Improvements in fundamental movement skill competency mediate the effect of the SCORES intervention on physical activity and cardiorespiratory fitness in children     

Kristen E. Cohen  Philip J. Morgan  Ronald C. Plotnikoff  Lisa M. Barnett 《Journal of sports sciences》2015,33(18):1908-1918

Numerous studies have identified a positive association between fundamental movement skill (FMS) competency and physical activity in children; however, the causal pathways have not been established. The aim of this study is to determine if changes in FMS competency mediated the effect of the Supporting Children’s Outcomes using Rewards, Exercise and Skills (SCORES) intervention on physical activity and cardiorespiratory fitness in children. Eight primary schools (25 classes) and 460 children (aged 8.5 ± 0.6, 54% girls) were randomised to the SCORES intervention or control group for the 12-month study. The outcomes were accelerometer-determined moderate-to-vigorous physical activity (MVPA) and cardiorespiratory fitness. The hypothesised mediators were actual FMS competency and perceived sport competence. Mediation analyses were conducted using multilevel linear analysis in MPlus. From the original sample, 138 (30.0%) and 370 (80.4%) children provided useable physical activity and cardiorespiratory fitness data at post-test assessments. There were significant treatment effects for locomotor skills and overall FMSs. Changes in MVPA were associated with changes in object-control skills, overall FMSs and perceived competence. The overall FMSs had a significant mediating effect on MVPA (AB = 2.09, CI = 0.01–4.55). Overall FMSs (AB = 1.19, CI = 0.002–2.79) and locomotor skills (AB = 0.74, CI = 0.01–1.69) had a significant mediating effect on cardiorespiratory fitness. The results of this study conclude that actual but not perceived movement skill competency mediated the effect of the SCORES intervention on physical activity and cardiorespiratory fitness.  相似文献   

A quality improvement apprenticeship: Gross anatomy in the time of Covid-19     

April R. Hatcher  A. Scott Pearson  Kristen M. Platt 《Anatomical sciences education》2022,15(5):970-979

The study of anatomy is a team-driven field in which anatomy instruction occurs in small groups in the laboratory with one faculty member guiding students through each anatomical region. One laboratory experience may include several small group instructors in one simultaneous learning session. In comparison, the education of future gross anatomists often happens in an apprenticeship model, where the optimal learning outcomes are met through training with an experienced mentor. It was the vision of the authors to further their education through initiating an inter-institutional exchange to apprentice with innovative mentors in order to bring new ideas back to their own gross anatomy courses. The Southeastern Conference, a consortium of the Universities in the Southern region of the United States often associated with intercollegiate sports, has a host of academic initiatives in addition to the athletic emphasis. The Southeastern Conference Faculty Travel Program is one mechanism by which the organization promotes scholarly excellence. In this case, the Faculty Travel Program provided a way for authors from the University of Kentucky to visit a nearby institution, Vanderbilt University, and learn from like-minded anatomy educators, with the goal of incorporating changes in their courses geared toward quality improvement. After this implementation, positive themes emerged in the student feedback on course evaluations. However, the collaboration was interrupted by the onset of the Covid-19 pandemic. This article examines the strengths of interinstitutional apprenticeship and the benefits of such practices in a time of accelerated change in anatomical instruction.  相似文献   

‘How do I do it if I don’t like writing?’: Adolescents’ stances toward writing across disciplines     

Jill V. Jeffery  Kristen Wilcox 《Reading and writing》2014,27(6):1095-1117

This research embedded in the National Study of Writing Instruction examines higher- and lower-achieving adolescents’ stances toward content-area writing through a qualitative discourse analysis of interviews with 40 students in California, Kentucky, New York, and Texas secondary schools. The study asked: (1) How do students’ stances toward writing compare in general and across disciplines? (2) How do stances compare among middle and high school students and among students with different achievement histories? Results suggest that adolescents generally hold positive attitudes toward writing that allows for the expression of subjective stances, which they report is more commonly assigned in English language arts classrooms. Implications for the adoption of new US standards for disciplinary writing are discussed.  相似文献   

Adolescent writing and writing instruction: introduction to the special issue     

Steve Graham  Jessica Early  Kristen Wilcox 《Reading and writing》2014,27(6):969-972

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RELIABILITY AND STRUCTURAL VALIDITY OF THE TEACHER RATING SCALES OF EARLY ACADEMIC COMPETENCE     

