Lean mass as a total mediator of the influence of muscular fitness on bone health in schoolchildren: a mediation analysis

This report aims to analyse the independent association of lean mass and muscle fitness with bone mineral content (BMC) and bone mineral density (BMD), and to examine whether the relationship between muscle fitness and bone health is mediated by lean mass. Body composition (by dual energy X-ray absorptiometry (DXA)), muscle fitness, physical activity, age and height were measured in 132 schoolchildren (62 boys, aged 8–11 years). Analysis of covariance tested differences in bone-related variables by lean mass and muscle fitness, controlling for different sets of confounders. Linear regression models fitted for mediation analyses examined whether the association between muscle fitness and bone mass was mediated by lean mass. Children with good performance in handgrip and standing long jump had better and worse bone health, respectively. These differences disappeared after controlling for lean mass. Children with high lean mass had higher values in all bone-related variables. In addition, the relationship between muscle fitness and bone mass was fully mediated by lean mass. In conclusion, the relationship between upper-limbs muscle fitness and bone health seems to be dependent on lean mass but not on muscle fitness. Schoolchildren with high lean mass have more BMC and BMD in all regions. Lean mass mediates the association between muscle fitness and bone mass.     

A Quantitative Comparison of Teacher Education: students’ experiences at two colleges in England and the Republic of Ireland

This paper examines and compares some aspects of the academic and social experiences of first-year teacher education students at two colleges, one in England and the other in the Republic of Ireland. It describes the transition from second level (and, for some, the transition from further education) to third level education and offers an account of the integration of first-year students into the academic and social system of their institution. In comparing the experiences of students in both colleges, we use inferential statistics, thus assuming the legitimacy of inferring differences in the populations from which the samples come. Although we have no reason to believe that the students and colleges in our study are untypical of teacher education students and their respective colleges more generally in England and Ireland, we acknowledge the need for tentativeness in making the leap to the broader population and for further research to explore the national and international comparisons using a wider range of students and colleges.     

The Mexican Telesecundaria: Diversification,internationalization, change,and update

The Telescundaria of Mexico has arguably been, since the late 1960s and 1970s, among the most successful providers of educational television-based middle school programs. It now has over 1,050,000 students following the formal middle school academic curriculum in Mexico, together with some 30,000 students in other Central American countries whose governments have adopted the system as a way of meeting middle school educational needs. It is also being adopted in countries of the Andean region. The Telesecundaria generally serves communities of under 2500 inhabitants that cannot support a conventional school. The instructional system, based on educational broadcasting by satellite, print, and tuition, is outlined, along with the changes that might arise from the development of online educational services. Evaluation shows that the results obtained by students are on a par with or better than the conventional schooling system in Mexico, and that these results are obtained at very little additional cost per student, compared with the conventional system. The Telesecundaria also plays an important role in non-formal education within the community.     

VOICES IN EDUCATION: ACCOUNTABILITY IN TEACHER EDUCATION AND THE NATIONAL COUNCIL ON TEACHER QUALITY

Abstract

This article explains several reasons why multicultural preservice teacher education is important and suggests some ways it can be better accomplished. The authors make a strong case for teacher education programs to be more deliberate about preparing European Americans to teach ethnically diverse students of color. They argue that this explicit professional preparation is needed because of the increasing racial, cultural, and linguistic divide between teachers (predominately European American) and K–12 students (increasingly from ethnic groups of color). Two other factors underscore the need for more multicultural teacher education: the fear of diversity and the resistance to dealing with race and racism frequently expressed by students enrolled in teacher education programs. To overcome these problems and better prepare preservice teachers to work effectively with ethnically diverse students the authors suggest a two‐part program of professional development.     

Is Earlier Better? Mastery of Reading Fluency in Early Schooling

Research Findings: The goal of the present study was to provide empirical evidence for the importance of mastering reading fluency in early schooling. Study participants were 1,322 students in 3rd grade in 42 schools in a northwestern state. These students were assessed using a battery of reading skill tests as well as comprehensive tests of more general reading outcomes from kindergarten through 3rd grade. Practice or Policy: The results of the study show that mastery of reading fluency prior to currently established benchmarks is a significant positive predictor of later reading skills in primary grades even after student demographic information and initial reading levels are controlled. The results provide additional evidence for the importance of early reading development, early intervention, and preventing reading difficulties as early as possible in schooling.     

Student perspectives of imaging anatomy in undergraduate medical education

Radiological imaging is gaining relevance in the acquisition of competencies in clinical anatomy. The aim of this study was to evaluate the perceptions of medical students on teaching/learning of imaging anatomy as an integrated part of anatomical education. A questionnaire was designed to evaluate the perceptions of second‐year students participating in a clinical anatomy course over three consecutive academic years. A principal component analysis was used to evaluate the dimensionality of the questionnaire. The variables were summarized using frequencies, mean, median, 25th percentile, 75th percentile, minimum, and maximum. The results demonstrated that students felt the teaching of imaging anatomy influenced learning in the clinical anatomy course (mean = 4.5, median = 5.0) and subsequent clinical courses (mean = 4.4, median = 4.0). Regarding the imaging techniques used in the demonstration of anatomical structures, computed tomography (median = 5.0) and magnetic resonance imaging (median = 5.0) were highly rated. Students suggested the use of additional support material (37.6%) and favored a more practical approach. In conclusion, the results of this work highlight the value of imaging anatomy in learning human anatomy. Students' comments pointed out a need to focus teaching/learning programs toward a more practical rather than theoretical approach as well as a need to provide a better fit between sectional anatomy and clinical cases using imaging anatomy. In order to provide an optimal learning environment to students, it also seems important to create improved media material as an additional resource tool. Anat Sci Educ. © 2013 American Association of Anatomists.     

Criterion-related validity of the 20-m shuttle run test in youths aged 13–19 years

Abstract

We assessed the agreement between maximal oxygen consumption ([Vdot]O_2max) measured directly when performing the 20-m shuttle run test and estimated [Vdot]O_2max from five different equations (i.e. Barnett, equations a and b; Léger; Matsuzaka; and Ruiz) in youths. The 20-m shuttle run test was performed by 26 girls (mean age 14.6 years, s = 1.5; body mass 57.2 kg, s = 8.9; height 1.60 m, s = 0.06) and 22 boys (age 15.0 years, s = 1.6; body mass 63.5 kg, s = 11.5; height 1.70 m, s = 0.01). The participants wore a portable gas analyser (K4b2, Cosmed) to measure [Vdot]O₂ during the test. All the equations significantly underestimated directly measured [Vdot]O_2max, except Barnett's (b) equation. The mean difference ranged from 1.3 ml · kg^?1 · min^?1 (Barnett (b)) to 5.5 ml · kg^?1 · min^?1 (Léger). The standard error of the estimate ranged from 5.3 ml · kg^?1 · min^?1 (Ruiz) to 6.5 ml · kg^?1 · min^?1 (Léger), and the percentage error ranged from 21.2% (Ruiz) to 38.3% (Léger). The accuracy of the equations available to estimate [Vdot]O_2max from the 20-m shuttle run test is questionable at the individual level. Furthermore, special attention should be paid when comparisons are made between studies (e.g. population-based studies) using different equations. The results of the present study suggest that Barnett's (b) equation provides the closest agreement with directly measured [Vdot]O_2max (cardiorespiratory fitness) in youth.