Methodology and cohort profile for the Hangzhou Lumbar Spine Study: a study focusing on back health in a Chinese population     

Xiao-jian Hu  Lun-hao Chen  Michele C. Battié  Yue Wang 《Journal of Zhejiang University. Science. B》2018,19(7):547-558

Back pain is a worldwide health problem, adding a tremendous burden to modern societies. However, little information on back health is available in China, even though a quarter of the world’s population is Chinese. To enhance knowledge in this area, we designed and initiated the Hangzhou Lumbar Spine Study, which is a cross-sectional study of a general sample of mainland Chinese with focusing on disc degeneration, Modic changes, endplate lesions, and back pain. The study consists of a structured questionnaire to measure back pain history and lifetime exposure to suspected risk factors, magnetic resonance imaging of the lumbar spine, bone mineral density study of the spine and hip, and DNA sample analysis. Here we briefly introduce the study methodology, report the test-retest reliability of the questionnaire, and describe the cohort profile to date. Since May 2014, 301 randomly selected subjects (male/female, 122/179; mean age, 51.0 years; range, 20–87 years) have been recruited. Tests-retests of the questionnaire, completed by 40 participants, revealed good reliability. To our knowledge, the Hangzhou Lumbar Spine Study is the first population-based epidemiological study conducted to characterize lumbar spinal phenotypes and back pain, their interaction, and their associations with lifetime environmental exposure, in mainland Chinese. Epidemiological information obtained from a reliable questionnaire, magnetic resonance (MR) imaging data, dual energy X-ray absorptiometry (DXA) measurements, and DNA analysis may serve as a valuable reference for future studies on back health, particularly for mainland Chinese.  相似文献   

Seeing in the Dark: Embodied Cognition in Amateur Astronomy Practice     

Flávio S. Azevedo  Michele J. Mann 《学习科学杂志》2018,27(1):89-136

We add to research on embodied cognition by investigating the observational practices of amateur astronomers. Specifically, we take an interactionist perspective and examine how the body is recruited, moment by moment, as a resource for producing and communicating meaning during field activity. The data corpus is a set of ethnographic video records and field notes on the routines of a community of astronomers, especially small-group interactions during planning, searching for, observing, and confirming sight of a celestial target. Within this space, our analysis highlights how different modalities of embodied action and reasoning (gestures, tool use, gaze, touch, and others) were deployed and coordinated throughout the process of observing a celestial object and how those emerged in the transactions among participants. Our findings rehearse many issues and topics in the contemporary literature (e.g., gesturing for measuring or representationally) but also reveal important, novel forms of embodied action and reasoning in science, technology, engineering, and mathematics practices (e.g., training the eyes in averted vision and inscribing a celestial scene onto one’s hand). More broadly, these findings further affirm the power of interactionist analyses of knowing and learning while also surfacing areas in which expanded theorizing is needed to account for the full set of cognitive phenomena we observed.  相似文献   

A Nomogram for the Estimate of Percent Body Fat from Generalized Equations     

William B. Baun  Michele R. Baun  Peter B. Raven 《Research quarterly for exercise and sport》2013,84(3):380-384

Abstract

Fifteen well-conditioned college women, who had been thoroughly trained in the correct technique for women's push-ups, were tested for maximal pushing strength in two positions and for the number of complete push-ups they were able to perform at the rate of 41 push-ups per minute. For statistical purposes, calculations of maximal strength for each individual were based upon the average of the recorded maximal arm strengths in the high and low positions plus the average of the weight supported in the high and low positions. The work load was calculated from the distance between the high and low positions, the average supported weight, and the number of push-ups the subject was able to perform until exhausted. A correlation coefficient of .76 was obtained between the calculated maximal strength measures and the work load, indicating a statistically significant positive relationship.  相似文献   

Change in Teacher Education: interpreting and experiencing new professional roles     

David Blake  Vince Hanley  Mike Jennings  Michele Lloyd 《欧洲师范教育杂志》1996,19(1):19-34

In this paper we consider the effect of moves by the British Government to make initial teacher education (ITE) in England and Wales more school‐based (Blake, 1993). To monitor the impact of this shift towards school‐based training we conducted a fine grain study of what was happening on the ground within the one‐year Secondary School‐Based Postgraduate Certificate in Education (PGCE) at the Chichester Institute of Higher Education (ChIHE). * *At the time the research was conducted, the Institute's name was the West Sussex Institute of Higher Education, hence interviewees refer to ‘WSIHE’ and ‘West Sussex’. View all notes Data were gathered from questionnaire surveys and interviews. Findings from our regional case study indicate that while school‐based ITE programmes may offer student teachers greater insight into school life, this should not be at the expense of developing students’ analytical and theoretical understanding of education and schooling promoted within higher education‐based work.  相似文献   

