Index of science reading awareness: An interactive-constructive model,test verification,and grades 4–8 results

The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4–8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One-way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade-level differences. The composite metacognitive awareness data indicated that most Grade 4–8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27-51, 1998.     

Empathy Is Associated With Dynamic Change in Prefrontal Brain Electrical Activity During Positive Emotion in Children

Empathy is the combined ability to interpret the emotional states of others and experience resultant, related emotions. The relation between prefrontal electroencephalographic asymmetry and emotion in children is well known. The association between positive emotion (assessed via parent report), empathy (measured via observation), and second-by-second brain electrical activity (recorded during a pleasurable task) was investigated using a sample of one hundred twenty-eight 6- to 10-year-old children. Contentment related to increasing left frontopolar activation ( p  < .05). Empathic concern and positive empathy related to increasing right frontopolar activation ( p s < .05). A second form of positive empathy related to increasing left dorsolateral activation ( p  < .05). This suggests that positive affect and (negative and positive) empathy both relate to changes in prefrontal activity during a pleasurable task.     

Moving PISA Results into the Policy Arena: Perspectives on Knowledge Transfer for Future Considerations and Preparations

Evidence-based policies, decisions, and practices are highly valued and underachieved in the international mathematics and science education reforms. Many in the mathematics and science education research communities lament the lack of influence that research results have on the education profession, schools, and teaching. Academic research done in isolation of end-users—with the faint hope that teachers, politicians, and bureaucrats will access and utilise these results to inform curriculum, assessment, and instruction and to influence public policy—has not worked. Some funding agencies require dissemination of research and development results to the broader political and education communities; therefore, applicants agree to these requirements without fully realizing the breadth of these demands. However, to achieve such knowledge transfer requirements, researchers need to become more (a) aware of the needs, players, and processes of ‘speaking truth to power’; (b) active in knowledge transfer and influencing public policy; and (c) alert to values and normative premises of the policy makers. This article outlines the essential principles, barriers within the academic community, international efforts, and future considerations for knowledge transfer regarding international assessments. Specific articles on PISA 2000, 2003, and 2006 included in this special issue are used to illustrate these insights into verification of curricular influences, educational opportunity and equality, regional comparisons, and direct influence on policy.     

FIRST CYCLE OF PISA (2000–2006)—INTERNATIONAL PERSPECTIVES ON SUCCESSES AND CHALLENGES: RESEARCH AND POLICY DIRECTIONS

This special edition of IJMSE focuses on the Programme of International Student Assessment (PISA) project now that it has completed a full cycle of administration—reading, mathematics, and science—to look at ways in which PISA has been used in participating countries and with what consequences, and to identify potential research and policy directions emanating from this initiative. Articles were invited to (a) reflect international perspectives on the uses and consequences of PISA to date and (b) speculate on future directions for research, curriculum, and policy using the PISA datasets. The introductory article provides a brief overview of common aspects of PISA: Evolving definitions of reading literacy, mathematics literacy, and science literacy; technical design of the instruments and data analysis procedures; the changing emphasis of administrations; and recent research using the datasets. PISA, unlike other international assessments in reading, mathematics, and science, has provided a fresh perspective on ‘what might be’ by decoupling the assessment from mandated curricula to focus on literacies needed for a 21st century economy. This unique feature of PISA brings with it possibilities and cautions for policy makers.     

A comparison of the agreement,internal consistency,and 2-day test stability of the InBody 720, GE iDXA,and BOD POD® gold standard for assessing body composition

The study compared the agreement, internal consistency, and measurement stability of the GE iDXA, BOD POD, and InBody 720. Body composition of 43 men and 37 women (31.4 ± 10.7 years; 90% Caucasian and 10% other) was assessed in triplicate using each method over two different days. Mean percent body fat (% BF) of the participants was different for all three machines (27.6 ± 10.0% [GE iDXA)] 25.6 ± 10.4% [BOD POD], and 21.3 ± 10.6% [InBody 720]; p < .05). The coefficient of variation for same day repeated measures was 1.06% (GE iDXA), 3.29% (BOD POD), and 2.97% (InBody 720). The coefficient of variation for 2-day repeated measures was 1.81% (GE iDXA), 4.61% (BOD POD), and 4.24% (InBody 720). The difference between the GE iDXA and BOD POD was within acceptable variability, while the InBody 720 significantly underestimated % BF. The internal consistency was highest for the GE iDXA, followed by the InBody 720, and then the BOD POD.     

Effectiveness of Rest,Abdominal Cold Packs,and Cold Showers in Relieving Fatigue

Abstract

The purpose of this study was to compare three methods of relieving fatigue between bouts of strenuous exercise—rest, abdominal cold packs, and cold showers. Fifteen subjects were used in the study; each subject participated in each of the three treatments, making a total of 45 measurements. The subjects ran on a treadmill which was set at 8 mph with a 10 percent elevation, until their pulse rates reached 180 beats per minute. One of the three treatments was then applied for 10 min., after which the subjects engaged in a second treadmill run until heart rates reached 180 beats per minute. The time of the second treadmill run was the main criterion measure.

A complete randomized block design was used to test the differences among the three treatments for statistical significance. The Newman-Keuls sequential range test was employed to test differences between all possible pairs of treatment. Abdominal cold packs proved to be the most effective treatment, with the cold shower second and rest third.     

Baumgartner's Modified Pull-Up Test For Male and Female Elementary School Aged Children

Abstract

Nineteen college men and women (aged 18–23 yrs, × = 21.1) were studied to ascertain the force-time components of a rapid maximal voluntary isometric contraction (MVC) for ankle dorsiflexors, knee extensors, elbow flexors, wrist flexors and hand grip. Standardized isometric strength testing protocol was used. After a practice period subjects were instructed to make an MVC without jerking and as quickly as possible, for each of the muscle actions noted above. Force readings were taken from a load cell assembly through an analogue-to-digital converter and analyzed to yield time values for MVC, 3/4 MVC, 1/2 MVC, and 1/4 MVC. The results indicated significant differences (p < .01) between the responses of the men and women, with the women reaching full MVC more rapidly than the men. Also, there were significant differences among the five muscle groups tested, with the wrist flexor muscle group developing MVC most quickly, while the knee extensors took the longest time to full MVC. Based upon these data it may be concluded that the time to full MVC differs between men and women, and also that the time to full MVC differs among the five muscle groups tested in this experiment.     

Dispositions of elite-level Australian rugby coaches towards game sense: characteristics of their coaching habitus

Bourdieu's analytic concept of habitus has provided a valuable means of theorising coach development but is yet to be operationalised in empirical research. This article redresses this oversight by drawing on a larger study that inquired into how the ‘coaching habitus’ of elite-level Australian and New Zealand rugby coaches structured their interpretation and use of the Game Sense approach to coaching to illustrate how habitus can be operationalised. It focuses on the identification of characteristics of the individual coaching habitus of four elite-level Australian rugby coaches and how they shape their interpretation and use of Game Sense. Drawing on suggestions made by Lau, we identify the characteristics of four individual ‘coaching habitus’ by examining their views on: (1) the characteristics of good coaches; (2) characteristics of great rugby players and how to develop them; and (3) their dispositions towards innovation in coaching.     

From students to teachers: using surveys to build a culture of evidence and inquiry

In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university.