Misremembering Past Affect Predicts Adolescents’ Future Affective Experience During Exercise

Purpose: Increasing physical activity among adolescents is a public health priority. Because people are motivated to engage in activities that make them feel good, this study examined predictors of adolescents’ feelings during exercise. Method: During the 1st semester of the school year, we assessed 6th-grade students’ (N = 136) cognitive appraisals of the importance of exercise. Participants also reported their affect during a cardiovascular fitness test and recalled their affect during the fitness test later that semester. During the 2nd semester, the same participants rated their affect during a moderate-intensity exercise task. Results: Affect reported during the moderate-intensity exercise task was predicted by cognitive appraisals of the importance of exercise and by misremembering affect during the fitness test as more positive than it actually was. This memory bias mediated the association between appraising exercise as important and experiencing a positive change in affect during the moderate-intensity exercise task. Conclusion: These findings highlight the roles of both cognitive appraisals and memory as factors that may influence affect during exercise. Future work should explore whether affect during exercise can be modified by targeting appraisals and memories related to exercise experiences.     

Predictors of successful transition from self-contained special education to regular class settings

The adjustment of 129 newly mainstreamed learning disabled, emotionally disturbed, and mildly developmentally disabled pupils was rated by regular classroom teachers at the end of the children's first year in regular class. While the teachers were, in general, very satisfied with the pupils' progress in both academic and behavioral areas, satisfaction declined after grade six. IQ data did not predict satisfactory adjustment. WRAT arithmetic score was associated with ratings of satisfactory classroom behavior. Pupils who had spent one to two years in special classes were rated as having more acceptable classroom behavior than those who were enrolled for shorter or longer periods of time.     

Exercise interventions for older adults: A systematic review of meta-analyses

Background:The evidence concerning which physical exercise characteristics are most effective for older adults is fragmented.We aimed to characterize the extent of this diversity and inconsistency and identify future directions for research by undertaking a systematic review of metaanalyses of exercise interventions in older adults.Methods:We searched the Cochrane Database of Systematic Reviews,PsycInfo,MEDLINE,Embase,CINAHL,AMED,SPORTDiscus,and Web of Science for articles that met the following criteria:(1)meta-analyses that synthesized measures of improvement(e.g.,effect sizes)on any outcome identified in studies of exercise interventions;(2)participants in the studies meta-analyzed were adults aged 65+or had a mean age of 70+;(3)meta-analyses that included studies of any type of exercise,including its duration,frequency,intensity,and mode of delivery;(4)interventions that included multiple components(e.g.,exercise and cognitive stimulation),with effect sizes that were computed separately for the exercise component;and(5)meta-analyses that were published in any year or language.The characteristics of the reviews,of the interventions,and of the parameters improved through exercise were reported through narrative synthesis.Identification of the interventions linked to the largest improvements was carried out by identifying the highest values for improvement recorded across the reviews.The study included 56 meta-analyses that were heterogeneous in relation to population,sample size,settings,outcomes,and intervention characteristics.Results:The largest effect sizes for improvement were found for resistance training,meditative movement interventions,and exercise-based active videogames.Conclusion:The review identified important gaps in research,including a lack of studies investigating the benefits of group interventions,the characteristics of professionals delivering the interventions associated with better outcomes,and the impact of motivational strategies and of significant others(e.g.,carers)on intervention delivery and outcomes.     

The turtle technique: An extended case study of self-control in the classroom

A preliminary investigation of the Turtle Technique, a procedure for helping emotionally disturbed children control their own impulsive behavior, is described. The technique consists of four components: the “turtle response,” relaxation, problem-solving, and peer support. Eleven children drawn from two classrooms were instructed in the use of the Turtle Technique for the self-control of aggression. The procedure was introduced according to a multiple-baseline design. Results revealed significant decrements in aggressive behavior in both classrooms. Implications for further research were considered.     

‘Dashing about with the greatest gallantry’: polo in India and the British metropole, 1862–1914

ABSTRACT

The period from 1870 to the Great War was defined by a new and more intensive phase of imperialism. Following previous debates initiated by scholars such as MacKenzie, Burton, or Bayly this article analyses the impact of Empire on the metropole. In suggesting that the imperial space was not a one-way street, the paper is going beyond Said's orientalist approach. This argument uses the example of the Indian game of polo. Unlike most imperial sports, polo was adapted by the British from their colonial subjects, creating the opportunity of a common cultural space. How did polo influence socio-cultural and political power constellations in India and the metropole? The paper will provide nuance on regional contexts and the effects of sport on specific groups. Unpacking the resulting interdependencies, ambivalences, and the mutability of polo in the British imperial self-image, the paper does not neglect Indian agency. Polo showcases an interrelation of ideas and beliefs which are used to understand the respective environment as well as the internationalisation of sport. Researching sport in an imperial context and its interactions on a local and transnational level can thus display rising asymmetries of political, cultural, and social agencies in a global process.     

