The use of the intensity gradient and average acceleration metrics to explore associations with BMI z-score in children

ABSTRACT

This study used the intensity gradient (IG) and average acceleration metrics to describe children’s activity profiles and explore associations with body mass index (BMI) z-score. Two hundred and forty-six children (n = 138 girls) aged 9.6 ± 1.4 years wore a wrist-mounted ActiGraph wGT3X-BT accelerometer for 7 days on their non-dominant wrist. Physical activity (PA) metrics captured included: the IG which describes the intensity distribution of accelerations across the 24 h monitoring period; average acceleration which provides a measure of the volume of activity; total moderate-to-vigorous PA (MVPA) and inactive time. Acceleration was averaged over 5s epochs. Finally, BMI z-score was calculated for each participant. Average acceleration was negatively associated with BMI z-score (p < 0.05) independent of age and gender but not IG. The IG was negatively associated with BMI z-score independent of potential correlates and average acceleration. Total MVPA was not associated with BMI-z score. The IG and average acceleration metrics may be used to explore the independent or cumulative effects of the volume and intensity distribution of activity upon measures of health and well-being in children to inform specific activity recommendations.     

UNIVERSITY STUDENTS’ VIEWS OF THE ROLE OF MATHEMATICS IN THEIR FUTURE

We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able to articulate how it would be used in their future. This has implications for their approach to learning and our approach to teaching.     

Discourse Analysis in Integrated STEM Activities: Methods for Examining Power and Positioning in Small Group Interactions

Research in Science Education - Integrated science, technology, engineering, and mathematics (STEM) education is becoming increasingly common in K-12 classrooms, and small group activities are...     

In need of review: Developing Sensory Provision in Northern Ireland’s Mainstream Primary classrooms

The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children’s progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being.     

Addressing the ‘elephant in the room’. The role of the primary school practitioner in supporting children’s mental well-being

The enthusiasm regarding the school as a place for mental health promotion is powered by a large body of research demonstrating the links between mental health and well-being, academic success and future life opportunities. Despite on-going commitment to mental well-being in the U.K., statistics suggest mental health issues are increasing among children and young people. This small-scale qualitative-exploratory study, undertaken in two primary schools in North Wales, reports on how school practitioners perceive, promote and support the mental health and well-being of pupils. The paper highlights a reluctance by practitioners to address mental health topics due to fear of stigma and a desire to protect children. Issues linked to funding, skills and training, together with over-stretched specialist agencies, are making it difficult for school practitioners to support pupils. There is a pressing need for appropriate training opportunities in order for practitioners to be knowledgeable and to feel confident to discuss mental health with children and young people. Schools have a significant role in supporting children’s mental well-being and reducing the stigma attached to mental illness but only if this important topic is not regarded as an ‘elephant in the room’.     

A face in a sea of faces: exploring university students’ reasons for non-attendance to teaching sessions

In the past 20 years, the landscape of Higher Education in the United Kingdom has changed considerably. With the prospect of tuition fees spiralling above £9,000 per year, per student, it is important to explore the impact this has upon the student experience. In spite of the vast financial investment current students make towards their education, student attendance and engagement remain low. The present study therefore adopted a qualitative approach using focus groups to explore reasons for non-attendance at university teaching sessions. Four key themes emerged; these surrounded issues about a sense of belonging to university, views of the teaching (material taught and the personality and method of the tutor), perceptions of being a consumer and external pressures. This research suggests that universities should pay particular attention to the reasons why students do not attend and possibly change practice, providing more support where appropriate.     

Effects of Problem-Based Learning on Recognition Learning and Transfer Accounting for GPA and Goal Orientation

Conflicting research results have stirred controversy over the effectiveness of problem-based learning (PBL) compared to direct instruction at fostering content learning, particularly for novices. We addressed this by investigating effectiveness with respect to recognition learning and transfer and conducting an aptitude-treatment interaction analysis. We also examined how students' goal orientations may moderate learning in PBL and lecture/discussion environments. Participants included 197 preservice teachers in an undergraduate educational psychology course. Controlling for GPA, students in the PBL condition performed significantly better than students in the lecture/discussion condition on a transfer measure (p <.001, partial η² =.271) and equally on a recognition learning measure (p =.530). We also found an aptitude-treatment interaction for recognition learning (p =.012, partial η² =.034) but not transfer (p =.088). Results of goal orientation on learning outcomes were inconclusive.     

NEW LABOUR AND SCHOOL LEADERSHIP 1997–2007

ABSTRACT:  We draw on empirical data and theorising that focuses on the relationship between the state, public policy and knowledge in the construction and configuration of school leadership under New Labour from 1997. Specifically we show how a school leadership policy network comprises people in different locations who operate as policy entrepreneurs in shaping policy.