive tests to assess Maths and reading at primary level, and then focuses on the development of cognitive tests to assess Maths, functional English and transferable skills at upper-primary and secondary level. In particular, the paper explores how learning quality can be conceptualised and measured in relation to ‘twenty-first century skills’, which are increasingly seen as an important outcome of secondary education. The challenges of designing cognitive tests to measure and compare learning quality across three diverse country contexts are also explored.  相似文献   

The Australian law of copyright and its application to distance education     

Len Moore 《Distance Education》1987,8(1):18-37

This paper deals with the statutory protection of copyright in works created in the course of employment with illustrations of copyright in employer institutions. Distance teachers and their employers — universities, TAFE colleges, schools and colleges of advanced education — are all subject to the law of copyright in making, reproducing and distributing teaching materials. Copyright protection under the Commonwealth Copyright Act, 1968 and Amendments (1980), (1984), is given to literary, dramatic, musical and artistic works as expressions by authors of their creativity. International copyright conventions apply in Australia. Educational institutions are prohibited from ‘authorising’ the making of infringing copies. Certain dealings by educational institutions with hard copy or software materials do not constitute breach of copyright.  相似文献   

A fading procedure facilitates the maintenance of observing responses when the more valued stimulus is not produced     

Barbara J. Kaminski  Jay Moore 《Learning & behavior》1990,18(4):423-433

Pigeons served in two experiments in which responding on an observing key converted a two-component mixed schedule to the corresponding multiple schedule of reinforcement. Presentation of the stimulus correlated with the more valued component was faded out (probabilistically) over sessions, so that ultimately an observing response produced only the stimulus correlated with the less valued component. Observing was well maintained after a fading procedure when a stimulus was produced by a single response, regardless of whether the less valued stimulus was associated with food or with extinction (Experiment 1). However, observing was not well maintained after a fading procedure when a stimulus was produced according to an intermittent schedule (Experiment 2). Taken together, the results of the two experiments suggest that the absence of an exteroceptive stimulus change after a single response may become discriminative in its own right for the more valued component, and that the fading procedure is an effective means of promoting this discrimination. However, if observing responses produce a stimulus change according to an intermittent schedule, then the absence of a stimulus change after a response is correlated with both components. Under these conditions, the absence of stimulus change is not discriminative for either component, even with fading, and observing is not maintained.  相似文献   

Teaching and learning science in linguistically diverse classrooms     

Emilee Moore  Natalia Evnitskaya  S. Lizette Ramos-de Robles 《Cultural Studies of Science Education》2018,13(2):341-352

In this paper we reflect on the article, Science education in a bilingual class: problematising a translational practice, by Zeynep Ünsal, Britt Jakobson, Bengt-Olav Molander and Per-Olaf Wickman (Cult Stud Sci Educ, doi: 10.1007/s11422-016-9747-3). In their article, the authors present the results of a classroom research project by responding to one main question: How is continuity between everyday language and the language of science construed in a bilingual science classroom where the teacher and the students do not speak the same minority language? Specifically, Ünsal et al. examine how bilingual students construe relations between everyday language and the language of science in a class taught in Swedish, in which all students also spoke Turkish, whereas the teacher also spoke Bosnian, both being minority languages in the context of Swedish schools. In this forum, we briefly discuss why close attention to bilingual dynamics emerging in classrooms such as those highlighted by Ünsal et al. matters for science education. We continue by discussing changing ontologies in relation to linguistic diversity and education more generally. Recent research in bilingual immersion classroom settings in so-called “content” subjects such as Content and Language Integrated Learning, is then introduced, as we believe this research offers some significant insights in terms of how bilingualism contributes to knowledge building in subjects such as science. Finally, we offer some reflections in relation to the classroom interactional competence needed by teachers in linguistically diverse classrooms. In this way, we aim to further the discussion initiated by Ünsal et al. and to offer possible frameworks for future research on bilingualism in science education. In their article, Ünsal et al. conclude the analysis of the classroom data by arguing in favor of a translanguaging pedagogy, an approach to teaching and learning in which students’ whole language repertoires are used as valuable resources for constructing meaning and for developing academic competences in the language of instruction. This is a conclusion that we support wholeheartedly and an educational practice that we hope to promote with this forum discussion.  相似文献   

A case study of long‐term engagement and identity‐in‐practice: Insights into the STEM pathways of four underrepresented youths     

Jrne Rahm  John C. Moore 《科学教学研究杂志》2016,53(5):768-801

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