Health-related fitness knowledge growth in middle school years: Individual- and school-level correlates     

Xihe Zhu  Justin A. Haegele  Haichun Sun 《运动与健康科学(英文)》2020,9(6):664-669

BackgroundHealth-related fitness knowledge (HRFK) has been an essential concept for many health and physical education programs. There has been limited understanding and longitudinal investigation on HRFK growth. This longitudinal study examined HRFK growth and its individual- and school-level correlates in middle school years under 1 curriculum condition: Five for Life.MethodsParticipants were 12,044 students from 47 middle schools. Data were collected at both individual/participant and school/institution levels. Individual-level variables included gender, grade, and HRFK test scores. School-level variables included percentage of students receiving free and reduced meals (FARM), student-to-faculty ratio for physical education, and school academic performance (SAP). We used hierarchical linear modeling to examine HRFK 3-year growth in relation to individual- and school-level correlates.ResultsThe average HRFK score at 6th grade for females was 42.81% ± 1.32%. The predicted HRFK growth was 17.06% ± 1.02% per year, holding other factors constant. A 1-standard deviation increase in FARM correlated with a 14.68%-point decrease in predicted test score (p = 0.02). A 1-standard deviation increase in SAP was associated with an 11.90%-point increase in HRFK score. Males had a significantly lower growth rate than females during the middle school years (0.78%/year, p = 0.02).ConclusionThe result showed that both individual- and school-level variables such as gender, FARM, and SAP influenced HRFK growth. Educators should heed gender differences in growth curves and recognize the correlates of school-level variables.  相似文献   

Assessing General Education and Special Education Majors’ Self‐Efficacy for Teaching Reading     

Rebecca L. P. Jordan  Justin Garwood  Woodrow Trathen 《Learning disabilities research & practice》2019,34(4):185-193

In an era of teacher quality reforms, one overlooked area for assessing readiness for teaching is education majors’ self‐efficacy for teaching reading. This gap is unfortunate, as teaching reading is a common responsibility among general and special education teachers. In the current push for RTI—one in which more general education teachers are increasingly called upon to provide reading support to students with learning disabilities, in addition to the support received from special educators—it is important to determine preservice teachers’ self‐efficacy for teaching reading. Self‐efficacy is an important construct to consider as it is related to eventual teacher attrition. The purpose of the current study was to develop a scale to measure elementary and special education majors’ self‐efficacy for teaching reading. With a sample of 110 education majors, a three‐factor scale was developed and demonstrated strong psychometric properties. Implications for the future of teacher education programs are discussed.  相似文献   

Impaired motor control after sport-related concussion could increase risk for musculoskeletal injury: Implications for clinical management and rehabilitation     

Terese L. Chmielewski  Justin Tatman  Shuhei Suzuki  MaryBeth Horodyski  Darcy S. Reisman  Russell M. Bauer  James R. Clugston  Daniel C. Herman 《运动与健康科学(英文)》2021,10(2):154

This review presents a conceptual framework and supporting evidence that links impaired motor control after sport-related concussion (SRC) to increased risk for musculoskeletal injury. Multiple studies have found that athletes who are post-SRC have higher risk for musculoskeletal injury compared to their counterparts. A small body of research suggests that impairments in motor control are associated with musculoskeletal injury risk. Motor control involves the perception and processing of sensory information and subsequent coordination of motor output within the central nervous system to perform a motor task. Motor control is inclusive of motor planning and motor learning. If sensory information is not accurately perceived or there is interference with sensory information processing and cognition, motor function will be altered, and an athlete may become vulnerable to injury during sport participation. Athletes with SRC show neuroanatomic and neurophysiological changes relevant to motor control even after meeting return to sport criteria, including a normal neurological examination, resolution of symptoms, and return to baseline function on traditional concussion testing. In conjunction, altered motor function is demonstrated after SRC in muscle activation and force production, movement patterns, balance/postural stability, and motor task performance, especially performance of a motor task paired with a cognitive task (i.e., dual-task condition). The clinical implications of this conceptual framework include a need to intentionally address motor control impairments after SRC to mitigate musculoskeletal injury risk and to monitor motor control as the athlete progresses through the return to sport continuum.  相似文献   

Political Socialization of International Students: Public-Issue Discourse and Discussion on the College Campus     

Mizuki H. Wyant  Elizabeth H. Hurst  Justin Reedy 《Journal of Intercultural Communication Research》2020,49(4):372-393

