Recess, physical education, and elementary school student outcomes

Today's children experience a decreased amount of time at recess and fewer physical education (PE) classes throughout the school day. Breaks for physical activity limit class time for academics, potentially reducing learning. However, breaks may improve alertness and achievement. Using the Early Childhood Longitudinal Survey Kindergarten Class of 1998-1999, we evaluate how recess and PE in elementary school influence children's learning. We find no statistically significant or economically significant impacts of weekly recess or PE time on student learning for kindergarteners through fifth graders. For example, in kindergarten, adding an hour a week of recess reduces the average test score gain in reading by a statistically insignificant 0.01 standard deviations. An additional 49 min per week of PE in kindergarten improves reading test score gains by a statistically insignificant 0.05 standard deviations. We find no statistical difference in the male and female students’ response to recess and PE. Evidence suggests that recess and PE do not harm student outcomes.     

The impact of a combined cognitive-affective intervention on pre-service teachers’ attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues

The purpose of this study was to assess the impact of a cognitive-affective intervention the attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues of pre-service teachers in the United States. Sixty-seven participants were randomly assigned either to a control group (n = 34) or an experimental group (n = 33). Pre-test and post-test means were compared using paired-samples t-tests to determine the impact of the intervention. Data analysis revealed significant positive changes in the pre-service teachers’ attitudes and knowledge about homosexuality, as well as their anticipated professional behaviors with respect to homosexual students and their families.     

A phenomenographic investigation on the use of iPads among undergraduate art and design students

The increasingly widespread use of iPads in higher education (HE) brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap of research on the instructional potential of iPads in HE. This paper describes the first stage of a research project on the use of iPads in undergraduate art and design disciplines, and is a collaboration between the research lab “Networked Learning Technologies in Art and Design” at Cyprus University of Technology, and the “Centre for Pedagogic Research” at Falmouth University in England. The participants from both institutions provided a student‐centred perspective, and the qualitative analysis (phenomenography) revealed varied perceptions. Based on the findings of this project, the implication is that there are a number of challenges and obstacles in embedding the use of iPads in art and design education. Further research in the second stage of this collaborative research will investigate the views and motivations of art and design faculty. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=ZBXnuVJ8eBY     

Effects of an 8-weeks erythropoietin treatment on mitochondrial and whole body fat oxidation capacity during exercise in healthy males

The present investigation was performed to elucidate if the non-erythropoietic ergogenic effect of a recombinant erythropoietin treatment results in an impact on skeletal muscle mitochondrial and whole body fatty acid oxidation capacity during exercise, myoglobin concentration and angiogenesis. Recombinant erythropoietin was administered by subcutaneous injections (5000 IU) in six healthy male volunteers (aged 21 ± 2 years; fat mass 18.5 ± 2.3%) over 8 weeks. The participants performed two graded cycle ergometer exercise tests before and after the intervention where VO_2max and maximal fat oxidation were measured. Biopsies of the vastus lateralis muscle were obtained before and after the intervention. Recombinant erythropoietin treatment increased mitochondrial O₂ flux during ADP stimulated state 3 respiration in the presence of complex I and II substrates (malate, glutamate, pyruvate, succinate) with additional electron input from β-oxidation (octanoylcarnitine) (from 60 ± 13 to 87 ± 24 pmol · s^?1 · mg^?1 P < 0.01). β-hydroxy-acyl-CoA-dehydrogenase activity was higher after treatment (P < 0.05), whereas citrate synthase activity also tended to increase (P = 0.06). Total myoglobin increased by 16.5% (P < 0.05). Capillaries per muscle area tended to increase (P = 0.07), whereas capillaries per fibre as well as the total expression of vascular endothelial growth factor remained unchanged. Whole body maximal fat oxidation was not increased after treatment. Eight weeks of recombinant erythropoietin treatment increases mitochondrial fatty acid oxidation capacity and myoglobin concentration without any effect on whole body maximal fat oxidation.     

Social Media and Speed-Driven Journalism: Expectations and Practices

To examine how journalists use, and are affected by, social media in their pursuit for speed, this study conducted in-depth interviews with 11 journalists from various U.S. national, metropolitan, and local newspapers. Findings revealed an industry-wide expectation that journalists engage with audiences on social media. But in terms of practice, most interviewees reported that they mainly use Twitter to facilitate news work (i.e., contact hard-to-reach sources) and communicate with other journalists; audiences are rarely their focus on social media. The interviewees were also asked about their perception of how Twitter affects audiences. Most interviewees were unsure of its impact on credibility, but believed that it may promote news use, although not contribute to news organizations’ bottom line. This study offers five reasons why social media are not saving the newspaper industry, and discusses managerial implications regarding the gap between social media expectations and practices.     

Listening to the Community: Guidance From Native Community Members for Emerging Culturally Responsive Educators

Critical race theory (CRT) emphasizes the importance of listening to the counter-narratives of people from marginalized groups. However, the applicability of CRT in practical settings often remains unclear for educators and scholars. This project offers not only a place for Native community members to share their experiences and ideas, it also provides practical guidance for emerging culturally responsive educators and ways to use themes from narratives to guide future scholarship. As a result of interviews with five Native community members, three themes emerged for non-Native educators working in Native communities: (a) learning from the community, (b) transforming thinking through discomfort, and (c) gaining awareness of positive values. These themes can be used to guide future projects, including reservation-based field experiences and research projects exploring educator thinking in reservation communities.