Community violence,school‐related protective factors,and psychosocial outcomes in urban youth

This study examined the relationship of two putative school‐based protective factors—student identification with school and perceived teacher support—to psychosocial outcomes in a sample of urban youth exposed to community violence. Participants were 175 high school students ages 14–19 in grades 9–12 from a large urban school district. Results indicated that exposure to violence was positively associated with internalizing and externalizing symptoms. Additionally, identification with school and teacher support were related to higher hope and lower psychosocial distress. Adolescents who reported higher identification with school and higher teacher support reported higher hope, regardless of the level of violence exposure. Results emphasize the importance of school factors, particularly feeling connected to and supported in school, in promoting hope and minimizing psychosocial distress for youth exposed to community violence. © 2009 Wiley Periodicals, Inc.     

Predicting Grit and Resilience: Exploring College Students’ Academic Rational Beliefs

Data were collected from 289 undergraduate college students at a minority‐serving institution to explore the impact of academic rational beliefs on grit and resilience. Findings from hierarchical regression analyses suggested that academic rational beliefs related to evaluation and work habits accounted for a significant amount of variance in grit. Work habits explained a significant portion of the variance in resilience. On the basis of these results, recommendations for future research and implications for college counselors are offered.     

Supporting English second-language learners in disadvantaged contexts: learning approaches that promote success in mathematics

In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics outcomes in the first three years of formal schooling (Foundation, Year 1 and Year 2). The participating group (n = 461) comprised 328 English language learners and 133 mainstream pupils. To ascertain the impact of the learning experience, pre- and post-tests were conducted at the commencement and completion of each school year. The results indicate that all of the children significantly improved, with English as a second language pupils showing the greatest gains, and achieving norm-referenced expectations for their age.     

High-intensity interval running is perceived to be more enjoyable than moderate-intensity continuous exercise: Implications for exercise adherence

Abstract

The aim of this study was to objectively quantify ratings of perceived enjoyment using the Physical Activity Enjoyment Scale following high-intensity interval running versus moderate-intensity continuous running. Eight recreationally active men performed two running protocols consisting of high-intensity interval running (6×3 min at 90% [Vdot]O_2max interspersed with 6×3 min active recovery at 50% [Vdot]O_2max with a 7-min warm-up and cool down at 70% [Vdot]O_2max) or 50 min moderate-intensity continuous running at 70% [Vdot]O_2max. Ratings of perceived enjoyment after exercise were higher (P < 0.05) following interval running compared with continuous running (88 ± 6 vs. 61 ± 12) despite higher (P < 0.05) ratings of perceived exertion (14 ± 1 vs. 13 ± 1). There was no difference (P < 0.05) in average heart rate (88 ± 3 vs. 87 ± 3% maximum heart rate), average [Vdot]O₂ (71 ± 6 vs. 73 ± 4%[Vdot]O_2max), total [Vdot]O₂ (162 ± 16 vs. 166 ± 27 L) or energy expenditure (811 ± 83 vs. 832 ± 136 kcal) between protocols. The greater enjoyment associated with high-intensity interval running may be relevant for improving exercise adherence, since running is a low-cost exercise intervention requiring no exercise equipment and similar relative exercise intensities have previously induced health benefits in patient populations.     

Uncharted territory and extraordinary times: the SENCo's experiences of leading special education during a pandemic in England

This research focuses on the impact of the context of Covid-19 on the role of the SENCo in English schools. The SENCo's role is a contested field; however, the current Special Educational Needs Code of Practice identifies 11 key areas of SENCos' work. A widely distributed survey was used to access the voice of SENCos across the country, and received 26 responses. Data were analysed using a realistic evaluation framework to identify the impact of Covid-19 on the work of the SENCo. The research indicated that practice in this context had changed in some key areas, and also identified three new aspects of the SENCo role. These point to the need to revise policy and guidance relating to the SENCo being part of the senior leadership team, providing emotional support for adults, and engaging in practical pedagogical activities.     

Facilitators and Barriers to Movement Integration in Elementary Classrooms: A Systematic Review

Purpose: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms. Method: Online databases (Educational Resources Information Center, Google Scholar, PsycINFO, and PubMed) served as data sources for the study. Following the PRISMA guidelines, relevant published research on MI was identified and screened for inclusion in a qualitative synthesis. Content analysis of the included articles (N = 28) was used to identify themes of MI facilitators and barriers. Facilitators and barriers were then categorized using a social-ecological framework. Results: A total of 12 themes of MI facilitators and barriers were identified and categorized into two social-ecological levels: institutional factors (e.g., administrative support, resources) and intrapersonal factors (e.g., teacher confidence, ease of implementation). Conclusion: This review can inform research and practice aimed at supporting the implementation of MI in elementary classrooms.