Teaching Physical Activity—a Matter of Health and Equality?

The aim of this study is to understand the mechanisms supporting equality and social health in physical activity (PA) practices by analysing didactic choices. Social health is understood as equal distribution of power. Thereby, a healthy PA practice needs to be inclusive. 3 PA activities are analysed as cases. Issues of inclusion and exclusion are scrutinized. The analysis shows how the power in PA classes may be reallocated by didactic choices and tools such as the teaching content, the rules, the organization, and the leader attitude. Additionally, to increase the possibilities of conducting healthy PA teaching in physical education and health (PEH), humane values need to take precedence before the competitive sport logic governed by a scientific paradigm.     

Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students

Educational Psychology Review - Burnout is understood to have many adverse consequences for students. However, several equivocal findings in the literature mean that it is currently unclear to what...     

Impact of Structured Movement Time on Preschoolers’ Physical Activity Engagement

Preschool-aged children are not meeting national physical activity recommendations. This study compares preschoolers’ physical activity engagement during two different physical activity opportunities: outdoor free play or a structured movement session. Eighty-seven children served as participants: 40 children participated in outdoor free play and another 47 children participated in a planned movement session. Children in the movement program replaced their outdoor free play with a structured movement session on 2 days each week. All movement opportunities were 30-min in duration. Physical activity was objectively measured using accelerometers. Results show that, compared to children on the playground, children in the movement program engaged in less sedentary behaviors and more light, moderate, vigorous and moderate to vigorous physical activity. In total, children in the movement program engaged in 15.5 min of healthier physical activity behaviors as compared with children in the outdoor free play. Structured movement time appears to afford children an opportunity to engage in more physical activity than outdoor time alone. Findings support that preschool centers should provide children with a daily structured movement time that includes formalized instruction in addition to regularly scheduled outdoor free play.     

When and Why Are the Values of Physical Quantities Expressed with Uncertainties? A Case Study of a Physics Undergraduate Laboratory Course

The understanding of measurement is related to the understanding of the nature of science—one of the main goals of current international science teaching at all levels of education. This case study explores how a first-year university physics course deals with measurement uncertainties in the light of an epistemological analysis of measurement. The data consist of the course documents, interviews with senior instructors, and laboratory instructors’ responses to an online questionnaire. During laboratory work, uncertainties are expressed in the large majority of the measurements made by the students but only in less than half of their calculation results. The instructors’ expectations are that students systematically estimate uncertainties so that they become aware that measurements and calculations are never exact. However, since uncertainties are not specified for the values given in the laboratory guides, uncertainties are often missing from the results of students’ calculations. The potential side effects of students’ measurement understanding are discussed and suggestions for improvements are proposed.     

Are Accommodations for English Learners on State Accountability Assessments Evidence-Based? A Multistudy Systematic Review and Meta-Analysis

The objectives of this two-part study were to: (a) investigate English learner (EL) accommodation practices on state accountability assessments of reading/English language arts and mathematics in grades 3–8, and (b) conduct a meta-analysis of EL accommodation effectiveness on improving test performance. Across all distinct testing programs, we found that at least one EL test accommodation was provided for both test content areas. The most popular accommodations provided were supplying students with word-to-word dual language dictionaries, reading aloud test directions and items in English, and allowing flexible time/scheduling. However, we found minimal evidence that testing programs provide practitioners with recommendations on how to assign relevant accommodations to EL test takers’ English proficiency level. To evaluate whether accommodations used in practice are supported with evidence of their effectiveness, a meta-analysis was conducted. On average, across 26 studies and 95 effect sizes (N = 11,069), accommodations improved test performance by .16 standard deviations. Both test content and sampling design were found to moderate accommodation effectiveness; however, none of the accommodations investigated were found to have intervention effects that were statistically different from zero. Overall, these results suggest that currently employed EL test accommodations lack evidence of their effectiveness.     

Are Women Underrepresented as Authors and Editors of Educational Psychology Journals?

To determine the progress women have made in the last 20 years in terms of contributions to the knowledge base (i.e., authorship) and reputations as leading contributors (i.e., appointments as editors and editorial board members) in educational psychology, we analyzed data from six journals: theAmerican Educational Research Journal, Contemporary Educational Psychology,theEducational Psychologist, Educational Psychology Review,theJournal of Experimental Education,and theJournal of Educational Psychology.Results indicated that (a) women's progress in terms of authorships could be predicted by their increasing representation as educational psychologists, (b) opportunities for females to become editorial board members seem to be getting better, and (c) opportunities for females to become editors seem to be getting worse.     

