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A study was conducted to assess the validity of the Global Physical Activity Questionnaire (GPAQ) for measuring sedentary behaviour (SB) in the Chilean adult population. About 217 adults (93/124 male/female, 43.8 ± 15.75 years) who were randomly selected during National Health Survey 2009–2010 completed the protocol. The participants wore an ActiGraph GT3X (AG) for 7 consecutive days and then completed the GPAQ (single-item question for measuring time spent sitting in a usual day). Validity was examined using Spearman’s correlation, mean bias and limits of agreement (LoA), with AG (vertical axis <100 counts · min?1) as the reference standard for estimates of SB in bouts of 1 (AG1), 5 (AG5) and 10 (AG10) min. Agreement between the GPAQ and AG for classifying data into quartiles and tertiles was assessed with kappa method. The GPAQ showed fair correlation with AG1, AG5 and AG10 (range = 0.23–0.26), with large mean biases (range = ?293.9, ?76.12 min · day?1). Agreement between the GPAQ and AG1, AG5 and AG10 was poor for categorising time spent in SB into tertiles and quartiles. The single question from the GPAQ has shown fair validity for measuring SB and poor ability for correctly classifying individuals into tertiles or quartiles of SB in a Chilean population. 相似文献
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ABSTRACT
Background and context
Promoting open-ended projects presents new opportunities and challenges for inclusive teaching in CS classrooms. While efforts have been made to develop inclusive curricula, little research has focused on ways teachers apply curricula in their classrooms to promote inclusion. 相似文献14.
Mia Treacy 《Irish Educational Studies》2017,36(3):375-397
Research that aimed to examine teachers’ experiences whilst implementing a reform approach to mathematics teaching in an Irish primary school forms the basis of this paper. In particular, factors that contributed to changing mathematics practice in this case study school are outlined. The school engaged in professional development (PD) that focused on using an instructional framework [Hiebert, J., T. P. Carpenter, E. Fennema, K. C. Fuson, D. Wearne, H. Murray, A. Olivier, and P. Human. 1997. Making Sense: Teaching and Learning Mathematics with Understanding. Portsmouth: Heinemann] in the school-identified strand units of length and weight. Four classes were tracked throughout the study and each class acted as a sub-case within the larger study. Data collected through lesson observations, teacher interviews, pupil work samples, and pupil focus group interviews were used to compare teachers’ experiences and to identify what supported and enabled them to change their practice, in addition to highlighting challenges that may have prevented such change. Findings were that shifts in practice were evident to different degrees in the four classes during the study. In relation to enabling factors, findings suggest that tailored PD, and the use and refinement of an instructional framework contributed to enabling teachers in changing their mathematics teaching. In particular, teachers reported that the 4Ts instructional framework was a very useful tool in supporting them to change mathematics teaching. 相似文献
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Mia Ridge 《Curator: The Museum Journal》2013,56(4):435-450
Crowdsourcing, or “obtaining information or services by soliciting input from a large number of people,” is becoming known for the impressive productivity of projects that ask the public to help transcribe, describe, locate, or categorize cultural heritage resources. This essay argues that crowdsourcing projects can also be a powerful platform for audience engagement with museums, offering truly deep and valuable connection with cultural heritage through online collaboration around shared goals or resources. It includes examples of well‐designed crowdsourcing projects that provide platforms for deepening involvement with citizen history and citizen science; useful definitions of “engagement”; and evidence for why some activities help audiences interact with heritage and scientific material. It discusses projects with committed participants and considers the role of communities of participants in engaging participants more deeply. 相似文献
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In 2009, the Woodruff Health Sciences Center Library started a library instruction dialogue with the medical students and faculty from the Emory School of Medicine. These discussions exposed a gap among faculty, students, and librarians in their perceptions of information processing. Follow-ups with the Associate Deans for Student Affairs and Medical Education led to the decision to administer an online assessment of the incoming student body and a complete redesign of the library orientation program. The aim of using self-assessment methodology in the framework of an orientation program was to set the students' foundation for self-discovery and introduce them to self-learning. 相似文献
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Peter Broeder Mia Stokmans 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(1):87-112
While reading behaviour of adolescents is a frequent object of research, most studies in this field are restricted to a single country. This study investigates reading as a leisure-time activity across social groups from three regions differing in reading tradition as well as in the facilities available for reading. The authors analyse the reading behaviour of a total of 2,173 adolescents in the Netherlands, in Beijing (China), and in Cape Town (South Africa). Taking Icek Ajzen’s Theory of Planned Behaviour as a starting point, the authors adjusted it to model the three most important determinants of reading behaviour, namely (1) reading attitude; (2) subjective norms (implicit and explicit social pressure to read); and (3) perceived behavioural control, which includes reading proficiency and appropriateness of the available books (book supply). While they found the adjusted model to fit the Dutch and Beijing situation quite well, it appeared to be inappropriate for the Cape Town situation. Despite considerable cultural and situational differences between the Netherlands and Beijing, the results show a similar pattern for these two environments. The most important determinants turn out to be: the hedonic reading attitude, the implicit norm of family and friends, the attractiveness of the available choice of books, and the perceived reading proficiency. 相似文献
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Through a Chicana Feminist and Curricular Reconceptualist lens, this article theorizes a Curriculum of the Mestiza/o Body as return to historicized, corporal knowing which takes shape, form, flesh and language in the Mestiza/o Body in order to nourish and arm especially Mexican/Mexican-American (Mexicana/o) young people toward equitable, hopeful educational futures of dignity and wellness. This work is informed within the intellectual, survival legacies of a land-based indigenous-heritage People who have long railed against erasure and distortion within oppressive Eurocentric and hegemonic social constructs. This paper presents a resistant, healing, and regenerative school curriculum, mirrored in the cellular workings of the body itself, through which young People of Color, and especially Mexicana/os, “guilty of nothing but their born color, guilty of being innocent” (Baca, 1990, p. 46) are brought into a learning landscape wherein their—our—histories, ways of being, thinking, learning, and loving are central bloodlines of classroom practice. 相似文献
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