Stochastic ordering of simulated rugby match activity produces reliable movements and associated measures of subjective task load,cognitive and neuromuscular function     

Thomas Mullen  Jamie Highton 《Journal of sports sciences》2013,31(21):2506-2512

ABSTRACT

The study assesses the test–retest reliability of movement and physiological measures during a simulated rugby match that employed activities performed in a stochastic order. Twenty male rugby players (21.4 ± 2.1 y) completed two trials of a 2 × 23 min rugby movement simulation protocol during which the order of events was performed in a stochastic order, with 7–10 days between trials. Movement characteristics, heart rate (HR), RPE, maximum voluntary contraction (MVC), voluntary activation (VA%) of the quadriceps, Stroop test and subjective task load rating (NASA-TLX) were measured. The most reliable measures of external load was relative distance (typical error [TE] and CV% = 1.5–1.6 m min^?1 and 1.4–1.5%, respectively), with all other movement characteristics possessing a CV% <5%. The most reliable measure of internal load, neuromuscular function and perceptual measures were for %HRmax (TE and CV% = 1.4–1.7% and 1.4–2.1%, respectively), MVC before (TE and CV% = 10.8–14.8 N·m and 3.8–4.6%, respectively), and average RPE (TE and CV% = 0.5–0.8 AU and 3.6–5.5%, respectively). The Stroop test, NASA-TLX and blood lactate produced the least reliable measures (CV% >5%). Future studies can confidently examine changes in several perceptual, neuromuscular, physiological and movement measures related to rugby activity using stochastic movements.  相似文献   

MOOCocracy: the learning culture of massive open online courses     

Jamie Loizzo  Peggy A. Ertmer 《Educational technology research and development : ETR & D》2016,64(6):1013-1032

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Using real data for statistics education in an open‐source learning environment     

Anna H. Jonsdottir  Jamie Lentin  Violeta Calian  Eggert K. Hafsteinsson  Gunnar Stefansson 《Teaching Statistics》2021,43(1):5-12

The tutor‐web is an open‐source learning environment designed to be used for teaching mathematics and statistics. The system offers thousands of exercises at high school and university level, and has been used for a decade to teach introductory statistics courses with good results. A new component has recently been added to the tutor‐web so that students can enter their own data or get real data from several data sources for practicing and learning new concepts.  相似文献   

Multidimensional morphological assessment for middle school students     

Amanda Goodwin  Yaacov Petscher  Jamie Tock 《Journal of Research in Reading》2021,44(1):70-89

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Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors          下载免费PDF全文

Amanda P. Williford  Jennifer LoCasale‐Crouch  Jessica Vick Whittaker  Jamie DeCoster  Karyn A. Hartz  Lauren M. Carter  Catherine Sanger Wolcott  Bridget E. Hatfield 《Child development》2017,88(5):1544-1553

A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.  相似文献   

Burden of Acting Neither White Nor Black: Asian American Identities and Achievement in Urban Schools     

Jamie Lew 《The Urban Review》2006,38(5):335-352

Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks, and school context may play a significant role when accounting for minority students’ academic aspirations and achievement. In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white” plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse, this research examines how Asian American students in two different social and economic contexts, negotiate their race and ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation. By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as a case study, this research complicates and challenges our understanding of the role of culture in school achievement and illustrates how culture intersects with class, race, and schools. Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark, NY, 07102-1814, USA  相似文献   

Mainstream Teachers’ Implicit Beliefs about English Language Learners: An Implicit Association Test Study of Teacher Beliefs     

Jamie Harrison  Joni Lakin 《Journal of Language, Identity & Education》2018,17(2):85-102

Teacher attitudes toward inclusion of English Learners (ELs) in the mainstream classroom have primarily focused on explicit beliefs as accessed through observation, case studies, and self-report surveys. The authors explore implicit mainstream teacher beliefs about ELs using the newly created Implicit Association Test–EL, with correlations to explicit beliefs being made using the English-as-a-Second-Language (ESL) Students in Mainstream Classrooms: A Survey of Teachers’ Explicit Beliefs survey. Findings from the IAT–EL indicate a slightly negative implicit belief about ELs from 197 respondents. Implicit and explicit beliefs about ELs were not significantly correlated, which is in keeping with current Implicit Associate Test (IAT) literature.  相似文献   

Mindset × Context: Schools,Classrooms, and the Unequal Translation of Expectations into Math Achievement     

Jamie M. Carroll  David S. Yeager  Jenny Buontempo  Cameron Hecht  Andrei Cimpian  Pratik Mhatre  Chandra Muller  Robert Crosnoe 《Monographs of the Society for Research in Child Development》2023,88(2):7-109

When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:

• 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum?
• 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
• 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?

