School effectiveness research findings in the Portuguese speaking countries: Brazil and Portugal

This paper provides findings of research on school effectiveness and discusses implications for evaluation in Brazil and Portugal. Most findings reported over the last decade have been published in Brazilian or Portuguese refereed journals. Thus, a brief literature review of such studies enables that knowledge to reach international scholars and researchers. The magnitude of school effects obtained from longitudinal and cross-sectional data modelling is presented and discussed. In particular, a value-added approach based on multilevel models is used to explore consistency across models with different controlling variables and across different curricular contents, and stability over time. The results show a great deal of regional disparities regarding educational outcomes that are related to pupils’ socioeconomic and prior achievement heterogeneity. In addition, evidence is given for stronger school effects in primary than in lower secondary education, larger amplitude of the variance partition coefficient in primary than in lower secondary education, stronger consistency of value-added estimates across models with different controlling variables and moderate consistency across different curricular contents. Weak-to-moderate stability of value-added estimates is also shown when yearly measured compared to when measured by cycles of education, and moderate-to-strong stability when measured in different curricular contents. Recommendations are outlined in terms of how the results could be used to mentoring evaluation in Portuguese speaking countries and enhance school improvement.     

Fluid intelligence as a predictor of learning: A longitudinal multilevel approach applied to math

The association between fluid intelligence and inter-individual differences was investigated using multilevel growth curve modeling applied to data measuring intra-individual improvement on math achievement tests. A sample of 166 students (88 boys and 78 girls), ranging in age from 11 to 14 (M = 12.3, SD = 0.64), was tested. These individuals took four math achievement tests, which were vertically equated via Item Response Theory, at the beginning and end of the seventh and eighth grade. The cognitive abilities studied were Numerical Reasoning, Abstract Reasoning, Verbal Reasoning, and Spatial Reasoning (as measured by the Differential Reasoning Test). The general cognitive factor was significantly associated with the parameters of initial level (intercept) and rate of change (slope). A high level of intelligence was associated with higher initial scores, as well as a steeper rise in math scores across the two years.     

Effects of weightlifting exercise,traditional resistance and plyometric training on countermovement jump performance: a meta-analysis

Jump performance is considered an important factor in many sports. Thus, strategies such as weightlifting (WL) exercises, traditional resistance training (TRT) and plyometric training (PT) are effective at improving jump performance. However, it is not entirely clear which of these strategies can enable greater improvements on jump height. Thus, the purpose of the meta-analysis was to compare the improvements on countermovement jump (CMJ) performance between training methods which focus on WL exercises, TRT, and PT. Seven studies were included, of which one study performed both comparison. Therefore, four studies comparing WL exercises vs. TRT (total n = 78) and four studies comparing WL exercises vs. PT (total n = 76). The results showed greater improvements on CMJ performance for WL exercises compared to TRT (ES_diff: 0.72 ± 0.23; _95%CI: 0.26, 1.19; P = 0.002; Δ % = 7.5 and 2.1, respectively). The comparison between WL exercises vs. PT revealed no significant difference between protocols (ES_diff: 0.15 ± 0.23; _95%CI: ?0.30, 0.60; P = 0.518; Δ % = 8.8 and 8.1, respectively). In conclusion, WL exercises are superior to promote positive changes on CMJ performance compared to TRT; however, WL exercises and PT are equally effective at improving CMJ performance.     

Exploring the perspectives of physically active and inactive adolescents: how does physical education influence their lifestyles?

Based on a socio-ecological framework for physical education (PE), this study explored and analysed the perspectives of physically active and inactive adolescent boys and girls with different socioeconomic status (SES), regarding the meanings that PE had on their physical activity (PA) lifestyles throughout childhood and adolescence. An interpretative and qualitative design was adopted and operationalised through an individual two-hours in-depth interview. Thematic analysis identified five main themes that distinguish active from inactive adolescents: ‘Early experiences of PE at primary school’; ‘PE experiences in middle and secondary school’; ‘Friendly, professional and pedagogue. That’s what I want from my PE teacher’; ‘Friends in PE and PA’; ‘Active lifestyles? Are schools and PE ready for making a difference?…’. Regardless of the lifestyle, girls revealed more PE negative experiences, related to uninteresting and competitive activities, groups’ constitution and logistic factors. SES played a major role on their PA and PE experiences, with low SES adolescents having limited opportunities inclusively within the primary school PE context. This study provides evidence for the importance of promoting positive PE and PA experiences in early years. Based on adolescents’ voices, several recommendations are discussed that can be considered for improving PE professionals’ effectiveness in promoting active lifestyles.     