Measures of instruction for creative engagement: Making metacognition,modeling and creative thinking visible     

Christine Pitts  Ross Anderson  Michele Haney 《Learning Environments Research》2018,21(1):43-59

The purpose of the current study was to estimate reliability, internal consistency and construct validity of the Measure of Instruction for Creative Engagement (MICE) instrument. The MICE uses an iterative process of evidence collection and scoring through teacher observations to determine instructional domain ratings and overall scores. The results demonstrated the sound inter-observer reliability, teacher stability and score validity of the MICE. We found (a) a low proportion of rater variance (0.14–5.99%), (b) moderate to highly correlated within-teacher ratings ranging from r(17) = 0.663, p < 0.01 to r(17) = 1.000, p < 0.01 and (c) a statistically-significant difference between classroom teachers and teaching artists, t(56) = 7.37, p = 0.000. These results relate to the development of classroom environment instruments and the substantive development of pedagogy that supports creative thinking and behaviours, both of which are a priority for enhancing teacher accountability and student learning.  相似文献   

Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review     

Tara E. Higgins  Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521

Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.

Tara E. HigginsEmail:

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Differential prognosis of reading-disabled children as a function of gender,socieconomic status,IQ, and severity: A longitudinal study     

Michele C. Labuda  J. C. Defries 《Reading and writing》1989,1(1):25-36

Data from 104 reading-disabled subjects tested on two occasions over an average interval of nearly five years were used to test hypotheses of differential prognosis for reading performance and symbol-processing speed as a function of gender, socioeconomic status, general intelligence, and initial severity. With respect to reading performance, significant main effects due to intelligence and severity were found. Moreover, the interaction between initial severity and test occasion was significant for reading performance due to a greater rate of improvement for the more severely disabled subjects. No evidence was obtained, however, for differential developmental rates as a unction of gender, socioeconomic status, or intelligence for this measure. With regard to symbol-processing speed, significant main effects were found due to gender, intelligence, and severity, whereas developmental rates were found to differ as a function of gender and socioeconomic status.  相似文献   

Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change     

Michele Gregoire 《Educational Psychology Review》2003,15(2):147-179

What accounts for well-meaning teachers' lack of implementation of subject-matter reforms, such as making one's classroom centered on problem solving, even when they positively value the reform and believe they are implementing it in their classrooms? Teachers' subject-matter beliefs may constrain them from adopting practices that conflict with those beliefs. The purpose of this article is to propose a theoretical model, the Cognitive–Affective Model of Conceptual Change, that integrates key findings from overly cognitive models of belief change with motivational and affective factors found in social psychology theory and research. This model explains why teachers' beliefs about instruction are resistant to reforms that challenge their existing beliefs, and it provides a conceptual framework within which to devise a better means of advancing teachers' beliefs and supporting them in the process of implementation.  相似文献   

Identifying the training experiences and needs of bilingual school psychologists     

Desire Vega  Jaclyn N. Wolf  Dylan O. Barton  Michele Stathatos  Charlotte Iurino  Lily Hammer 《Psychology in the schools》2019,56(10):1687-1699

The purpose of this pilot study was to better understand the training experiences of bilingual school psychologists (BSPs) and identify their training needs in the provision of psychological services to English language learner students. The secondary aims of the study were to determine how school psychology programs can better prepare BSPs and incorporate best practices in bilingual competencies into their training models. Six BSPs (Spanish/English‐speakers) participated in the study; findings revealed four themes related to their training experiences: (a) programmatic limitations, (b) assumption that language equals competence, (c) going beyond the classroom, and (d) experiential training. In addition, as a result of their training experiences, the BSPs provided training recommendations in two major areas: (a) trainers and (b) culturally relevant curriculum. Implications for school psychology trainers will be provided.  相似文献   

How Early Childhood Teachers Perceive the Educational Needs of Military Dependent Children     

Michele L. Stites 《Early Childhood Education Journal》2016,44(2):107-117

Military dependent children remain a largely unexplored subject, particularly in early childhood education. In an effort to fill the gap in the current literature, this research study focuses on how early childhood teachers perceive the educational needs of military dependent children. Previous research in the areas of geographic mobility, parental separation, and socioemotional needs are reviewed and used as a platform for this study. The study includes a survey developed by the researcher used in conjunction with Teacher Observation of Classroom Adaptation—Checklist to further examine the needs of these children from the perceptions of their teachers. The results of the study demonstrate that while early childhood teachers do not perceive a significant difference between military and nonmilitary dependent children in the socioemotional domains of prosocial behavior, concentration, and disruptive behavior, they do believe there is a difference related to stability. Additionally, early childhood teachers noted a negative socioemotional and academic impact related to parental separation and a negative academic impact related to geographic mobility. Teachers’ responses indicated mixed beliefs about the social impact of frequent relocations.  相似文献