Accuracy of elevation recording using sport watches while walking and running on hilly and flat terrain

Elevation gain (EG) is a significant contributor to the total workload in many endurance sports. Hence, the aim of this study was to evaluate the accuracy of elevation recording as assessed by popular sport watches. Eighteen participants walked and ran at different speeds in various weather conditions in two terrain types: on a hilly 2490 m course with a total EG of 90 m and on a flat 1200 m outdoor track with 0 m EG. In total, 180 recordings from each sport watch were analyzed and compared according to two processing types: filtered and unfiltered EG data. Compared to the reference values, regarding default settings, on hilly terrain, EG was underestimated by ?3.3 to ?9.8 %, and on flat terrain, EG was overestimated by 0.0–4.8 m per 1200 m. These errors could be reduced to ?3.3 to +0.4 %, when filtering conditions were adjusted according to the terrain. Gait speed (ranging from 1.47 to 4.89 m s^?1) or fluctuations in weather conditions between- or within-trials did not influence EG accuracy. A straightforward comparison between manufacturers is hampered as the filter conditions set by default differ. In conclusion, all devices measure EG adequately; however, the displayed default feedback on EG data is not always the most accurate measurement. Consequently, accuracy in elevation recordings could be increased if users appropriately post-process EG data.     

Speech and Gesture Production Provide Unique Insights Into Young Children’s Spatial Reasoning

This study took a novel approach to understanding the role of language in spatial development by combining approaches from spatial language and gesture research. It analyzed forty-three 4.5- to 6-year-old’s speech and gesture production during explanations of reasoning behind performance on Spatial Analogies and Children’s Mental Transformation Tasks. Results showed that speech and gesture relevant for solving the trials (disambiguating correct choices) predicted spatial performance when controlling for age, gender, and spatial words and gestures produced. Children performed the spatial tasks well if they produced relevant information either verbally through speech or nonverbally through gesture. These results highlight the importance of not only focusing on concepts children can reference but also on how such concepts are used in spatial tasks.     

Effects of Dialect on American and British Children's Spelling

Two experiments were carried out to compare the spelling of children who speak General American English and children who speak Southern British English. The first dialect is rhotic (/r/may occur after a vowel in a syllable), and the second is nonrhotic (/r/may not occur in this context). Young children's spelling errors reflected the characteristics of their dialect. For example, American children with spelling ages of about 6–7½ often misspelled hurt as "hrt" whereas British children of similar spelling levels were more likely to misspell it as "hut." Such errors were uncommon by spelling ages of greater than 7½. Even at these spelling ages, however, the British children made overgeneralization errors that reflected their dialect. For example, they sometimes spelled bath as "barth" based on the fact that bath contains the same vowel sound as card in their dialect. The results show that phonology plays an important role in children's spelling development.     

Tutoring primary trainee teachers through E-conferencing

This article explores issues for developing primary teacher trainee mathematics subject knowledge from a tutor perspective, and ways of working together in an e-environment that can promote quality learning. It focuses on the design of the e-environment, the methods of working and the advantages and disadvantages for developing mathematics subject knowledge through an e-environment from a tutor perspective.     

COMBINING SELF‐MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD

A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed.     

Structured approaches to participatory design for children: can targeting the needs of children with autism provide benefits for a broader child population?

In the past technology products created to overcome accessibility and usability issues experienced by individuals with special needs have also resulted in greater usability for the wider population. Technology is increasingly being seen as a key component within the education of children with special needs and recently researchers have developed tailored approaches to involving this population in designing the technology. However, it is not known if these approaches could also benefit participation in a wider population. This paper investigates the potential benefits of using a new structured and supportive participatory design (PD) approach IDEAS, tailored to the specific needs of children with autism spectrum disorders (ASD), for mainstream schoolchildren. The development of this new approach is guided by the TEACCH program and additionally draws on ideas from existing PD approaches for children. A study has been undertaken to trial this approach with four design teams, two teams including children with ASD and two teams including mainstream schoolchildren. Their design task was to develop a mathematics game over a series of six design sessions following the IDEAS approach. The findings reveal that a structured and supportive PD approach can benefit both children with ASD and mainstream children. However, these benefits varied between and within different groups, with some children requiring the additional structure/support more than others. Future work intends to build upon these findings to develop a PD toolbox for a broader child population, enabling researchers to provide appropriate tailored support based on children’s individual characteristics and needs.     

Student failure: Disintegrated patterns of study strategies and perceptions of the learning environment

Data describing students' study orientations, in relation to their evaluations of courses and their preferences for different kinds of learning environment, are reanalysed in the light of recent suggestions that failing students perceive their learning context in atypical ways. Factor analysis and unfolding analysis demonstrate that failing students show inter-relationships between study orientations and preferences for learning environments which point to a disintegration of the coherent patterns previously reported in the full achievement range. The implications of such a disintegration of coherent patterns of perceptions are discussed in the light of case studies of individual students.     

Early childhood educators’ experiences and perceptions of professionalism and professionalisation in the Asian context

Increasingly early childhood educators are referred to as “professionals,” but how do they view themselves in terms of professionalism? What does it mean to be an early childhood professional? This study explored the views of 78 Asian early childhood educators who were upgrading their qualifications to degree level. In groups of five to eight, participants visually created and explained metaphors of professionalism as a class activity. The visual metaphors were analysed using Gleeson’s polytextual thematic analysis with Rogoff’s personal, interpersonal and institutional planes as the theoretical framework. Findings revealed that the educators’ perspectives of professionalism and professionalisation related to their work–life roles, their cultural understandings and relationships, and how they believed they were viewed by others in relation to the status of early childhood education. This study provides an insight into perceptions and challenges related to the developing professionalism and professionalisation of early childhood educators in Asian contexts.