Erin E. Reid  James C. Diperna  Kristen Missall  Robert J. Volpe 《Psychology in the schools》2014,51(6):535-553

Currently, there are few strengths‐based preschool rating scales that sample a wide array of behaviors believed to be essential for early academic success. The purpose of this study was to assess the factor structure of a new measure of early academic competence for at‐risk preschool populations. The Teacher Rating Scales of Early Academic Competence (TRS‐EAC) includes two broad scales (Early Academic Skills and Early Academic Enablers) and was completed by 60 teachers for 440 children enrolled in Head Start and public preschool classrooms. Evidence from two exploratory factor analyses supported a five‐factor solution for the Early Academic Skills Scale (Creative Thinking, Critical Thinking Skills, Numeracy, Early Literacy, and Comprehension) and a five‐factor solution for the Early Academic Enablers Scale (Approaches to Learning, Social and Emotional Competence, Fine Motor Skills, Gross Motor Skills, and Communication). TRS‐EAC scores also demonstrated good to excellent reliability and were related to children's performance on direct measures of early academic skills.  相似文献   

Orientations to Science Teacher Professional Development: An Exploratory Study   总被引：1，自引：0，他引：1  

Meredith A. Park Rogers  Sandra K. Abell  Rose M. Marra  Fran Arbaugh  Kristen L. Hutchins  James S. Cole 《Journal of Science Teacher Education》2010,21(3):309-328

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Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education          下载免费PDF全文

Rebecca E. Gibbons  Sachel M. Villafañe  Marilyne Stains  Kristen L. Murphy  Jeffrey R. Raker 《科学教学研究杂志》2018,55(8):1111-1133

While research on and development of evidence‐based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher‐centered systemic reform model as a framework, we explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. Postsecondary chemistry faculty present a unique population for the study because of their role in teaching prerequisite courses, such as general and organic chemistry, which are key to many science major fields. A measure of teacher beliefs and self‐efficacy was administered to a national survey of postsecondary chemistry faculty members. Instructional practices used in a chemistry course were also collected via self‐report. While instructional practices were not directly observed, a cluster analysis of our data mirrors patterns of instructional practices found in observation‐based studies of chemistry faculty. Significant differences are found on teacher thinking and self‐efficacy measures based on enacted instructional practices. Results support the hypothesized connection between beliefs and instructional practice on a larger scale than in previous studies of this relationship, bolstering the evidence for the importance of this relationship over previously criticized results. These results present a call for reform efforts on fostering change from its core, that is, the beliefs of those who ultimately adopt EBIPs. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform.  相似文献   

The global teaching profession: how treating teachers as knowledge workers improves the esteem of the teaching profession     

Heather E. Price  Kristen Weatherby 《School Effectiveness & School Improvement》2018,29(1):113-149

To better understand the status of the teaching profession, we present a conceptual framework outlining the 4 domains of knowledge-worker professionals: professional benchmarks, professional discretion, room for promotion, and workplace conditions and use the TALIS 2013 survey data to show that these domains exist globally and vary within countries. Across more than 30 school systems, we address the question: To what extent does the level and type of professionalism afforded to individual teachers shape their perceptions of the esteem of their profession? The strongest domain traits that correlate with feeling valued as a teacher are teachers’ satisfaction with their working conditions, involvement in school decision making, and the chance to be recognized for good work. This framework shapes an actionable set of concepts that policymakers can use to address attraction and retention to the profession system-wide and that school leaders can use to improve working conditions in their own schools.  相似文献   

A comparison of eye-gaze and standard response mode on the PPVT-R     

Mary M. Spillane  Kristen K. Ross  Stanley F. Vasa 《Psychology in the schools》1996,33(4):265-271

The Peabody Picture Vocabulary Test-Revised was adapted to allow for the use of eye-gaze as a response mode. The purpose of this study was to determine whether a change in response mode altered test scores. Eighty children, aged 8–12 and without known motor or communication disabilities, completed both the adapted and standard forms of the test. Administration was counter balanced for form of PPVT-R and order of administration. No significant difference in standard scores was found between the eye-gaze and standard response modes. The reliability of interpretation of eye-gaze responses across examiners was 97.72%. © 1996 John Wiley & Sons, Inc.  相似文献