Determinants and patterns of physical activity practice among Spanish university students     

Romaguera D  Tauler P  Bennasar M  Pericas J  Moreno C  Martinez S  Aguilo A 《Journal of sports sciences》2011,29(9):989-997

The purpose of the present study was to investigate the socio-demographic and lifestyle determinants of physical activity practice, as well as the motivations for being or not being physically active in Spanish university students. A representative sample of students from a Spanish university (n = 2,051; 42.1% males; mean age 21.9, s = 4.8 years) participated in the present cross-sectional study. A questionnaire including questions regarding lifestyle, dietary habits, parents' characteristics, and physical activity habits was administered to the students. The socio-demographic and lifestyle determinants of physical activity practice were assessed using multivariable logistic regression. 68.4% of men and 48.4% of women reported to practise physical activity in the present sample. Those who practised physical activity consumed more fruits and were less likely to be smokers compared to non-physically active students. Also, physically inactive men spent more time in front of the computer and physically inactive women spent more time in front of the TV and were more likely to be frequent alcohol consumers. Maternal educational level and maternal physical activity habits were also important determinants of physical activity practice among men and women respectively. In conclusion, physically active students tended to engage in other healthy habits in the present population, suggesting the clustering of healthy or unhealthy lifestyle factors among specific subgroups.  相似文献   

STEM Integration in Middle School Life Science: Student Learning and Attitudes     

S. Selcen Guzey  Tamara J. Moore  Michael Harwell  Mario Moreno 《Journal of Science Education and Technology》2016,25(4):550-560

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.  相似文献   

Bathrooms without Borders: Transgender Students Argue Separate is not Equal     

Paul J. Watkins  Edward Moreno 《Clearing house (Menasha, Wis.)》2017,90(5-6):166-171

Title IX guidelines governing equal access to collide with state legislation around gender identity and multiple use bathrooms and changing facilities. This policy review of literature argues for a stronger voice from Washington, protecting the rights of all students to feel safe using private spaces at school. The many court rulings offer a fair perspective upon which to act. State laws are inconsistent and at times challenge the Constitutional limits on individual rights.  相似文献   

Internal and External Time Conflicts in Adolescents: Sleep Characteristics and Interventions     

F. M. Fischer  B. Radosevic-Vidacek  A. Koscec  L. R. Teixeira  C. R. C. Moreno  A. Lowden 《Mind, Brain, and Education》2008,2(1):17-23

ABSTRACT— Daytime fatigue and lack of sleep seem to increase throughout adolescent years. Several environmental, psychological, and biological factors have been associated with the development of sleep across adolescence. The aim of the present article is to summarize these factors and to give examples of various outcomes in sleep patterns among adolescents studied in different cultural settings. It is obvious from earlier work that many adolescents have displaced circadian rhythms and lack of adaptation to school hours due to an early school start or additional burdens for work. Several interventions have aimed to help the adaptation process by supporting sleep processes and changing scheduling, in this way promoting classroom alertness. In summary, adolescents worldwide shorten their sleep due to schoolwork hours and additional work, especially by disturbing their sleep due to circadian misalignment.  相似文献   

Hanging tough: post-PhD researchers dealing with career uncertainty     

Isabelle Skakni  María del Carmen Calatrava Moreno  Mariona Corcelles Seuba  Lynn McAlpine 《高等教育研究与发展》2019,38(7):1489-1503

ABSTRACT

This study examines the impact of career uncertainty on post-PhD researchers’ experiences. Drawing on an identity-trajectory approach and a qualitative design, we analysed experiences of post-PhDs from the UK and Switzerland. Our findings show that in the course of their work experiences, career uncertainty takes two different forms: intellectual uncertainty and occupational uncertainty. On a daily basis, both forms strongly impact the participants’ work and personal lives and can limit their ability to plan for the future, restrict their developing research expertise and networks and induce tension in trying to reconcile work and personal lives. While often struggling with a blurred institutional status, participants ‘hang tough’ despite their uncertain situation, notably by clinging to the academic researcher identity. Contributing to the previous work on the increasing casualisation of post-PhD positions and the resulting challenges, our study offers new insights into how different aspects of career uncertainty influence post-PhDs’ work and identity.  相似文献   

The Function of Executive Function: Everyday Manifestations of Regulated Thinking in Preschool Settings     

Amanda J. Moreno  Irena Shwayder  Ilana Dvorin Friedman 《Early Childhood Education Journal》2017,45(2):143-153

