Evaluating the Responsiveness of Accelerometry to Detect Change in Physical Activity     

Alexander H. Montoye  Karin A. Pfeiffer  Darijan Suton  Stewart G. Trost 《Measurement in physical education and exercise science》2014,18(4):273-285

The responsiveness to change of the Actical and ActiGraph accelerometers was assessed in children and adolescents. Participants (N = 208) aged 6 to 16 years completed two simulated free-living protocols, one with primarily light-to-moderate physical activity (PA) and one with mostly moderate-to-vigorous PA. Time in sedentary, light, moderate, and vigorous PA was estimated using 8 previously developed cut-points (4 for Actical and 4 for ActiGraph) and 5-sec, 15-sec, and 30-sec epochs. Accelerometer responsiveness for detecting differences in PA between protocols was assessed using standardized response means (SRMs). SRM values ≥.8 represented high responsiveness to change. Both accelerometers showed high responsiveness for all PA intensities (SRMs = 1.2–4.7 for Actical and 1.1–3.3 for ActiGraph). All cut-points and epoch lengths yielded high responsiveness, and choice of cut-points and epoch length had little effect on responsiveness. Thus, both the Actical and ActiGraph can detect change in PA in a simulated free-living setting, irrespective of cut-point selection or epoch length.  相似文献   

语音快车     

Jenny 《英语辅导》2017,(2)

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Doing good while performing well at Flemish universities: benchmarking higher education institutions in terms of social inclusion and market performance     

Elvira Haezendonck  Kim Willems  Jenny Hillemann 《International Journal of Inclusive Education》2017,21(1):31-47

Universities, and higher education institutions in general, are ever more influenced by output-driven performance indicators and models that originally stem from the profit-organisational context. As a result, universities are increasingly considering management tools that support them in the (decision) process for attaining their strategic goals. The growth-share matrix is one of these tools that has proven its value in diverse business and competitive contexts in the past few decades. The present study’s contribution is twofold. First, we apply and interpret the growth-share matrix as part of a strategic positioning analysis in a strategic university context. Second, we extend this tool by incorporating social inclusion as a third dimension in the analysis. In recent years, discussions on the rising social disparity among adolescents in higher education have increased and different types of actors have raised the motivation to create more equal opportunities for prospective students who rank among the group of socially disadvantaged adolescents. The findings of an empirical case of the proposed model for a particular Belgian academic programme show that increased social inclusion and higher performance parameters, such as growth in student enrolments and diplomas, can be reached simultaneously.  相似文献   

Mothers’ Implicit and Explicit Attitudes and Attributions in Relation to Self-Reported Parenting Behavior     

Charlotte Johnston  Laura Belschner  Joanne L. Park  Kurtis Stewart  Amira Noyes  Mark Schaller 《Parenting, science and practice》2017,17(1):51-72

Objective. Parenting behavior is presumed to be related to the thoughts about child behavior that parents report in a controlled and explicit manner and to more implicit parent cognitions that occur outside of conscious awareness and are less accessible to verbal report. Design. We examined mothers’ attitudes toward their children as correlates of self-reported parenting behavior. We used a combination of a self-report questionnaire and a reaction-time method (the Implicit Association Test) to assess explicit and implicit attitudes, respectively. We also assessed mothers’ implicit and explicit attributions for child misbehavior in relation to parenting, using a questionnaire measure of attributions completed under high-cognitive load (implicit attributions) or under low-cognitive load (explicit attributions). Mothers of 124, 6- to 10-year-olds (52% male) participated. Results. Attitudes assessed by self-report questionnaire and the Implicit Association Test were uniquely associated with negative parenting. The cognitive load manipulation moderated associations between attributions and parenting, such that child-blaming attributions were inversely associated with positive parenting only under conditions of high-cognitive load. Conclusions. Compared to traditional self-report questionnaires, methods such as the Implicit Association Test or cognitive load manipulations may more effectively assess implicit parent cognitions.  相似文献   

SimPharm: How pharmacy students made meaning of a clinical case differently in paper‐ and simulation‐based workshops     

