Gains From Training in Phonological Awareness in Kindergarten Predict Reading Comprehension in Grade 9

The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group performed significantly better in decoding in Grade 3, and the difference was maintained until Grade 6. The trained children also scored higher in Grade 9 reading comprehension. Although the results give empirical support for a connection between early phonological awareness training, later word decoding development, and still later reading comprehension, the theoretical explanation for the link between especially word decoding and reading comprehension is far from clear.     

Analysing proof-related competences in Estonian,Finnish and Swedish mathematics curricula—towards a framework of developmental proof

Many countries are revising their mathematics curriculum in order to elevate the role of proof and argumentation at all school levels and for all student groups. Yet, we have very little research on how proof-related competences are aimed to be developed in the mathematics curricula of different countries in Grades 1 to 12. This article contributes to filling this gap by analysing and comparing three countries’ curricula from the perspective of developmental proof. For this purpose, we created an analytical frame of proof-related competences that could be connected to the development of students’ understanding and skills concerning argumentation and mathematical proof. The analysis reveals three quite different trajectories with specific characteristics, shortcomings and strengths.     

Effects of nicotinamide adenine dinucleotide hydride on physical and mental performance

Abstract

The aim of this study was to assess the effects of nicotinamide adenine dinucleotide hydride (NADH) on maximal oxygen uptake ([Vdot]O_2max), maximal anaerobic running time, and mental performance. Eight men were exposed to a supplement treatment (30 mg NADH as ENACHI tablets per day) and to a placebo treatment, each of 4 weeks' duration, in a balanced, double-blind, and cross-over design. The two treatments were separated by a 14-week wash-out period. The results indicated that [Vdot]O_2max, maximal anaerobic running time, and the ability to concentrate were similar in the NADH and placebo conditions. There were also no differences in blood lactate, creatine kinase, reaction time or feelings of fatigue between the treatments. A counter-movement jump performed at rest and 2 min after the aerobic test differed significantly (P ≤ 0.05) between the treatment conditions and was higher in the NADH group. In conclusion, the NADH supplementation for 4 weeks had no effects on [Vdot]O_2max, maximal anaerobic running time or mental performance.     

Effects of habitual physical activity on response to endurance training

We hypothesised that habitual physical activity (PA) together with progressive endurance training contributes to the differences in training response (Δ[V(·)]O(2max)) in healthy and physically active male participants. Twenty volunteers (age 30±3 years and [V(·)]O(2max) 54±7 ml·kg?1·min?1) participated in an eight-week training program which included four to six heart rate-guided exercise sessions weekly. PA data over the whole period were collected by an accelerometer-equipped wristwatch. Individual relative intensities of endurance training and PA were separately determined by adjusting to [V(·)]O(2max) reserve and calculated as mean daily duration (min) of training and PA at light, moderate, high and very high intensity levels. [V(·)]O(2max) increased 6.4±4.1% (p < 0.0001) during the training period. Δ[V(·)]O(2max) correlated with the amount of habitual PA that was mainly of light intensity (r = 0.53, p = 0.016), but not with the duration of moderate, high or very high intensity PA (p = ns for all). Age, body mass index, and daily amount of training at any intensity level of exercise were not related to Δ[V(·)]O(2max) (p = ns for all). In conclusion, a high amount of habitual PA together with prescribed endurance training was associated with good training response in physically active males.     

The prevalence of publicly stimulated innovations –A comparison of Finland and Sweden, 1970–2013

While the role played by the state in stimulating innovation in the private sector has been a prevalent interest in innovation research, studies analysing the impacts of public interventions have usually focused on individual policies, programs or projects. Public stimulation is hence often studied from a relatively restricted and temporarily confined perspective, leaving a macro-level and longer-term perspective unrecognized. This article provides further evidence on the matter by examining how many innovations in Finland and Sweden have been publicly stimulated through funding or research collaboration, over a period of more than four decades (1970–2013). Our main source is a new innovation database constructed following the Literature Based Innovation Output (LBIO) method, which gathers the most significant innovations of both countries for the study period, totalling approximately 4100 Swedish and 2600 Finnish innovations. Our results indicate that the public sector has played a very prominent role in stimulating private innovation in both countries, and with an increasing trend. This is especially true for Finland, where 35–55% of the innovations of the period have been stimulated by public funding and 25–65% by collaboration with public research. In Sweden, the share of publicly stimulated innovations has been somewhat lower and erratic, but has increased over time.     