Executive function (EF) encompasses higher-order mental processes necessary for the conscious control of thought and action in the service of goals. Once thought not to apply to children at all, EF is now at the center of a burgeoning body of research on young children over the last 10–15 years indicating that it is a critical foundation of school readiness and performance. Despite the widely agreed relevance of EF to the transition to formal learning, findings have not yet been applied to preschool classrooms in any widespread way. Part of the reason for this is that despite general agreement on the broad definition of EF, the subdomains EF comprises—especially in early life while it is emerging—are still a matter of debate. It is therefore a challenge to bring the relevant concepts down to an even further level of granularity, i.e., specific behaviors ecologically grounded in everyday preschool interactions. We took the initial steps of this challenge by curating EF-related behaviors from the extant literature, expert and master teacher interviews, and observations in high-quality preschool classrooms into a new protocol called Preschool-Setting Executive Function. This observational system includes child behaviors as well as teacher support behaviors that encourage children’s organized, higher-order thinking. We then employed the final protocol in an additional set of classrooms to provide an initial assessment of its usefulness in identifying “EF in context.” Results indicate (1) EF and EF-support behaviors are low-frequency occurring, (2) children are more engaged in organized thinking than teachers are in the support of it, (3) teachers’ presence, especially if they are expanding play, promotes children’s real-time EF-behaviors. Results are discussed in terms of how this system may be used as a basis for future professional development to enhance teacher practice around the promotion of EF.  相似文献   

``Weighing' the Earth: a Newtonian Test and the Origin of an Anachronism     

Moreno Gonzáalez  Antonio 《Science & Education》2001,10(6):515-543

The measure G, the universal gravitational constant, is attributed to Henry Cavendish. Nevertheless, the intention of the English physicist was to measure the density of the earth, which at that time was necessary in order to decide between different theories about the composition of this planet. G was measured much later. In this article I will try to explain how Cavendish accomplished the famous experiment and what his results were. Likewise, I will consider the problems that can arise in the scientific training of students from maintaining anachronisms such as this.  相似文献   

Avoiding communication barriers in the classroom: the APEINTA project     

Ana Iglesias  Javier Jiménez  Pablo Revuelta  Lourdes Moreno 《Interactive Learning Environments》2016,24(4):829-843

Education is a fundamental human right, however unfortunately not everybody has the same learning opportunities. For instance, if a student has hearing impairments, s/he could face communications barriers in the classroom, which could affect his/her learning process. APEINTA is a Spanish educational project that aims for inclusive education for all. This project proposes two main accessible initiatives: (1) real-time captioning and text-to-speech (TTS) services in the classroom and (2) accessible Web-learning platform out of the classroom with accessible digital resources. This paper presents the inclusive initiatives of APEINTA. Also an evaluation of the into-the-classroom initiative (real-time captioning and TTS services) is presented. This evaluation has been conducted during a regular undergraduate course at a university and during a seminar at an integration school for deaf children. Forty-five hearing students, 1 foreign student, 3 experts in captioning, usability and accessibility, and 20 students with hearing impairments evaluated these services in the classroom. Evaluation results show that these initiatives are adequate to be used in the classroom and that students are satisfied with them.  相似文献   

The Effectiveness of Coursework and Onsite Coaching at Improving the Quality of Care in Infant–Toddler Settings     

Amanda J. Moreno  Sheridan Green  Jo Koehn 《Early education and development》2013,24(1):66-88

Research Findings: This study evaluated the effectiveness of 2 professional development interventions aimed at improving the quality of care provided by caregivers in ordinary infant–toddler child care settings, both center- and home-based. In all, 183 participants in a community college course on infant–toddler theory and practice, an in-service community model of a 48-hr course plus various levels of 1-on-1 coaching (participants were randomly assigned to 0, 5, or 15 hr), or a no-intervention comparison group were compared on their changes across 3 time points in their job-related self-efficacy, their knowledge of best practices, and the quality of their interactions with children as assessed by objective observers. Results indicated that the group with the most intensive intervention (course plus 15 hr of coaching) displayed the most consistent pattern of improvements, which met multiple analytical criteria for substantiveness. Furthermore, these findings were most apparent in the quality of interactions outcomes, and these were further still concentrated in the area of support for language and learning, the domain that showed the greatest need for improvement in infant–toddler caregivers in this sample as well as in previous research. Practice or Policy: Implications of the study results for systemic improvements to infant–toddler care are discussed, such as the importance of individual-level professional development, minimum dosage of coaching, and in-service supports to prevent declines in the quality of teacher–child interactions.  相似文献   

Implementing a culturally attuned functional behavioural assessment to understand and address challenging behaviours demonstrated by students from diverse backgrounds     

Gerardo Moreno  Mickie Wong-Lo  Maureen Short  Lyndal M. Bullock 《Emotional and Behavioural Difficulties》2013,18(4):343-355

As the US student population continues to become increasingly diverse, educators have encountered difficulties in distinguishing between cultural differences and genuine disability indicators. This concern is clearly evident in assisting students from diverse backgrounds who demonstrate chronic challenging behaviours. Past practices (e.g. disciplinary office referrals, out-of-school suspensions, expulsion) have contributed to the likelihood of students from diverse backgrounds being misidentified as having an emotional or behavioural disorder. However, by tailoring the functional behavioural assessment (FBA), educators better differentiate cultural factors from disability characteristics and better understand the students’ needs. This paper will discuss the significance in meeting the needs of an increasingly diverse student population, provide an overview of the FBA process and present considerations in creating a culturally attuned FBA.  相似文献