When is a Physical Concept born? The Emergence of ‘Work’ as a Magnitude of Mechanics

The physical magnitude ‘work’ has a long history. It emerged when two different practices, performed during the whole eighteenth century, met each other. The first was theoretical, practiced by philosophers and mathematicians, and was related mainly to the ‘living forces’ (vires vivae). The second was empirical, practiced by engineers, and was related to the work and the effectiveness of the motor engines. In both activities, the products ‘weight (or force) multiplied by height (or displacement)’ were used for calculations. Can we regard that these products constitute a well defined physical magnitude and are anticipations of the magnitude ‘work’? Modern historians of science assert that ‘work’, as a magnitude of mechanics, was created in France, at the beginning of the nineteenth century. Why? In order to examine these issues, a brief survey into the history of the relevant ideas will be done, and a number of characteristics, acquired by the magnitude of ‘work’ through the historical process of its construction, will be presented. These characteristics may help to depict a magnitude, in general, which is autonomous and embedded in a physical theory. Finally, from the historical data concerning the history of ‘work’, some educational implications will be considered.     

Are You A FREE GIRL?

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Are You A FREE GIRL?

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Are You A Supev Shoppev?

宙 St吸Per Shoppef‘ 、由Ua阳an eXCel!enl ShoPPing girl be- eause you always find time to shoP! Barg3i。日abe二 ShoPPing 15 fun，but only when there isa great sale，50 you Csn SC0r6 all the stuff you want. Not A Mal告Rat: If VOU havs to ShOD.了 VOUa沦In anQ OUt SU·l Per!ast一tnere名no工n一’ ing you like less than hanging at the mall.公 锄。，;·。墓，中学版Are You A Supev Shoppev?@Hilary Duff~~…     

Are You A FREE GIRL?

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Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students’ engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning positioned as a pedagogical model capable of supporting these four learning outcomes (Dyson & Casey, 2012), the purpose of this review was to explore the empirical research in the use of Cooperative Learning in physical education reported on the achievement of learning in the physical, cognitive, social, and affective domains (or their equivalents). The review found that while learning occurred in all 4 domains, the predominant outcomes were reported in the physical, cognitive, and social domains. Affective learning was reported anecdotally, and it became clear that more work is required in this area. The article concludes by suggesting that research into the outcomes of this and other pedagogical models needs to focus on learning beyond the initial instructional unit and extend over a period of years and not just weeks.     

Do College Students Use Online Self-Help? A Survey of Intentions and Use of Mental Health Resources

Online self-help may help increase the reach of mental health services for college students, but little research has examined students’ actual interest/use of these resources. An online survey of 389 college students examined intentions and use of online mental health resources as compared with other support options. Findings indicated the highest intentions/use of informal supports (e.g., parents, friends) for mental health problems and lowest intentions/use for online self-help. However, a subset of students showed a preference for online self-help over other forms of support. Participants were also more likely to request online self-help resources (21%) than in-person therapy resources (9%) when offered these options. Reported barriers were also identified for using mobile applications (apps) specifically (e.g., stigma, credibility, privacy). Overall, results suggest mixed findings and relatively low interest for use of online self-help among college students, while highlighting potential barriers that might be addressed to increase engagement.     

Are Virtual Labs as Effective as Hands-on Labs for Undergraduate Physics? A Comparative Study at Two Major Universities

Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and time-saving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre- and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs.     

A Developmental Comparison of the Out‐of‐school Recreation and Leisure Activity Participation of Boys and Girls With and Without Physical Disabilities

Similarities and differences were examined in the out‐of‐school recreation and leisure activity participation of 422 children with physical disabilities and 354 children without disabilities. The roles of age (six to eight years, nine to 11 years, and 12–14 years), gender, and disability status were examined with respect to the diversity, intensity, location, companionship, and enjoyment of participation in five types of activities, controlling for family income. The findings indicate that dimensions and types of activity participation are differentially influenced by age, gender, and disability. Age cohort comparisons indicated that children without disabilities experienced a widening social world characterised by more intense social participation, greater participation with non‐family members, and stable levels of enjoyment across the age groups. In contrast, children with disabilities in the various age groups were similar in their intensity of social participation and the nature of their companionship, with 12–14 year olds reporting less enjoyment of social activities than those aged six to eight years or nine to 11 years. The findings support the utility of a developmental and contextual perspective in understanding children’s patterns of participation. The information can be used by service providers and managers interested in creating centre‐based or community‐based recreational opportunities, and in providing information to parents about how to encourage children’s recreation and leisure participation.     

