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991.
Marilyn A. Looney PED Carol J. Feltz Christopher N. Vanvleet 《Research quarterly for exercise and sport》2013,84(4):363-366
Abstract The results of studying the older athlete provide inference to the possible physiological limits found at various ages and the effect of physical activity on the aging process. As a result of the increase in development of atherosclerosis with age and the high intensity effort involved in track competition, the importance of a maximal stress test prior to entering into competition was discussed. The results presented showed 40- to 75-yr-old champion track competitors to have excellent performance, cardiopulmonary function, and body composition characteristics when compared to sedentary and moderately trained subjects of similar ages. Although maximal performance and oxygen intake decreased with age, a dramatic reduction did not occur until after age 65. Body composition measures, maximal pulmonary ventilation, resting heart rate and blood pressure, and serum lipids were similar for subjects up to age 65, but showed a significant decrement thereafter. The causes of the decrement in performance and physiological function with age could not be determined, but were thought to result from a combination of factors, e.g., aging, quantity and quality of conditioning, and number of years in continuous training. 相似文献
992.
Ryan D.Burns Yang Bai Wonwoo Byun Taylor E.Colotti Christopher D.Pfledderer Sunku Kwon Timothy A.Brusseau 《运动与健康科学(英文)》2022,11(2):244-251
Background:Gross motor skills are postulated to have a bidirectional relationship with physical activity(PA);however,no study has tested this relationship before and after a summer break.The purpose of this study was to examine the bidirectional relationships between school PA and gross motor skills in children before and after a summer break.Methods:Participants were a sample of 440 children recruited from 3 low-income schools(age=8.9±1.2 years,mean±SD).PA was assessed as average school-day step counts using Yamax DigiWalker pedometers(Yamasa Tokei Keiki,Tokyo,Japan)worn for 5 consecutive school days.Gross motor skills were assessed using the Test for Gross Motor Development,3 rd edition.Data were collected at 2 timepoints:at the end of spring semester(T1)and at the beginning of the subsequent fall semester(T2).An age-and body mass index-adjusted cross-lagged model was employed to relate T1 school step counts with T2 gross motor skills and T1 gross motor skills with T2 school step counts.Results:T1 gross motor skills significantly predicted T2 school step counts(β=0.24,95%confidence interval(95%CI):0.08-0.40,p=0.003);however,Tl school step counts did not predict T2 gross motor skills(β=0.04,95%CI:-0.06 to 0.14,p=0.445).The model explained 35.4%and 15.9%of the variances of T2 gross motor skills and T2 school step counts,respectively.Additional analyses indicated that these relationships were driven primarily by ball skills.Conclusion:The relationship between gross motor skills and school PA was not bidirectional;however,higher gross motor skills,specifically ball skills,predicted higher school PA after a 3-month summer break. 相似文献
993.
An important part of online courses is the delivery of instruction via video lectures. Video lectures should use media effectively to reduce extraneous load and maximize cognitive processing, thereby helping students to learn. Instructors may be able to reduce extraneous load by varying the number of audio and visual media used. This study presents analysis from a survey of students (n = 1701) enrolled in a cyber university in South Korea to investigate the relationship between media diversity in video lectures and extraneous load. Results showed a negative relationship between media diversity and extraneous load. Students who noted more types of media stated that they experienced less extraneous load. The implications of these results are of use to instructors who want to use diverse media to promote a better understanding of learning material. 相似文献
994.
Anne Gregory Joseph P. Allen Amori Y. Mikami Christopher A. Hafen Robert C. Pianta 《Psychology in the schools》2014,51(2):143-163
Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner‐Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher‐student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development. 相似文献
995.
Christopher J. Lonigan JoAnn M. Farver Beth M. Phillips Jeanine Clancy-Menchetti 《Reading and writing》2011,24(3):305-337
To date, there have been few causally interpretable evaluations of the impacts of preschool curricula on the skills of children
at-risk for academic difficulties, and even fewer studies have demonstrated statistically significant or educationally meaningful
effects. In this cluster-randomized study, we evaluated the impacts of a literacy-focused preschool curriculum and two types
of professional development on the emergent literacy skills of preschool children at-risk for educational difficulties. Forty-eight
preschools were randomly assigned to a business-as-usual control, a literacy-focused curriculum with workshop-only professional
development, or a literacy-focused curriculum with workshop plus in-class mentoring professional development conditions. An
ethnically diverse group of 739 preschool children was assessed on language and literacy outcomes. Results revealed significant
and moderate effects for the curriculum and small, mostly nonsignificant, effects of professional development across child
outcomes and classroom measures. 相似文献
996.
