The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents

This study explored students' perceptions of 3 dimensions of school climate (teacher support, student–student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students ( M  = 12.26) from Nanjing, China, and 709 middle school students ( M  = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student–student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students' perceptions of teacher support and student–student support were positively associated with adolescents' self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents.     

Commercially available compression garments or electrical stimulation do not enhance recovery following a sprint competition in elite cross-country skiers

This study investigated whether commercially available compression garments (COMP) exerting a moderate level of pressure and/or neuromuscular electrical stimulation (NMES) accelerate recovery following a cross-country sprint skiing competition compared with a control group (CON) consisting of active recovery only. Twenty-one senior (12 males, 9 females) and 11 junior (6 males, 5 females) Swedish national team skiers performed an outdoor sprint skiing competition involving four sprints lasting ～3–4 min. Before the competition, skiers were matched by sex and skiing level (senior versus junior) and randomly assigned to COMP (n?=?11), NMES (n?=?11) or CON (n?=?10). Creatine kinase (CK), urea, countermovement jump (CMJ) height, and perceived muscle pain were measured before and 8, 20, 44 and 68?h after competition. Neither COMP nor NMES promoted the recovery of blood biomarkers, CMJ or perceived pain post-competition compared with CON (all P?>?.05). When grouping all 32 participants, urea and perceived muscle pain increased from baseline, peaking at 8?h (standardised mean difference (SMD), [95% confidence intervals (CIs)]): 2.8 [2.3, 3.2]) and 44?h (odds ratio [95% CI]: 3.3 [2.1, 5.1]) post-competition, respectively. Additionally, CMJ was lower than baseline 44 and 68?h post-competition in both males and females (P?相似文献   

Classroom Voting Questions to Stimulate Discussions in Precalculus

Classroom voting can be an effective way to stimulate student discussions. In this pedagogy, the instructor poses a multiple-choice question to the class, and then allows a few minutes for consideration and small-group discussion before students vote, either with clickers, cell phones, or a non-electronic method. After the vote the instructor guides a class-wide discussion. Here we report on a study of precalculus voting questions that includes data from 25 classes taught by eight instructors at five institutions over the course of 7 years. The goal of this study is to explore ways of identifying the questions most likely to provoke good student discussions. We recorded the percentage of each class voting for each option on each question posed, a total of 851 votes. We have 60 questions on which we recorded the results from at least five classes. We identified the five questions with the most widely dispersed votes, a method that has a history of being helpful in identifying good discussion questions. We present these five questions here, four of which we found to be examples of questions which are particularly good at stimulating student discussions. We include notes about how we used the questions in class.     

‘Supportive’, ‘real’, and ‘low-cost’: implicit comparisons and universal assumptions in the construction of the prospective college-based HE student

This paper first argues for the importance of continued analysis of marketising discourses in Higher Education (HE), both despite and because of their ubiquity. Secondly, the paper looks specifically at college-based HE provision in English Further Education (FE). Using the ‘possible selves’ concept alongside critical discourse analysis, the paper analyses the representations of prospective students on marketing web pages for HE provision in FE colleges. Arguing that the web pages reveal more than just the limited language of HE marketing strategy, the paper highlights common representations of the college-based HE student across policy, research and marketing sources. By exploring both the celebratory and the limiting nature of these representations, the paper therefore asks what the pages’ projections of future or prospective students can tell us about current understandings of English college-based HE.