The Validity of the Tritrac-R3D Activity Monitor for the Assessment of Physical Activity in Children     

Gregory J. Welk PhD  Charles B. Corbin 《Research quarterly for exercise and sport》2013,84(3):202-209

Abstract

The purpose of this study was to evaluate the validity of the Tritrac-R3D Activity Monitor, a new instrument designed to improve assessments of physical activity. Comparisons were made with a heart rate monitor and with a Caltrac Activity Monitor. Thirty-five children (ages 9–11 years) were monitored on 3 different school days with all 3 instruments. The Tritrac was moderately correlated with the heart rate monitor (r =.58) and highly correlated with the Caltrac monitor (r =.88). By taking advantage of the minute-by-minute timing capability of the Tritrac and the heart rate monitors, it was discovered, that the correlations between these instruments were highest during free play situations (lunch/recess, recess, after school) and were lower when activity was more limited (class time) or structured (physical education). The ability of the Tritrac to assess activity on a minute-by-minute basis may greatly enhance its overall utility.  相似文献   

Technical Reliability Assessment of the Actigraph GT1M Accelerometer     

Pedro Silva  Jorge Mota  Dale Esliger  Gregory Welk 《Measurement in physical education and exercise science》2013,17(2):79-91

The purpose of this study was to determine the reliability of the Actigraph GT1M (Pensacola, FL, USA) accelerometer activity count and step functions. Fifty GT1M accelerometers were initialized to collect simultaneous acceleration counts and steps data using 15-sec epochs. All reliability testing was completed using a mechanical shaker plate to perform six different test conditions in Experiment 1 and 18 test conditions in Experiment 2. The overall intra- and inter-instrument reliability of the GT1M was CV_intra = 2.9% and CV_inter = 3.5% for counts and CV_intra = 1.1% and CV_inter = 1.2% for steps. No batch effects were evident in the 50 GT1Ms. The Actigraph GT1M accelerometer demonstrated good reliability for measuring both counts and steps. However, the ability of the GT1M to consistently detect acceleration at a given acceleration and frequency condition varied widely. Future studies clarifying the filtering limitations and the threshold necessary to detect the occurrence of movement are warranted.  相似文献   

Variance Estimation for Differential Test Functioning Based on Mantel-Haenszel Statistics     

Gregory Camilli  Douglas A. Penfield 《Journal of Educational Measurement》1997,34(2):123-139

This article concerns the simultaneous assessment of DIF for a collection of test items. Rather than an average or sum in which positive and negative DIF may cancel, we propose an index that measures the variance of DIF on a test as an indicator of the degree to which different items show DIF in different directions. It is computed from standard Mantel-Haenszel statistics (the logodds ratio and its variance error) and may be conceptually classified as a variance component or variance effect size. Evaluated by simulation under three item response models (IPL, 2PL, and 3PL), the index is shown to be an accurate estimate of the DTF generating parameter in the case of the 1PL and 2PL models with groups of equal ability. For groups of unequal ability, the index is accurate under the I PL but not the 2PL condition; however, a weighted version of the index provides improved estimates. For the 3PL condition, the DTF generating parameter is underestimated. This latter result is due in part to a mismatch in the scales of the log-odds ratio and IRT difficulty.  相似文献   

The Perils of Rationality: Nietzsche, Peirce and education     

Maughn  Gregory 《Educational Philosophy and Theory》2001,33(1):23-34

  相似文献   

Behavior Problems and Social Skills in Preschool Children: Parent-Teacher Agreement and Relations with Classroom Observations     

Adam Winsler  Gregory L. Wallace 《Early education and development》2002,13(1):41-58

