Heart Rate Response to a Modified Harvard Step Test: Males and Females,Age 10–69

Abstract

The residents of an entire community are being examined periodically in an effort to determine the etiologic factors which lead to impaired health. As a part of this study, a submaximal test consisting of stepping onto an 8-inch bench at the rate of 24 steps/ minute for three minutes was administered to 2696 males and 2568 females, aged 10–69. The ECG, from which heart rate (HR) was measured, was recorded before, during, and after the exercise. Resting, exercise, and postexercise HR's are significantly higher for females at all ages. Pre-exercise HR decreases from age 10 to about age 25 in males and females, and shows little age change thereafter. In both males and females the terminal (3 minute) HR decreases from age 10 to 35, remains fairly constant to age 55, and decreases thereafter. The postexercise HR decreases again at age 65 in males and females. Reclining pre-exercise HR is moderately correlated with the exercise and postexercise HR at all ages in males and females. However, there is only a low correlation between either sitting or standing anticipatory HR and exercise and postexercise HR's. The HR's at 2′30” and 3′ during exercise are highly correlated as are the various postexercise HR's with each other at all ages and in both males and females. The correlation of the exercise HR and postexercise HR is moderately high. Percentile ranks for males and females (age 10–69) are given for the 1-minute postexercise HR's.     

Formatively assessing prospective teachers’ skills in leading mathematics discussions

Educational Studies in Mathematics - Mathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years,...     

The Grieving Process in Children: Strategies for Understanding, Educating, and Reconciling Children's Perceptions of Death

Just like adults, children of all ages need time and understanding in order to process the concept of death and dying. This process is much different for children than it is for adults. There are 4 components relative to children's understanding of death: (a) the irreversibility factor, (b) finality, (c) inevitability, and (d) causality. These 4 components relate directly to the developmental level of the child at the time the death occurs. Knowing how children's concept of death is constructed provides parents and caregivers important information and helps them respond more sensitively to what children might feel and experience. This article provides an overview of how children understand death, concrete strategies for talking to children about death, and suggestions for teachers about how to help children through grief and mourning.     

Collaborative action research to develop the use of solution‐focused approaches

This collaborative action research project involves two educational psychologists (EPs) working with teachers from four primary schools to develop the use of solution‐focused approaches. The project illustrates a way in which EPs might make a distinctive contribution to improving outcomes for children and young people. Realist interviews were used to identify mechanisms responsible for encouraging change in practice and many of these can be linked to action research or solution‐focused approaches. The project will be funded for two years and this report is based on the first year. Progress has been encouraging and findings suggest that solution‐focused action research is a successful model for introducing a new initiative.     

Promoting phonemic analysis ability among kindergartners

Two longitudinal studies following the design used by Lundberg et al's (1988) aimed at examining the effects of different metaphonological training programs on phonemic analysis ability acquisition among kindergartners (mean age: 5 years 5 months in both studies). In Study 1, two training programs involving either rhymes, syllables and phonemes, or rhymes and syllables only, were administered to different groups. Progress in phonemic analysis ability was exclusively observed in the group whose training included phonemes. An untrained control group displayed no progress in metaphonological ability. In Study 2, two training programs involving either phonemes or syllables were administered to different groups. A third group was trained on non-linguistic visual analysis. Specific effects of training on phonemic analysis ability were disclosed again. While a phoneme-to-supraphoneme generalization was found among the group trained with phonemes, the reverse did not happen among the group trained with syllables. These results support the idea that processes involved in syllabic analysis of speech or in rhyme manipulation cannot be applied to its phonemic structure. In addition, training with non-linguistic visual analysis did not entail any progress in metaphonological ability, thus providing evidence that phonological awareness cannot be promoted by analysis abilities acquired in another domain.     

Mentors for beginning teachers as middle leaders: the messy work of recontextualising

ABSTRACT

Mentors for beginning teachers in schools are often unacknowledged middle leaders in their schools. Through their work with beginning teachers, they not only provide local leadership in their contexts, they influence and shape the work of the next generation of teachers. Government-funded mentor training for the purpose of supporting beginning teachers in Education Queensland schools commenced in 2014 (Queensland Government. [2017]. Mentoring Beginning Teachers. http://education.qld.gov.au/staff/development/employee/teachers/mentoring.html). In Queensland, Australia, over 3000 experienced teachers have completed a two-day professional learning Mentoring Beginning Teacher (MBT) programme. Upon completion, mentors were expected to design and enact a mentoring programme that met the beginning teachers’ needs in their context, using the dialogic mentoring principles they had learned to fulfil the policy goals of increasing the number of beginning teachers transitioning to full registration. This article draws on Bernstein’s ([2000]. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Revised ed. Rowman & Littlefield) concepts of recontextualisation, and horizontal and vertical discourses of knowledge to understand how mentor teachers negotiated and enacted their roles as middle leaders in schools in diverse schooling contexts.     

Academic involvement at university

The call for students to become more involved in their academic study is not new. However few studies have investigated academic involvement as it is experienced by university students. This paper discusses the results of a study that was designed to explore student perceptions of the nature of academic involvement in learning. In addition students were asked to identify factors in their learning experience that encouraged or discouraged their academic involvement. The results reported here are drawn from interviews with 58 first and second year students attending Victoria University of Wellington.The results demonstrate that students experience involvement in qualitatively and quantitatively different ways that appear to be related to approach to learning. A major focus of the paper is on the interactive role personal and contextual factors play in the development of involvement. It is suggested that such factors combine to produce a particular learning climate that directly affects involvement in learning. The paper concludes with a discussion of the implications of this research for university policy, teaching practice and course design and makes some suggestions for further research.     

Neurological models of cognitive processing

A framework is proposed from which to evaluate contemporary neurological models of cognitive processing. Selected models are classified as unidimensional, bidimensional, or tridimensional according to the neuraxes that they address. The empirical research that supports each model is considered in terms of anatomical, physiological, and behavioral levels of analysis. Applied implications of the models for learning and individual differences are identified as they relate to psychoeducational assessment and intervention. Finally, differences and similarities among the selected models are synthesized.     

Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth

It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow neglected. In this study, we examined how they are related at an early stage of literacy development in European Portuguese, an orthography of intermediate depth. Children followed from Grade 2–3 performed two of the most common tasks of orthographic knowledge—the Orthographic Choice Task and the Orthographic Awareness Task. Crossed-lagged structural equation modeling showed significant mutual contributions between the two components of orthographic knowledge, providing thus preliminary evidence of bidirectional relations over time. Results are discussed in the context of theories of reading development taking into account the influence of orthography consistency.