Stephen George-Williams Mary-Rose Carroll Angela Ziebell Christopher Thompson Tina Overton 《Assessment & Evaluation in Higher Education》2019,44(6):881-893
Variation in marks awarded, alongside quality of feedback, is an issue whenever large-scale assessment is undertaken. In particular, variation between sessional teaching staff has been studied for decades resulting in many recorded efforts to overcome this issue. Attempts to curtail variation range from moderation meetings, extended training programmes, electronic tools, automated feedback or even audio/video feedback. Decreased marking variation was observed whenever automated marking was used, potentially due to less academic judgment being used by the markers. This article will focus on a case study of three interventions undertaken at Monash University that were designed to address concerns around the variability of marking and the feedback between sessional teaching staff employed in the chemistry teaching laboratories. The interventions included the use of detailed marking criteria, Excel marking spreadsheets and automated marked Moodle reports. Results indicated that more detailed marking criteria had no effect whilst automated processes caused a consistent decrease. This was attributed to a decrease in the academic judgment markers were expected to use. Only the Excel spreadsheet ensured the provision of consistent feedback to students. Sessional teaching staff commented that their marking loads were reduced and the new methods were easy to use. 相似文献
997.
College Students' Experiences of Childhood Developmental Traumatic Stress: Resilience,First‐Year Academic Performance,and Substance Use 下载免费PDF全文
Allison K. Arnekrans Stephanie A. Calmes John M. Laux Christopher P. Roseman Nick J. Piazza Jennifer L. Reynolds Debra Harmening Holly L. Scott 《Journal of College Counseling》2018,21(1):2-14
Developmental trauma—distressing childhood experiences that include mistreatment, interpersonal violence, abuse, assault, and neglect—is associated with substance use and poor academic performance. The authors investigated the links between developmental trauma, grade point average, substance use, and resilience among first‐year college students (N = 169). The results indicate there is a significant relationship between cumulative trauma and self‐reported substance use. 相似文献
998.
Fumei Weng France Cheong Christopher Cheong 《Education and Information Technologies》2010,15(4):333-353
The purpose of this study is to examine the combined effect of self-efficacy and academic integration on higher education
students studying IT (Information Technology) majors in Taiwan. We introduced self-efficacy, which is a psychological factor
that affects students’ academic outcomes, as a new factor in Tinto’ theory, a well-known framework in student retention research.
Academic integration is the main proposition of Tinto’s theory affecting students’ decision to dropout. Students from different
populations have various reasons from dropping out of their studies. An examination of the relationship between self-efficacy
and academic integration is useful to understand the effect of self-efficacy on academic outcomes on the IT student population
in Taiwan. Data from a Taiwanese national survey database conducted in 2005 was used to achieve the research objective. A
total of 2,895 records were extracted from 75,084 students in public and private institutions studying in two IT-related Majors,
namely Information Management (IM) and Computer Science (CS). MANOVA was used to analyze the interaction effects between academic
integration and self-efficacy. The independent variables were institution types and students’ majors. The results showed that
students from public institutions have higher levels of self-efficacy than students from private ones. Another finding is
that IM students seem to have better study strategies and habits than CS students. However, CS students were found to have
better collaboration and satisfaction with their institutions than IM students. Team projects, counselling services, and flexible
teaching and learning strategy are suggested to enhance students’ academic integration and self-efficacy. 相似文献
999.
ABSTRACTThe call by policymakers, education stakeholders, and families for children to enter school ‘ready’ has led to numerous empirical studies that seek to identify how children and their families are or are not prepared for school. In the United States, this empirical work tends to identify particular children and their families ‘at-risk’ for school success and often seeks out ways to intervene so that such risks are addressed. Absent from this work is an understanding of how families conceptualise school readiness, and how those understandings influence their conceptions of whether or not their own children are ready for school. Such work could assist educators and other school personnel in supporting families and their children as they enter their programmes. This article examines this issue by presenting findings from a qualitative metasynthesis of studies that investigated how families conceptualised school readiness. Analysing, synthesising, and interpreting their conceptions of school readiness offers the chance to consider how early childhood stakeholders can be ready for families as they enter their programmes as well as support their efforts in readying their children for school. 相似文献
1000.
Camila Caballero Ethan Scherer Martin R. West Michael D. Mrazek Christopher F. O. Gabrieli John D. E. Gabrieli 《Mind, Brain, and Education》2019,13(3):157-166
Despite increasing interest in improving academic outcomes for students by enhancing mindfulness, there is a paucity of evidence that greater mindfulness is associated with success in school. We measured mindfulness with the short‐form Mindful Attention Awareness Scale (MAAS) in over 2,000 urban students in Grades 5–8. The MAAS had good internal consistency and scale homogeneity. Greater mindfulness correlated significantly with better academic achievement as measured by grade point average and standardized tests of mathematics and literacy, greater improvement in academic performance from the prior school year, better attendance, and fewer suspensions. The relation between mindfulness and academic achievement was similar across demographic characteristics. These findings support the reliability of the MAAS as a measure of mindfulness among youth and provide initial evidence of an association between mindfulness and academic achievement. This association strengthens the rationale to explore whether mindfulness‐based interventions can enhance academic outcomes by leveraging the malleability of mindfulness. 相似文献