Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis

This systematic review and meta-analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977–2020); 17 were included in meta-analysis (N_total = 3893; M_childage = 1–8 years; M_girls 49.8%; M_ethnicity White 41%, African American/Black 28%, Hispanic 19%). Guided play had a greater positive effect than direct instruction on early maths skills (g = 0.24), shape knowledge (g = 0.63), and task switching (g = 0.40); and than free play on spatial vocabulary (g = 0.93). Differences were not identified for other key outcomes. Narrative synthesis highlighted heterogeneity in the conceptualization and implementation of guided play across studies.     

The course of problematic social media use in young adolescents: A latent class growth analysis

Using four waves of longitudinal data collected in 2015–2019 from 1419 Dutch adolescents (M_age = 12.5, 45.9% female, 21.9% immigrant), this study identified trajectories of problematic social media use (SMU) in parallel with trajectories of SMU frequency. Latent class growth analysis identified two subgroups with relatively high levels of problematic SMU over time: One showed high (24.7%) and one showed average SMU frequency (15.8%). Also, two subgroups with persistently low levels of problematic SMU were identified: One reported low (22.4%) and one reported high SMU frequency (37.1%). Although both subgroups with high levels of problematic SMU reported low subjective well-being, the group with high SMU frequency showed low self-control, whereas the group with average SMU frequency reported poor social competencies.     

Capacity and Flexibility in Community College CTE Programs: Program Offerings and Student Success

Research in Higher Education - This article asks whether small changes to community college courses and programs can help improve student outcomes. We use administrative data from the California...     

The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students

The CREATE (Consider Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) strategy aims to demystify scientific research and scientists while building critical thinking, reading/analytical skills, and improved science attitudes through intensive analysis of primary literature. CREATE was developed and piloted at the City College of New York (CCNY), a 4-yr, minority-serving institution, with both upper-level biology majors and first-year students interested in science, technology, engineering, and mathematics. To test the extent to which CREATE strategies are broadly applicable to students at private, public, research-intensive, and/or primarily undergraduate colleges/universities, we trained a cohort of faculty from the New York/New Jersey/Pennsylvania area in CREATE pedagogies, then followed a subset, the CREATE implementers (CIs), as they taught all or part of an existing course on their home campuses using CREATE approaches. Evaluation of the workshops, the CIs, and their students was carried out both by the principal investigators and by an outside evaluator working independently. Our data indicate that: intensive workshops change aspects of faculty attitudes about teaching/learning; workshop-trained faculty can effectively design and teach CREATE courses; and students taught by such faculty on multiple campuses make significant cognitive and affective gains that parallel the changes documented previously at CCNY.     

Responding to Poverty and Its Complex Challenges: The Importance of Policy Fluency for Educational Leaders

We present a case example of a school leader whose understanding of both in- and out-of-school policies and issues supported 2 students who experienced severe trauma. We describe some of the principal's key beliefs and practices that led to the development of a justice-oriented school, and then contextualize her work in a “social frontiers” perspective. We conclude by suggesting that, especially in contexts where poverty affects many students, school leaders must go beyond school walls to cultivate appropriately responsive systems of practice that allow all students to thrive.     

Rope Sluts,and Bottoms,and Subs,Oh My: 50 Shades of Grey and the Shifting Discourse on Female Submission in Feminist Kink Porn

To date, feminists have conflated (and continue to conflate) historical understandings of bondage, discipline, dominance and submission, and sadomasochism (BDSM) as pathological and representations of BDSM in literature and popular media with the lived experiences of feminist BDSM practitioners. Feminist BDSM practitioner Madison Young’s pornographic film 50 Shades of Dylan Ryan (2012) takes the recent resurgence of the ongoing debate on women, submission, and popular literature as a starting point for reconsideration and possibility. By adapting the discourse surrounding 50 Shades of Grey, Young’s pornographic film points to the ways in which feminism also contributes to that which makes pleasure possible. Young’s film reimagines the dualities that have traditionally dominated feminist cultural critique through concepts the author calls “mediated authenticity” and “formal simultaneity.” Beginning with a brief, rigorous examination of the 50 Shades of Grey phenomenon, this article analyzes Madison Young’s 50 Shades of Dylan Ryan and seeks to provide a critical intervention in feminist studies of pornography and popular culture.     

The Reliability and Validity of Protocols for the Assessment of Endurance Sports Performance: An Updated Review

Sports performance testing is one of the most common and important measures used in sport science. Performance testing protocols must have high reliability to ensure any changes are not due to measurement error or inter-individual differences. High validity is also important to ensure test performance reflects true performance. Time-trial protocols commonly have a coefficient of variation (CV) of <5%, however, familiarization, well-trained subjects and/or conducting the trial outdoors in the athlete’s most familiar environment can lead to CVs of < 1%. Long duration time-trials or the inclusion of sprints within a time-trial appears to not negatively influence reliability. Few studies have assessed the validity of endurance performance tests, and as such more research should evaluate different ways of simulating outdoor performances in the laboratory. The use of warm-up, simulation of convection load, and implementation of race specific hydration practices are important considerations for researchers regarding test validity.     

The Validity of the Sit-and-Reach Test and the Modified Sit-and-Reach Test in Middle-Aged to Older Men and Women

Abstract

A growing concern for the establishment of a national system of education was clearly evident in France during the last decades of the eighteenth century. Physical education was afforded an important role in the educational projections of the period. Beginning with La Chalotais' Essai d'éducation nationale (1763) authors began to express more and more support for the inclusion of a comprehensive program of physical education. Gabriel Coyer's De l'éducation publique (1770), Louis Philipon de la Madelaine's Vues patriotiques sur l'education du peuple (1783) and De l'éducation des collèges (1784), and Jean Ver dier's Maison d'éducation physique et morale (1772) and Cours d'éducation à l'usage des eleves (1777) all contributed significantly to the concept that physical education must constitute an important and integral part of any comprehensive and viable plan for national education. Among the most important deliberations of the various French revolutionary assemblies between 1789 and 1795 were those dealing with education as a concern of the state. Legislators tried valiantly to establish a sound national plan for education. The educational reports and projects presented to the various revolutionary assemblies by Talleyrand, Condorcet, Lepelitier, Lakanal, Romme, and Daunou are usually considered by educational historians to be the most significant. Each of these specified that due attention must be devoted to physical education for children and youth. The proposals, the decrees and the debates which they precipitated did much to attract attention to the importance of the subject. It seems most likely that the period from 1763 to 1795 in France witnessed the establishment of a precedent in modem times for the concept of state concern and support for physical education.     

Multiple identities and religious transmission: a study among moroccan-dutch muslim adolescents and their parents

This study investigates the relation between religious group identification and ethnic and national identity among Moroccan‐Dutch Muslim adolescents (11–18 years) and their parents (n = 369). Compared to their parents, adolescents showed higher national identification and lower religious and ethnic group identification. However, for adolescents and their parents, there were similar positive relations between Muslim and ethnic identifications, and both identifications were negatively related to Dutch identification. For early adolescents, parent’s religious group identification was strongly related to their religious identification and ethnic and national identifications. These associations were not significant for middle adolescents. It is concluded that research on children from immigrant Muslim families should not only focus on ethnicity but on religious identity in particular.