Multigenerational Effects on Children's Cognitive and Socioemotional Outcomes: A Within‐Child Investigation

Associations between grandparental investment and child outcomes were investigated using three waves of a longitudinal British Millennium Cohort Study that included children between the ages of 9 months and 5 years (n = 24,614 person‐observations from 13,744 children). Grandparental investment was measured by parent–grandparent contact frequency and grandparental financial support. Child cognitive development was measured using the British Ability Scale and socioemotional outcomes using the Strength and Difficulties Questionnaire. Grandparental investment was associated with improved cognitive and socioemotional outcomes among children. However, these associations occurred because of between‐person effects and did not exist in within‐person analyses that compared the same children over time. The results are discussed in terms of their contribution to multigenerational relationships research.     

A large-scale evaluation of the KiVa antibullying program: grades 4-6

This study demonstrates the effectiveness of the KiVa antibullying program using a large sample of 8,237 youth from Grades 4-6 (10-12 years). Altogether, 78 schools were randomly assigned to intervention (39 schools, 4,207 students) and control conditions (39 schools, 4,030 students). Multilevel regression analyses revealed that after 9 months of implementation, the intervention had consistent beneficial effects on 7 of the 11 dependent variables, including self- and peer-reported victimization and self-reported bullying. The results indicate that the KiVa program is effective in reducing school bullying and victimization in Grades 4-6. Despite some evidence against school-based interventions, the results suggest that well-conceived school-based programs can reduce victimization.     

The Connection Between Forms of Guidance for Inquiry-Based Learning and the Communicative Approaches Applied—a Case Study in the Context of Pre-service Teachers

Research in Science Education - Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based...     

Knowledge-intensity as an organisational characteristic

The sector of knowledge-intensive business services (KIBS) has a central role in modern economies. However, there are no explicit and generally acknowledged criteria for characterising KIBS or other knowledge-intensive organisations. In addition, the concept of knowledge-intensity has no significant managerial use. This paper aims to widen the existing understanding about the concept of knowledge-intensity and take a step towards its operational application and managerial usefulness. Methodologically, two steps are carried out. First, a conceptual study based on intellectual capital literature and literature on knowledge-intensive firms is carried out. Second, an interview study (n=8) is carried out to empirically examine the role of knowledge assets in selected KIBS organisations. This paper contributes by tackling the vagueness of the concept of knowledge-intensity: the paper demonstrates that there are different types of ‘knowledge-intensity profiles’ among KIBS companies and that knowledge assets can be used as an analytical framework to identify the sources of value creation.     

Implementation of anti-bullying lessons in primary classrooms: how important is head teacher support?

Background: Evidence suggests that the KiVa anti-bullying programme may contribute to a reduction in bullying and victimisation, especially in primary school level. What is more, the level of implementation moderates the programme effects: the more the programme was implemented, the more bullying was reduced.Purpose: Consequently, it is of interest to investigate the factors affecting the implementation of the KiVa anti-bullying programme. We analysed whether teachers’ perceptions of support from the head teacher predicted the implementation adherence of the programme.Sample: We used a randomised sample of 93 Grade 1–3 (students’ age 7–9 years) teachers in 27 Finnish primary schools.Design and methods: Online surveys on perceptions of two types of head teacher support: (1) general support as a superior and (2) programme support for the KiVa anti-bullying programme were administered to the teachers; written observational reports on implementation adherence (frequency, contents and duration) were also utilised. Data was collected during the academic year 2008–2009. Effects of head teacher support on implementation adherence were modelled both at the teacher level and at the school level.Results: On average, implementation adherence of the student lessons was good. Teacher’s experience of programme support from the head teacher was positively related to implementation adherence, whereas, surprisingly, teacher’s experience of general support did not enhance implementation and was even negatively related to it.Conclusions: The school-based prevention and intervention programmes are delivered through social systems and individuals, and they inevitably trigger multilevel dynamics. Implementation is not only the responsibility of individual teachers but it happens in the context of the school community, the head teacher and the local-level resources and policies.