青少年运动缺乏症研究的10大问题

摘要：运动缺乏症（EDD）是一种儿科疾病,特点是中高强度体力活动（MVPA）下降,低于目前的推荐量,也与积极的健康结果（health outcomes）不一致。目前,大多数儿童和青少年符合EDD的诊断标准,因为他们没有达到日常MVPA的最低要求。本文的目的是强调10个与青少年EDD有关的重要研究问题。需要进行重要的研究来更好的定义EDD的临床表现,包括评估体力活动行以确定开始出现EDD的年龄或发育阶段;包括运动技巧和体能的运动起源（kinesiogenesis）的检测;以及对影响青少年MVPA的生活方式因素的评估。关于治疗EDD的干预措施和政策的研究问题,包括评估对卫生保健从业者进行运动医学重要性的教育和训练;确定在临床上识别和治疗EDD青少年的方法的有效性;开发敏感的、特效的、经济的方法以诊断青少年EDD;以及定制方法以促进本病诊疗的医疗保险赔付。如果未来研究不能优化EDD青少年的识别、治疗和管理方案,具有重大影响的生物医学、心理、经济和政治的新的卫生保健问题将会不断出现。     

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers.     

The cognitive relevance of Indigenous and rural: Why is it critical to survival?

Using two case studies of children’s knowledge, this paper sheds light on the value, diversity, and necessity of Indigenous and place-based knowledge to science and engineering curricula in rural areas. Rural contexts are rich environments for cultivating contextual knowledge, hence framing a critical pedagogy of teaching and learning. Indigenous and rural place-based knowledge are nuanced and pragmatic in character, and offer solutions to both local and global challenges. Two case studies, drawn from the experience of Lakota and Dakota communities and rural New York State, demonstrate the need to conserve, transmit, and contribute to Indigenous and rural knowledge through experiential and place-based education that bridges the gap between children’s knowledge and global STEM. This knowledge is inherently diverse in its complexity and connectivity to habitat, and when viewed in this light, has the capacity to transform our perspectives on educational practices and policies as well as our overall outlook on conserving both ecological as well as cultural diversity worldwide. Because diversity and knowledge are necessary for the survival of life on this planet, an enriched concept of pedagogical pluralism, in terms of multiple ways of knowing, is a necessity.     

Person-Environment Fit and its Effects on University Students: A Response Surface Methodology Study

The amount of time, effort, and money expended in pursuit of a college degree makes it important that students choose a university that is a good fit for them. Unfortunately students often determine whether a university is a fit for them through trial and error. This research investigated student-university fit and its relationship with satisfaction and well-being. We assessed student-university fit by developing 18 fit factors and measuring needs for, and supplies of, those factors. We tested our hypotheses using polynomial regression analysis and response surface methodology. Data from 228 students suggest that student-university fit is predictive of students?? satisfaction with their university and psychological well-being.     

English Premiership Academy knee injuries: lessons from a 5 year study

This study addresses the epidemiology of knee injuries in adolescent males. Data were collected prospectively from 41 Premiership soccer academies over a 5 year period from July 2000 to June 2005. A total of 12,306 player seasons were registered in the U9 to the U16 age categories with a total of 1750 recordable injuries specific to the knee joint. There was a mean incidence of 0.71 (95% confidence interval ± 0.05) knee injuries per player per year, and a median of 17 (inter-quartile range 9-38) training days and 2 (inter-quartile range 1-4) matches missed per knee injury. Knee injuries were found to be most common in the 14-16 year age group. Six hundred and nine (35% of total) injuries were classed as severe resulting in more than 28 days' absence. Injuries were more likely to be sustained in a competitive or match-play environment (862 or 52%) than in training (796 or 48%), and a non-contact mechanism was implicated in 823 (55%) of recorded cases. Peaks in injury numbers were seen in early season and subsequent to the winter break. Sprain was the most common diagnosis recorded, with the medial collateral ligament affected in 23% of all knee injuries. Knee injuries are common in elite youth footballers. In this uninsured age group, it could be argued that earlier medical intervention may reduce long-term damage to the immature skeleton.     

Correction to: The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis

Educational Psychology Review -     

The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis

Educational Psychology Review - This best-evidence synthesis reviews the past 20 years of rigorous reading intervention research to identify effective programs of instruction for Grade K–3...     

Native American Mascots in Contemporary Higher Education: Part 1: Politically Acceptable or Ethnically Objectionable?

The battle of the Little Big Horn in 1876 was one of the last great wars fought by Native Americans on a grassy battlefield. The battle was fought over territory and the right to live in the Dakota and Montana territories. The Native Americans won the battle of Little Big Horn but eventually lost the war and were forced to live on a reservation away from their homeland. Today another great battle involving Native Americans is taking place, not on a grassy plain somewhere out West, but in courtrooms, classrooms, and tribal meetings across the country. The battle is over the use of historical Native American images and traditions as mascots and nicknames of higher education institutions. The research reported in this paper identified seven institutions of higher learning (not a complete list) which have abolished the use of Native American mascots on their campuses. Although these seven schools do not include a community college, much food for thought is presented for the benefit of community college educators who respect the thoughts and feelings of Native American Indians. The need is for this study to be replicated among community colleges with Native American mascots.     

‘Just turn to us’: the persuasive features of contract cheating websites

Academic integrity is important to universities and students must abide by codes of academic conduct around assessment. Students are, however, subject to multiple pressures around assessment, some of which can push them to cheat. Modern contract cheating websites are the fronts for sophisticated, commercial operations that offer individually written assessment items for a fee; to combat their use we need a better understanding of the tools they use to persuade students to become customers. In this study we examined the persuasive features of 11 highly-visible contract cheating websites and mapped these features to a previously used persuasiveness framework. We find that contract-cheating websites use a variety of credibility, interactive and informative features designed to persuade students to use their services. In addition, the sites offer low-cost, customisable products available in very short timeframes. We suggest ways in which educators can encourage academic integrity by talking with their students about how the websites promulgate their ‘just turn to us’ message.