The importance of cohesion and enjoyment for the fitness improvement of 8–10-year-old children participating in a team and individual sport school-based physical activity intervention

This study investigates the enjoyment and cohesion of school children participating in a school-based high-intensity physical activity (PA) intervention. Both enjoyment and cohesion have been found to be important factors for adherence to regular physical and sport activity, an important outcome of PA interventions. The sample consisted of 300 pupils (mean age: 9.3 years; 52.7% female) assigned to a team sport intervention, an individual sport intervention, or a control group for 10 months. The Physical Activity Enjoyment Scale and Youth Sport Environment Questionnaire were used to measure enjoyment and cohesion. The Yo-Yo IR1C test determined fitness improvements. Results showed that enjoyment and cohesion (social) measured at the beginning of the intervention significantly predict fitness improvements achieved after 10 months. No differing developmental effects over time could be found in the intervention groups with regard to cohesion and enjoyment when comparing them to the control group. However, enjoyment and cohesion (social) significantly decreased in the groups that performed individual sports. Team sports seem to be more advantageous for the development of enjoyment and cohesion, which are both factors that positively impact the health outcomes of the intervention.     

Effects of increased teacher support on young children's learning.

6 groups of middle-class children (N = 116) received training in a motor skill, skipping, and a cognitive task, conservation of substance, under 2 conditions of teacher supportive behavior. Children in 3 treatment groups received instruction under the condition of increased teacher support, while instruction was given with nonvaried teacher support to 3 control groups. Experimental and control group gain scores on the 2 learning tasks were compared. Findings suggested that preschool children, especially girls, benefit significantly by increased teacher support in learning a motor skill, but greater gain was made in the cognitive area when receiving training under the condition of nonvaried teacher support.     

A GLOBE Collaboration to Develop Land Cover Data Collection and Analysis Protocols

Global Learning and Observations to Benefit the Environment (GLOBE) is an international environmental education and science partnership which coordinates the work of students (aged 5 to 18), teachers and scientists from 48 countries on five continents to study and better understand the global environment. Accurate ground reference data is fundamental to the use of remotely sensed data for land cover classification and mapping. Because very little ground reference data has been collected, the accuracy of many land cover maps may be questioned, thus accurate land cover ground reference data is an important need that could be addressed through GLOBE scientist-student collaboration. If earth systems scientists are to use student data, it is important that those data be as accurate as possible to ensure reliability of research results. Thus a key question for this research is whether student collected data are accurate enough to support rigorous scientific investigations. This paper describes results of the GLOBE Science-Education Team on Data Validation and Accuracy Assessment's collaboration with teachers and students to: (1) design and test the pre-protocol learning activities; (2) test the protocols intended to guide the collection and analysis of data; and (3) implement the learning activities and protocols to determine the relative accuracy of student collected versus professionally collected land cover data. To ensure the most accurate classification of land cover possible, a new international hierarchical land cover classification system, the Modified Unesco Classification (MUC) system was developed. GLOBE Data Collection Protocols and methods were designed and implemented to test the accuracy of student collected reference data were designed and implemented. Students who collected land cover reference data using GLOBE protocols, obtained data which are at least as accurate as that collected by professionals.     

Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies

This study investigated the relationship between multiple predictors of academic achievement, including course experience, students’ approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school grade point average—HSGPA) among 442 first semester undergraduate psychology students. Correlation analysis showed that all of these factors were related to first semester examination grade in psychology. Profile analyses showed significant mean level differences between subgroups of students. A structural equation model showed that surface and strategic approaches to learning were mediators between course experience and exam performance. This model also showed that SAL, effort and HSGPA were independent predictors of exam performance, also when controlling for the effect of the other predictors. Hence, academic performance is both indirectly affected by the learning context as experienced by the students and directly affected by the students’ effort, prior performance and approaches to learning.     