Testing one premise of scientific inquiry in science classrooms: Examining students' scientific explanations and student learning

In this study, we analyzed the quality of students' written scientific explanations found in notebooks and explored the link between the quality of the explanations and students' learning. We propose an approach to systematically analyzing and scoring the quality of students' explanations based on three components: claim, evidence to support it, and a reasoning that justifies the link between the claim and the evidence. We collected students' science notebooks from eight science inquiry‐based middle‐school classrooms in five states. All classrooms implemented the same scientific‐inquiry based curriculum. The study focuses on one of the implemented investigations and the students' explanations that resulted from it. Nine students' notebooks were selected within each classroom. Therefore, a total of 72 students' notebooks were analyzed and scored using the proposed approach. Quality of students' explanations was linked with students' performance in different types of assessments administered as the end‐of‐unit test: multiple‐choice test, predict‐observe‐explain, performance assessment, and a short open‐ended question. Results indicated that: (a) Students' written explanations can be reliably scored with the proposed approach. (b) Constructing explanations were not widely implemented in the classrooms studied despite its significance in the context of inquiry‐based science instruction. (c) Overall, a low percentage of students (18%) provided explanations with the three expected components. The majority of the sample (40%) provided only claims without any supporting data or reasoning. And (d) the magnitude of the correlations between students' quality of explanations and their performance, were all positive but varied in magnitude according to the type of assessment. We concluded that engaging students in the construction of high quality explanations may be related to higher levels of student performance. The opportunities to construct explanations in science‐inquiry based classrooms, however, seem to be limited. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 583–608, 2010     

Hospital library foreign language labs: the experiences of two hospital libraries

Increasingly, hospital-based physicians, residents, and medical students are welcoming into their care foreign-born patients, who do not speak English. Most hospitals today have an Interpretive Services Department, but many of the physicians, residents, and medical students want to become more proficient in the most frequently spoken foreign languages in their respective locales. To help recruit and retain a diverse workforce, some hospitals sponsor English programs for staff. The Treadwell Library at Massachusetts General Hospital in Boston, Massachusetts, and the Grady Branch Library at Grady Memorial Hospital in Atlanta, Georgia, have developed a special collection and hospital library-based language laboratories in order to meet this need.     

The effect of nostalgia on self-continuity,pride, and intention to visit a sport team's hometown

ABSTRACT

The primary purpose of the current study was to develop a theoretical model regarding nostalgia, self-continuity, pride, and the intention to visit a sport team's hometown and examine the moderating effect of length of time as a sport fan. The study involved showing a short nostalgic video clip and investigated relationships using structural equation modeling (SEM) and multigroup SEM. The results suggest that self-continuity is an important indicator of the relationship between nostalgia and pride and enhances the intention to visit a sport team's hometown. The results also showed that self-continuity is an important indicator for new fans but not for long-term fans.     

Transnationalisation within school education: the interconnection between actors,structures and mechanisms

The current literature of school education, transnationalisation and migration explores actors, structures and social mechanisms, however, tends to focus on these analytical levels separately. This article advocates a more explicit analysis of the interconnections of structures, actors and mechanisms within and across schools and wider national and inter-national levels in the context of transnationalisation of school education. The article adds to the theoretical discussion of transnationalisation and school education by presenting a conceptual tool, which identifies gaps in the current literature and may help to structure future research and policy development.     

The relative contributions of vocabulary,decoding, and phonemic awareness to word reading in English versus German

Beginning readers in shallow orthographies acquire word reading skills more quickly than in deep orthographies like English. In addition to extending this evidence base by comparing reading acquisition in English with the more transparent German, we conducted a longitudinal study and investigated whether different early reading skills made different contributions to word reading as a function of orthography. Children (n = 133) were recruited from the first year of primary school in New Zealand (age 5;8) and Germany (age 7;2) and from kindergartens in Germany (age 5;0) to provide both age- and schooling-matched samples. Parallel measures of phonemic awareness, vocabulary, decoding skill, and word reading (accuracy) were administered at two time points, 1 year apart. An advantage for orthography and school attendance existed for reading development. Vocabulary made a greater contribution to word reading in English than in German as did decoding skill. Findings underscore the relative importance of vocabulary and decoding skills for early reading in English.