Swee‐Kin Loke  June Tordoff  Michael Winikoff  Jenny McDonald  Peter Vlugter  Stephen Duffull 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):865-874

Several scholars contend that learning with computer games and simulations results in students thinking more like professionals. Bearing this goal in mind, we investigated how a group of pharmacy students learnt with an in‐house developed computer simulation, SimPharm. Adopting situated cognition as our theoretical lens, we conducted a case study involving 20 undergraduate students to tease out how they made meaning of a clinical case differently in two different contexts: a typical paper‐based workshop and one enabled by SimPharm. The data collected included audio recordings of classroom discourse, focus group interviews and class observations. The findings identified differences in four areas: framing of the problem; problem‐solving steps and tools used; sources and meaning of feedback; and conceptualisation of the patient. These four areas can serve as axes along which future evaluations of educational simulations can be carried out based on their affordances.  相似文献   

The influence of formal and informal formative pre‐service experiences on teacher self‐efficacy     

Elie Tuchman  Jenny Isaacs 《教育心理学》2011,31(4):413-433

Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers.  相似文献   

The views of Pasifika students in New Zealand about communicating mathematically     

Sashi Sharma  Jenny Young-Loveridge  Merilyn Taylor  Ngärewa Häwera 《Asia Pacific Journal of Education》2011,31(4):503-519

This paper focuses on the perspectives of Years 7 and 8 Pasifika students on mathematics learning, in particular their views about the communication of solution strategies with others (their peers), and their teacher. Pasifika students' ideas about the importance of communicating their mathematical reasoning and strategies to peers and teachers were analysed and themes identified. While most students were in agreement about the importance of explaining their thinking to others, there was considerable variation in the reasons they gave for their views. The findings are interpreted in relation to socio-cultural theory and recent writing about requirements for citizenship in the twenty-first century.  相似文献   

Students’ experience of synchronous learning in distributed environments     

Anissa R. Stewart  Danielle B. Harlow  Kim DeBacco 《Distance Education》2011,32(3):357-381

This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically elsewhere. Yet all were linked through the virtual space. Ethnographic analysis of four data types explored how the instructor and students were able to interact through videoconferencing technologies. Most of the interaction occurred between the local and distance learners by way of cultural guides, local students assigned to host a distance learner through Google Video chat. The distance learners were able to receive real-time attention from the instructor and were able to share differing perspectives that contributed to increased satisfaction in the course. These interactions allowed for a dynamic collaborative effort among a diverse set of actors in the field of education.  相似文献   

Drivers of illicit drug use regulation in Australian sport     

Bob Stewart  Daryl Adair  Aaron Smith 《Sport Management Review》2011,14(3):237-245

Most Australian sport stakeholders not only believe that government regulation is a good thing, but also assume that intervention in the drug-use problem will improve sport's social outcomes and operational integrity. In this paper we examine the regulation of illicit drug use in Australian sport through an interrogation of two cases: the Australian Football League and the National Rugby League. Using Pierre Bourdieu's conceptual frames of social field, capital, and habitus, we aim to secure a clearer understanding of the drivers of Australian sport's illicit drug regulations by (1) identifying those stakeholders who set the drug regulation agenda, (2) revealing the values and dispositions that underpin these regulations, and (3) explaining how dominant stakeholders go about sustaining their position and marginalising those stakeholders with opposing drug regulation claims. Our results show that Australian sport's drug-use regulations are driven by a set of values and dispositions that views sport as an instrument for shaping the character of its participants, and drugs as a threat to sport's moral fabric and good standing. The dominant stakeholders, comprising the Commonwealth Government, its sport agencies, and the major governing bodies for sport, imposed these values and dispositions on peripheral stakeholders by designing a drugs-in-sport social field that yielded capital and power to only those participants who endorsed these values and dispositions. Peripheral stakeholders – including players, their agents, and drug-treatment professionals – who mostly shared different values and dispositions, were sidelined, and denied the opportunity of adding to their already limited supplies of capital, power, and policy making influence.  相似文献   

Building Measurements: Assessing Success of the Library's Changing Physical Space     

Christopher Stewart  Assistant Professor 《The Journal of Academic Librarianship》2011,37(6):539-541

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