Profiles of reading related skills in dyslexic families

The aim of the present study was to investigate patterns of similarity in reading related tasks among dyslexic members of the same family. From a sample of 19 well defined dyslexic students in grade 8, three cases were randomly selected for closer examination with a battery of tasks assumed to be causally related to reading. In all selected cases the fathers reported reading disability and in one case the mother was affected as well. The profiles of performance on the various tasks showed a striking similarity within families suggesting similar mechanisms underlying the reading disability. All cases showed remarkable problems in phonological processing, although functional reading skills were almost intact in some cases. Thus, the phonological tasks might be regarded as marker tasks for identifying genetic dyslexia.Requests for reprints should be sent to Torleiv Høien, Center for Reading Research, Stavanger Teacher College, P.B. 2521, Ullandhaug, N-4004 Stavanger, Norway.     

Teacher MA attainment rates, 1970–2000

The share of female teachers in the U.S. with an MA more than doubled between 1970 and 2000. This increase is puzzling, as it is much larger than that of other college-educated women, and it occurred over a period of declining teacher aptitude. I estimate the contribution of changes in teacher demographic characteristics, increases in the returns to an MA, and changes in teacher certification requirements to increases in teacher MA attainment rates. I find that the majority of the rise in attainment not attributable to secular trends and increases in the average age of teachers can be explained by increases in the returns to an MA among teachers. The increase in MA returns among teachers presents a second puzzle, as there is little evidence that master's degrees increase teacher productivity.     

Dimensional studies of specific microscopic fibre structures in deteriorated parchment before and during shrinkage

This paper reports the first systematic study of the dimensions of morphological changed microscopic collagen fibres in historical and new reference parchments with the aim to improve the knowledge on deterioration and the diagnosis of their damage in connection with conservation activities. The dimensions of fibres from the parchments were measured before and during shrinkage, with special emphasis on fibres with degradation characteristics designated as “pearls on a string” and “butterflies”. In addition, measurements of the total shrinkage of the length of fibres and pieces of parchment were also carried out. The observations support the assumption that in vivo transformation of the fibre structure by natural ageing is similar to that taking place when heating parchment and fibres in water. Based on statistical cluster analysis, four subpopulations of pearls representing different stages of deterioration are found. Moreover, the dimensional changes in the specific structures observed at room temperature can be related to specific temperatures in the interval of shrinkage suggesting that the hydrothermal stability of the fibres may be predicted on the basis of the ratio between length and width of the so-called pearls (P_l/P_w). The total shrinkage measured is drastic, in average around 56% for fibres and 43 to 48% for pieces of parchment depending on the direction of the skin. The total shrinkage of fibres corresponds to a mean change in the ratio P_l/P_w from around 10 to around 2.3. Finally, relations between the measured dimensions at the microscopic level with those of collagen at nanoscopic and molecular levels including known and potential chemical splitting points strongly indicate that the formation of the butterfly-like fragments formed by cleavage of two adjacent pearls in the fibre can be ascribed to chemical modification of specific tripeptides in the collagen molecule.     

Implementing Second Step: Balancing Fidelity and Program Adaptation

We explored Norwegian primary school teachers' fidelity in their use of Second Step, a social competence intervention program. The investigation examined teachers' (N = 17) use of the program and their perceptions of fidelity of implementation through semistructured interviews. The findings suggest that, to a large extent, teachers adapt the program to their own needs. The rationale for adapting the program is relatedto the needs of pupils, the features of the program, and teachers' individual beliefs and experiences. The extent of implementation at school level appears to influence teachers' fidelity, as teachers who reported implementing the program with greater fidelity were mostly in schools with a formalized approach.     

An instructional design case event: Exploring issues in professional practice

Cases have been recommended as an important instructional tool for developing professional knowledge across disciplines. In this paper, we begin by defining case methods, a potentially valuable instructional tool for encouraging authentic, active learning. We describe our approach to the design and use of instructional design (ID) cases, and go on to report on the design and use of a Web-based ID case in a team case competition involving six universities. Students and most officials were enthusiastic about the use of ID cases and about this event. Team collaboration and competition were noted as motivating factors for students. The findings are being used to inform ongoing research and development, which is also described.A previous version of this paper was presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Albuquerque, NM, February 1997.The authors may be contacted at the Department of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia, Charlottesville, VA 22903-2495. Phone (804) 924-7471; fax (804) 924-0747; e-mail: Kinzie@Virginia.edu.