Points of View: A Survey of Survey Courses: Are They Effective?

Note from the EditorsPoints of View (POV) addresses issues faced by many people within the life science education community. Cell Biology Education (CBE) publishes the POV Feature to present two or more opinions published in tandem on a common topic. We consider POVs to be “Op-Ed” pieces designed to stimulate thought and dialogue on significant educational issues. Each author had the opportunity to revise or add to his/her POV after reading drafts of the other''s POV.In this issue, we ask the question, “Are survey courses still viable for introductory biology?” The POV question is related to the ones asked by the National Research Council in the recent feature by Jay Labov (www.cellbioed.org/articles/vol3no4/article.cfm?articleID=132) and continues to be a subject of debate by many science departments, not just biology. Often the discussion is split not only by perceived value of the survey course, but also by the size of the institution. Therefore, we present four POVs, plus a framing POV to set the tone. The overview was written by Arri Eisen, who is a senior lecturer in Emory University''s Biology Department and the director of the Program in Science & Society. Representing the Anti-Survey, Large University is Janet M. Batzli, Associate Director of the nontraditional Biology Core Curriculum at the University of Wisconsin at Madison. The Anti-Survey, Small College perspective is presented by David Becker, who is an Associate Professor and Magdalena R. and John P. Dexter Professor of Botany in the Department of Biology at Pomona College. Presenting the Pro-Survey, Large University perspective is Douglas M. Fambrough, Professor of Biology at The Johns Hopkins Department of Biology and Scientific Director of the Searle Scholars Program. Finally, the Pro-Survey, Small College POV was coauthored by Mary Lee Ledbetter and A. Malcolm Campbell. Ledbetter is a Professor of Biology at College of the Holy Cross and a 2003 NSF Director''s Award recipient. Campbell is an Associate Professor of Biology at Davidson College and a co-Editor-in-Chief of CBE. Readers are encouraged to compare the authors'' perspectives and share their thoughts and reactions using the online discussion forum hosted by CBE at http://www.cellbioed.org/discussion/public/main.cfm.

• Cell Biol Educ. 2005 Summer; 4(2): 123–137.
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• Running out of Hands: Designing a Modern Biology Curriculum

Cell Biol Educ. 2005 Summer; 4(2): 123–124. doi:  10.1187/cbe.05-01-0055

Running out of Hands: Designing a Modern Biology Curriculum

Arri EisenProgram in Science & Society Department of Biology Emory University Atlanta, GA 30322Author information ? Copyright and License information ?Copyright The American Society for Cell BiologyWhat makes a good teacher? What makes a good curriculum? While these two questions are intimately related, they are different. And when I think about them, I find myself feeling like Tevye in Fiddler on the Roof dealing with a perplexing problem—that is, I quickly run out of hands. On the one hand, when I reflect on my best teachers, I can''t separate the person from what the person taught me. On the other hand, when designing a curriculum, we want to figure out what to teach and how, and leave out the person, because 1) personnel changes, 2) teachers have different styles, and 3) a good curriculum allows for these different styles. On the other hand, while personal style overlaps with pedagogy—the “how” of teaching—they are different. On the other hand… I have run out of hands.Let''s simplify a little and just discuss key questions and issues that should be addressed in designing a rigorous biology curriculum. Since introductory courses set the tone, standards, and expectations for the curriculum, we''ll focus our discussion on introductory courses as a model for thinking about the entire curriculum. Because this is an “overview” for a series of Points of View articles (POVs), I can cheat some and not give you any answers (see the four POVs that follow for some possible answers). Instead, I''ll sneak into a discussion of these key questions and issues, which I''ll call The Big 5. These five key points are important to consider, especially because we tend to lose sight of them since we''re often too close to our own blackboards to have a broader perspective. Some of my comments may sound like common sense, but keep in mind that most everything those bestseller self-help books say is common sense, yet they''re still bestsellers.     

Students as Consumers of Knowledge: Are They Buying What We’re Selling?

Academic entitlement, an attitude marked by students’ beliefs that they are owed something in the educational experience apart from what they might earn from their effort, has received attention recently in the literature. In previous work, academic entitlement has been shown to be related to parenting styles and personality constructs. The current study departs from previous research by taking a phenomenological approach to understanding academic entitlement. Focus groups were conducted with a total of 52 first-year students. Responses were coded into six facets of academic entitlement: product value of education, social promotion, role of professors, teaching assistants, administrators, and shoppers or scholars.     

A Brief Introduction of Irony as A Writing Technique

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