The goals of the present investigation were to provide basic psychometric information about the use of the Preschool and Kindergarten Behavior Scales (PKBS: Merrill, 1994) with a sample of normally-developing preschool children, to assess agreement between parent and teacher ratings of children on this instrument, and to assess concurrent, criterion-related validity of these instruments in terms of their relations with observations of children's behavior in the classroom. Parents and teachers of 47 preschool children completed the scales and these children were observed naturalistically in the classroom setting. Overall, agreement between parents and teachers was modest (-.09 to .38). Cross-informant correlations were poor (-.09 to .27) for social skills, low (.15 to .36) for internalizing behaviors, and modest (.29 to .38) for externalizing behavior. Both parents and teachers rated boys as having more externalizing behavior problems than girls. Parents perceived their children to have more externalizing, and more overall, behavior problems than did teachers. In general, teacher reports, but not parent reports, were significantly associated with children's independently observed goal-directed activity, sustained attention, inappropriate behavior, peer affiliation, expressed negative affect, and proximity to a teacher in the classroom. Results argue for the clinical utility of the PKBS for teacher-report assessment of child behavior problems and social skills in the preschool years, and suggest the need for cross-contextual assessment. Also, it is clear that children's behavioral and social competence are crucial for optimal functioning in the preschool setting.  相似文献   

Mothers' Social Coaching, Mother-Child Relationship Style, and Children's Peer Competence: Is the Medium the Message?   总被引：3，自引：0，他引：3  

Jacquelyn Mize  Gregory S. Pettit 《Child development》1997,68(2):312-323

Contributions of mothers' social coaching and responsive style to preschoolers' peer competence were evaluated in 2 studies. In Study 1, 43 mother-child dyads participated in 3 laboratory tasks; videotapes were coded for responsive interaction style in play, advice regarding videotaped peer dilemmas (coaching), and nonsocial teaching in a puzzle task. Coaching and style were largely independent and were correlated with measures of social competence. In Study 2 ( n = 62), coaching and style uniquely predicted teacher ratings, but only style predicted peer acceptance. To investigate whether coaching mediated the effects of style and/or whether style moderated the effects of coaching, the samples were combined. No evidence was found for mediation, but coaching was a more powerful predictor of lower levels of boys' aggression when the mother-child relationship was less responsive. Discussion focuses on models of socialization that stress the interplay of general style and specific socialization practices in promoting social competence.  相似文献   

Planning for the Internationalization of a Postgraduate Professional Degree Programme in Library and Information Science     

Vicki L. Gregory  Sonia Ramírez Wohlmuth 《Higher Education in Europe》2002,27(3):261-268

The School of Library and Information Science of the University of South Florida, that has been a pioneer in distance education, has decided to internationalize its offerings with Ibero-America in mind. This article describes some of the steps the School has taken in order to prepare itself for the challenges, particularly cultural and linguistic ones, posed by international students. Given that the level of performance of both traditional and distance students seems to be about identical, the School of Library and Information Service is looking forward to a successful and culturally enriching experience.  相似文献   

Students' perceptions of early experiences with microcomputer-based laboratories (MBL)     

Gregory P. Thomas  Peter Fong Man-wai  Eric Tsang Po-keung 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):669-671

  相似文献   

The effect of causal diagrams on text learning     

Matthew T. McCrudden  Gregory Schraw  Stephen Lehman  Anne Poliquin 《Contemporary educational psychology》2007

We examined the effect of studying a causal diagram on comprehension of causal relationships from an expository science text. A causal diagram is a type of visual display that explicitly represents cause-effect relationships. In Experiment 1, readers between conditions did not differ with respect to memory for main ideas, but the readers who studied the causal diagram while reading the text understood better the five causal sequences in the text even when study time was controlled. Participants in Experiment 2 studied only the causal diagram or only the text. There were no differences in memory for main ideas or the causal sequences between these groups. Results indicate that causal diagrams are not merely redundant with text and that causal diagrams affect understanding of causal relationships in the absence of a text. These findings supported the causal explication hypothesis, which states that causal diagrams improve comprehension by explicitly representing the implicit causal structure of the text in a visual format.  相似文献   

Improving the quality and effectiveness of computer-mediated instruction through usability evaluations   总被引：1，自引：0，他引：1  

Michael S. Crowther  Chris C. Keller  Gregory L. Waddoups 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(3):289-303

Brigham Young University's Center for Instructional Design (CID) creates online courses and multimedia instructional applications for university faculty. This paper asserts that including usability testing as a part of evaluation improves the quality and effectiveness of computer‐mediated instruction. The paper describes the fundamental purpose and functions of usability testing, and also distinguishes between different forms of evaluation: accessibility, quality assurance (QA), usability and implementation. Through a detailed case study, we describe how usability testing improved the quality of a computer‐based chemistry course and facilitated a clearer analysis of the learning effectiveness of this course.  相似文献