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61.
ABSTRACT We compared cardiometabolic demand and post-exercise enjoyment between continuous walking (CW) and time- and intensity-matched interval walking (IW) in insufficiently active adults. Sixteen individuals (13 females and three males, age 25.3 ± 11.1 years) completed one CW and one IW session lasting 30 min in a randomised-counterbalanced design. For CW, participants walked at a mean intensity of 65–70% predicted maximum heart rate (HRmax). For IW, participants alternated between 3 min at 80% HRmax and 2 min at 50% HRmax. Expired gas was measured throughout each protocol. Participants rated post-exercise enjoyment following each protocol. Mean HR and V˙O2 showed small positive differences in IW vs. CW (2, 95%CL 0, 4 beat.min?1; d = 0.23, 95%CL 0.06, 0.41 and 1.4, 95%CL 1.2 ml.kg?1.min?1, d = 0.36, 95%CL 0.05, 0.65, respectively). There was a medium positive difference in overall kcal expenditure in IW vs. CW (25, 95%CL 7 kcal, d = 0.58, 95%CL 0.33, 0.82). Post-exercise enjoyment was moderately greater following IW vs. CW (9.1, 95%CL 1.4, 16.8 AU, d = 0.62, 95%CL 0.06, 0.90), with 75% of participants reporting IW as more enjoyable. Interval walking elicits meaningfully greater energy expenditure and is more enjoyable than CW in insufficiently active, healthy adults. 相似文献
62.
This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine
contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual
differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes
in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper,
paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction.
These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and
mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied
by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level
were much greater than at the school level, and differences in urban schools were twice that of rural schools. 相似文献
63.
Francis Wardle 《Early Childhood Education Journal》2007,35(3):253-259
The 2000 US census was the first to allow respondents to check more than one race/ethnic response for their identity. About
6.8 million Americans did so, and a disproportionate percentage of them were children under age 18 years old. The purpose
of this article is to examine the extent to which this change is reflected in contemporary child psychology textbooks. Twelve
books were examined to determine whether they covered multiracial and multiethnic children. Results of this study showed that
only two of these books addressed issues related to the healthy development of multiracial/multiethnic children in any detail;
and, while several used terms such as biracial and bicultural, these terms were always used to describe single-race minority children living in a majority context. The discussion section
covers possible reasons for this omission. 相似文献
64.
This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach that included visuals, bilingual definitions, examples, spelling, and partner-talk about the words’ meaning. Words assigned to the embedded condition were taught solely through brief definitions to embedded text, writing activities, and songs. In the control condition students heard the target words read aloud during shared interactive reading but without definitions or direct instruction. The study also explored the interaction between instructional condition and word type. Four types of words—abstract cognates, abstract noncognates, concrete cognates, and concrete noncognates—were randomly assigned to each condition. Nine teachers in four schools and 187 second-grade ELs participated in this within-subjects intervention, which took place in transitional bilingual classrooms. Findings indicated that across all word types, both extended and embedded instruction were more effective than the control condition in helping ELs acquire vocabulary. Findings also indicated that extended instruction was more effective then embedded instruction for all word types except concrete cognates suggesting that these young Spanish-speaking ELs were advantaged by word knowledge in their home language. Finally, while embedded instruction was less effective than extended instruction, it was much more effective than a control condition. Embedded instruction takes significantly less preparation and instructional time than extended instruction, offering teachers a practical way to teach more vocabulary to ELs. 相似文献
65.
Amanda Graham Travis C. Pratt Heejin Lee Francis T. Cullen 《Journal of Criminal Justice Education》2019,30(3):348-375
Citation analysis is a valuable method for tracking the growth and transmission of scientific knowledge. In criminology and criminal justice, such analyses tend to be focused on “classic” works or on highly cited scholars over many years. As an alternative approach, we focus on work that has been cited rather quickly – what we term the “early onset” of impact. In doing so, we identified 221 of the most highly cited peer-reviewed articles, authored by 480 scholars, which were published in criminology and criminal justice journals between 2010 and 2015. Analyses reveal wide variation in substantive topics and methodological approaches, as well as a substantial gender gap with respect to authorship. Additional analyses provide insight into both journal and institutional/program prestige. We conclude with directions for future research and stress the importance of tracking over time articles that appear to be off to an early start with respect to scholarly impact. 相似文献
66.
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68.
Francis J. Di Vesta F. Michael Finke 《Educational technology research and development : ETR & D》1985,33(4):285-293
The robustness of the effect of precise elaborations on memory and the relationship of these effects to metacognitions about
learning was investigated in two studies. Twenty-six naive experimenters administered prepared tasks to 130 subjects. Participants
rated the comprehensibility of each sentence as it was read. An unexpected cued-recall test with a confidence rating for each
answer given was administered, followed by rating the ease of learning the types of items used in three treatments: precisely
elaborated, imprecisely elaborated, and unelaborated base sentences. Both studies resulted in very similar findings: Memory
for precise elaborations was 50% greater than for either imprecisely elaborated or unelaborated statements. Comprehension
ratings of the three sets of statements were not significantly different. Confidence ratings of correctly answered items were
significantly higher than of incorrectly answered items. 相似文献
69.
Dennis A. Francis 《Sex education》2019,19(4):406-421
ABSTRACTUsing the interlocking concepts of power, knowledge and discourse, this article focuses on how counter normative sexualities are discursively constructed in the sexuality education classroom and with what effects. Drawing on in-depth interviews with teachers and classroom observation, the evidence highlights the presence of specific discourses about the teaching and learning of sexuality diversity. First, while many teachers argued for the inclusion of counter-normative sexualities, in their teaching and responses they privileged heterosexuality as legitimate and natural and same-sex sexualities as deviant and Other. Second, teachers’ discourses construct queer youth not only as innocent and childlike but also as hypersexual and rebellious – requiring discipline and intervention. These constructions link closely to discourses of pity and tolerance, or blame when counter-normative sexualities were expressed. Finally, despite heterosexuality being privileged in the classroom, teachers’ and pupils’ questions about gender and sexuality diversity suggest the need for a more defined and inclusive curriculum sexuality education curriculum. Findings justify concern about how counter-normative sexualities are addressed in the sexuality education classroom and advocate for improvement in teaching and learning about counter-normative sexualities in South African secondary education. 相似文献
70.