We used nationally representative data from about 10,000 U.S. public school 9th graders in the National Study of Learning Mindsets (NSLM) collected in 2015–2016—the most recent, national, longitudinal study of adolescents' mindsets in U.S. public schools. The sample was representative with respect to a large number of observable characteristics, such as gender, race, ethnicity, English Language Learners (ELLs), free or reduced price lunch, poverty, food stamps, neighborhood income and labor market participation, and school curricular opportunities. This allowed for generalization to the U.S. public school population and for the systematic investigation of school- and classroom-level contextual factors. The NSLM's complete sampling of students within schools also allowed for a comparison of students from different gender and socioeconomic groups with the same expectations in the same educational contexts. To analyze these data, we used the Bayesian Causal Forest (BCF) algorithm, a best-in-class machine-learning method for discovering complex, replicable interaction effects. Chapter IV examined the interplay of expectations, gender, and socioeconomic status (SES; operationalized with maternal educational attainment). Adolescents' expectations for success in math were meaningful predictors of their early math progress, even when controlling for other psychological factors, prior achievement in math, and racial and ethnic identities. Boys from low-SES families were the most vulnerable identity group. They were over three times more likely to not make adequate progress in math from 9th to 10th grade relative to girls from high-SES families. Boys from low-SES families also benefited the most from their expectations for success in math. Overall, these results were consistent with Mindset × Context Theory's predictions. Chapters V and VI examined the moderating role of school-level and classroom-level factors in the patterns reported in Chapter IV. Expectations were least predictive of math progress in the highest-achieving schools and schools with the most academically oriented peer norms, that is, schools with the most formal and informal resources. School resources appeared to compensate for lower levels of expectations. Conversely, expectations most strongly predicted math progress in the low/medium-achieving schools with less academically oriented peers, especially for boys from low-SES families. This chapter aligns with aspects of Mindset × Context Theory. A context that was not already optimally supporting student success was where outcomes for vulnerable students depended the most on student expectations. Finally, perceptions of classroom stereotyping mattered. Perceptions of gender stereotyping predicted less progress in math, but expectations for success in math more strongly predicted progress in classrooms with high perceived stereotyping. Gender stereotyping interactions emerged for all sociodemographic groups except for boys from high-SES families. The findings across these three analytical chapters demonstrate the value of integrating psychological and sociological perspectives to capture multiple levels of schooling. It also drew on the contextual variability afforded by representative sampling and explored the interplay of lab-tested psychological processes (expectations) with field-developed levers of policy intervention (school contexts). This monograph also leverages developmental and ecological insights to identify which groups of students might profit from different efforts to improve educational equity, such as interventions to increase expectations for success in math, or school programs that improve the school or classroom cultures.  相似文献   

Children can represent complex social status hierarchies: Evidence from Indonesia     

Jamie Amemiya  Kiara Widjanarko  Irene Chung  Lin Bian  Gail D. Heyman 《Child development》2023,94(6):1730-1744

Children's ethnicity-status associations are often studied in societies where one ethnic group possesses status across multiple dimensions, such as political influence and wealth. This study examined children's (6–12 years) and adults' representations of more complex hierarchies in Indonesia (N = 341; 38% Native Indonesian, 33% Chinese Indonesian, and 27% other ethnicities; 55% female, 36% male; 2021–2022), a society where ethnic groups hold distinct forms of status (on average, Native Indonesians have political influence; Chinese Indonesians have wealth). By 6.5 years, children associated Native Indonesians with political influence and Chinese Indonesians with wealth. Intersectional analyses indicated that ethnicity-status associations were stronger for male than female targets. Children of all ethnicities preferred Chinese Indonesians and preferences were predicted by wealth judgments.  相似文献