Sodium bicarbonate ingestion increases glycolytic contribution and improves performance during simulated taekwondo combat

Purpose: To investigate the effect of sodium bicarbonate (NaHCO₃) on performance and estimated energy system contribution during simulated taekwondo combat. Methods: Nine taekwondo athletes completed two experimental sessions separated by at least 48?h. Athletes consumed 300?mg/kg body mass of NaHCO₃ or placebo (CaCO₃) 90?min before the combat simulation (three rounds of 2 min separated by 1 min passive recovery), in a double-blind, randomized, repeated-measures crossover design. All simulated combat was filmed to quantify the time spent fighting in each round. Lactate concentration [La^?] and rating of perceived exertion (RPE) were measured before and after each round, whereas heart rate (HR) and the estimated contribution of the oxidative (W_OXI), ATP (adenosine triphosphate)-phosphocreatine (PCr) (W_PCR), and glycolytic (W_{[ La^? ]}) systems were calculated during the combat simulation. Results: [La^?] increased significantly after NaHCO₃ ingestion, when compared with the placebo condition (+14%, P?=?0.04, d?=?3.70). NaHCO₃ ingestion resulted in greater estimated glycolytic energy contribution in the first round when compared with the placebo condition (+31%, P?=?0.01, d?=?3.48). Total attack time was significantly greater after NaHCO₃ when compared with placebo (+13%, P?=?0.05, d?=?1.15). W_OXI, W_PCR, VO₂, HR and RPE were not different between conditions (P?>?0.05). Conclusion: NaHCO₃ ingestion was able to increase the contribution of glycolytic metabolism and, therefore, improve performance during simulated taekwondo combat.     

Exploring the role of human capital,renewal capital and entrepreneurial capital in innovation performance in high-tech and low-tech firms

According to past research, intellectual capital (IC) is a key driver of innovation performance and subsequent competitive advantage. Given the human nature of innovation activities (i.e. human beings produce innovations), human capital (HC) deserves special attention. Although researchers in the past have analysed the HC–innovation linkage, we still do not have a detailed understanding of how specific human capabilities affect innovation. Furthermore, the technology level of the firm could generate major differences in the HC–innovation relationship as it influences both the type of knowledge prevalent within the company and the radicalness of the innovations developed. Nevertheless, former literature has largely omitted technology level when studying the IC–innovation linkage. To fill this research gap, this study examines the role of human attributes, including knowledge, skills and motivation (i.e. traditional HC), learning capability (i.e. renewal capital) and entrepreneurial attitude (i.e. entrepreneurial capital) on innovation in high-tech versus low-tech companies. To that end, survey data from 180 Spanish companies were analysed by means of structural equation modelling based on partial least squares. The results obtained confirm that the influence of HC, renewal capital and entrepreneurial capital on innovation differs depending on the technology level.     

A tool-kit to help students from low socioeconomic status background: a school-based self-regulated learning intervention

European Journal of Psychology of Education - Socioeconomic status has been a long-time discussed topic due to its impact on children’s school paths. However, despite extant research...     

Teacher and school determinants of perceived classroom discipline: a multilevel analysis of TALIS 2013

Learning Environments Research - Classroom discipline is a significant concern in most educational systems and a critical element of an effective learning environment. In this article, we present a...     

University entrepreneurial performance: A Fuzzy Set Qualitative Comparative Analysis

As key players in innovation and entrepreneurial ecosystems, Higher Education Institutions (HEI) assume a position as catalysts in creating and disseminating knowledge with repercussions in the societal, economic, political and innovation environments. In this scenario, HEI are facing the need to balance the performance of their traditional missions—teaching and research—with the pursuit of entrepreneurial performance. This brings awareness of the need to pay particular attention to HEI entrepreneurial performance (HEIEP) and how to measure it. Based on HEInnovate, a self-assessment tool resulting from a joint effort of the European Community and the OECD, this study aims to explore the benefits of university entrepreneurial metrics, analysing HEIEP as a discriminant function of the HEInnovate dimensions complemented with a qualitative approach using Fuzzy Set Qualitative Comparative Analysis (fsQCA). The analysis provides valuable details, presenting recipes based on the HEInnovate dimensions or combinations of dimensions to achieve a mission legitimation. This research brings awareness to the use of the HEInnovate scale, where it is possible to highlight the importance of the digital transformation and capability dimension to entrepreneurial performance (EP) and university mission legitimation.