ABSTRACT

This study examined international students’ interests in public issues in the U.S. and motivational factors behind their discourse or avoidance of such issues. In-depth interviews with international students revealed that they discuss certain public issues in the U.S. to gain or exchange information and knowledge, because these issues are relevant to themselves and others, or due to the misconceptions that others have about their country. Moreover, international students tend to avoid certain public issues because of the level of their knowledge and lack of interest in such issues and in order to avoid dissonance caused by the public issues.  相似文献   

On Higher-Order and Free-Floating Chances     

Fisher  Justin C. 《The British journal for the philosophy of science》2006,57(4):691-707

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A Criterion-Referenced Approach to Student Ratings of Instruction     

J. Patrick Meyer  Justin B. Doromal  Xiaoxin Wei  Shi Zhu 《Research in higher education》2017,58(5):545-567

We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response theory and Wright mapping methods, we describe teaching characteristics at various points along the latent continuum for each scale. These maps enable criterion-referenced score interpretation by making an explicit connection between test performance and the theoretical framework. We explain the way our Wright maps can be used to enhance an instructor’s ability to interpret scores and identify ways to refine teaching. Although our work is aimed at improving score interpretation, a criterion-referenced test is not immune to factors that may bias test scores. The literature on SRIs is filled with research on factors unrelated to teaching that may bias scores. Therefore, we also used multilevel models to evaluate the extent to which student and course characteristic may affect scores and compromise score interpretation. Results indicated that student anger and the interaction between student gender and instructor gender are significant effects that account for a small amount of variance in SRI scores. All things considered, our criterion-referenced approach to SRIs is a viable way to describe teaching quality and help instructors refine pedagogy and facilitate course development.  相似文献   

Emergence of the Link Between the Approximate Number System and Symbolic Math Ability     

Jinjing Wang  Justin Halberda  Lisa Feigenson 《Child development》2021,92(2):e186-e200

Experimentally manipulating Approximate Number System (ANS) precision has been found to influence children’s subsequent symbolic math performance. Here in three experiments (N = 160; 81 girls; 3–5 year old) we replicated this effect and examined its duration and developmental trajectory. We found that modulation of 5-year-olds’ ANS precision continued to affect their symbolic math performance after a 30-min delay. Furthermore, our cross-sectional investigation revealed that children 4.5 years and older experienced a significant transfer effect of ANS manipulation on math performance, whereas younger children showed no such transfer, despite experiencing significant changes in ANS precision. These findings support the existence of a causal link between nonverbal numerical approximation and symbolic math performance that first emerges during the preschool years.  相似文献   

Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia)     

Mazzocco MM  Feigenson L  Halberda J 《Child development》2011,82(4):1224-1237

Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth graders, it is shown that students with MLD have significantly poorer ANS precision than students in all other mathematics achievement groups (low, typically, and high achieving), as measured by psychophysical assessments of ANS acuity (w) and of the mappings between ANS representations and number words (cv). This relation persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low-achieving from typically achieving students, suggesting an ANS deficit that is specific to MLD.  相似文献   

Analysis of Satisfaction and Perceived Learning of Science in Different Distance Education Delivery Modes for Rural Elementary School Teachers Involved in a Professional Development Project     

Leonard A. Annetta  Justin C. Matus 《International Journal of Science and Mathematics Education》2004,1(3):311-331

The Science Co-op is a local systemic change project that connects eight regional clusters of elementary schools in rural Missouri and Iowa in the USA. These clusters are comprised of 38 school districts distributed over 40,000 square miles and include more than 1,400 teachers and 20,000 elementary school students. The project stresses inquiry science in the classroom and involves investigating science ideas using a constructivist approach and cross-curricular connections. Within the frameworks of the Science Co-op project a technology known as Interactive Television (ITV) allows for almost real-time interaction (a 3–5 second delay) within the state boundaries of Missouri and Iowa, respectively. The primary goals of the ITV sessions are to enhance the science content and science pedagogical knowledge among the population of elementary school teachers that they may have lacked in their prior education, and to reinforce and extend instructional strategies emphasized in this local systemic change project. In this study the participants' self-reported learning and reactions to live ITV sessions and videotaped, delayed broadcast of ITV sessions were compared. Regression analysis results show teaching experience's influence on overall satisfaction with ITV (p<0.05) while mode attended, perceived technical difficulty, preferred mode, and perceived new skills or content learned in the session entered the regression equation at p=.000. Further t-tests suggested p>0.05 for perceived new skills and content learned on the different modes of communication.  相似文献   

EDUCATION FOR SUSTAINABLE DEVELOPMENT: A SINO-ENGLISH COMPARATIVE STUDY IN ENVIRONMENTAL EDUCATION     

祝怀新 《Journal of Zhejiang University. Science. B》2001,(3)

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