Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms

Reading and Writing - Argumentative writing has long been considered an essential skill for disciplinary learning. For researchers and curriculum developers to develop ecologically valid...     

Predictive text entry with PAL and children with learning difficulties

Nine case studies were conducted to evaluate the usefulness of a predictive text entry program within a classroom environment. The program, PAL, was found to be very successful in eight of the cases. For children with poor motor control, the key-saving aspects speeded up text creation. Of even greater significance was the extent to which children with severe spelling problems were helped. They were able to produce much higher quality written work with a substantial reduction in the number of spelling errors. This provided great motivation for the children, and teaching staff commented on their improved confidence and attention span, as well as stimulation of language and vocabulary development. One of the children was on the verge of being classified as a non-reader and, although progress was slow, a significant improvement in the child's work was observed.     

Oral reading fluency as a screening tool with English learners: A systematic review

Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading outcomes. This study synthesized available validity evidence for ORF with biliterates. All included studies (n = 31) were conducted with English language learners in grades K–8. Results suggested that although ORF is correlated with reading outcomes, the accuracy of ORF to identify English learners at risk of poor reading outcomes does not meet criteria. The strength of validity evidence differed by language proficiency of participants. Finally, the quality of the reviewed studies was low in critical areas.     

Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.     

Aerobic Capacity in Black Adolescent Girls

Abstract

Our purpose was to determine the aerobic capacities (VO₂max) of a group of black female adolescents (age = 11.4 ? 15.8 years) randomly chosen from a single urban school. Of 91 girls selected, 64 performed an incremental treadmill running test to volitional exhaustion and achieved VO₂max as determined from expired gas measures. Other measures included height (m), weight (kg), and calf and triceps skinfolds (for % fat estimates). Girls were also asked whether they had achieved menarche. VO₂max averaged 37.3 ± 6.2 ml·kg^?1 ·min^?1 and was significantly correlated (r[62]) with height (?.32, p < .01), body mass index (?.63, p < .001), and % fat (?.65, p < .001) but not with age (?.16, p > .10). Postmenarchal girls were significantly taller and older than premenarchal girls. Contrary to previous studies, the girls' VO₂max values were not related to biological age. Our subjects' aerobic capacity values averaged 14% less than those of nonblack U.S. female adolescents previously reported in the literature. This difference in VO₂max was primarily a function of body weight. Study implications support the possibility that overweight in adult black women may originate prior to or during early adolescence. Future longitudinal studies should be designed to investigate the effects of aerobic fitness on cardiovascular risk factor reduction in black adolescent girls.     

Physiological Responses to Maximal Treadmill and Handweighted Exercise

Abstract

The purpose of this investigation was to compare the peak physiological responses among four protocols that employed different amounts of handweighted exercise in 16 males (aged 26.3 ± 4.1 years). The four protocols were (a) uphill treadmill running (UR; 3.36 m-s¹, 2.5% grade increase-3 min¹); (b) uphill treadmill walking while pumping 1.36kg handweights (HW) (UWHW; 1.79ms¹, 5.0% grade increase-3 min¹; (c) treadmill walking while pumping .91-kg HW (WHW; 1.79 m-s¹, 0% grade, .91kg HW increase-3 min¹); and (d) standing in place and pumping HW (SHW; arm work as described in WHW). It was hypothesized that the peak responses would be inversely proportional to the estimated muscle mass activated (i.e., UR = UWHW > WHW > SHW). Dependent variables included peak oxygen uptake (VO₂ peak), peak heart rate (HRpeak), peak ventilation (V_epeak), and peak respiratory exchange ratio (RERpeak). No differences were noted between UR and UWHW with respect to any of the dependent variables. All variables (except RERpeak) were greater (p < .01) in UR and UWHW than either WHW or SHW. RERpeak was greater (p < .01) in UR and UWHW than in WHW. VO₂peak and HRpeak were greater (p < .01) in WHW when compared to SHW. Mean VO₂peak was 97.5, 69.7, and 60% of UR for UWHW, WHW, and SHW, respectively. Therefore, walking and pumping handweights provides a maximal stimulus to the oxygen transport system.     

The Validity of the Tritrac-R3D Activity Monitor for the Assessment of Physical Activity in Children

Abstract

The purpose of this study was to evaluate the validity of the Tritrac-R3D Activity Monitor, a new instrument designed to improve assessments of physical activity. Comparisons were made with a heart rate monitor and with a Caltrac Activity Monitor. Thirty-five children (ages 9–11 years) were monitored on 3 different school days with all 3 instruments. The Tritrac was moderately correlated with the heart rate monitor (r =.58) and highly correlated with the Caltrac monitor (r =.88). By taking advantage of the minute-by-minute timing capability of the Tritrac and the heart rate monitors, it was discovered, that the correlations between these instruments were highest during free play situations (lunch/recess, recess, after school) and were lower when activity was more limited (class time) or structured (physical education). The ability of the Tritrac to assess activity on a minute-by-minute basis may greatly enhance its overall utility.     

Teaching within a Curricular Zone of Safety: School Culture and the Situated Nature of Student Teachers' Pedagogical Content Knowledge

Abstract

The purpose of this paper is to continue the theoretical delineation of the nature of pedagogical content knowledge. Two student teachers were observed teaching an elementary games and high school sport unit and interviewed in depth about their lessons, biography, pedagogical content knowledge, and aspects of the school culture. Data were analyzed by constant comparison and analytic induction. Trustworthiness was established through member checks and triangulation. In the high school, both student teachers tried to use extending and refining tasks, as they had in the elementary school. But, when confronted with aspects of the high school culture, both retreated to a curricular zone of safety relying on application tasks. This zone, the defining aspect of their pedagogical content knowledge of teaching sports, emerged from and was constituted by the relations among goals, capabilities, teaching, inadequate pedagogical content knowledge, and aspects of the school culture. It is argued that situated and cultural orientations contribute to psychological orientations currently used to delineate pedagogical content knowledge. A curricular zone of safety is offered as a concept that helped account for the emergence and persistence of particular ways of knowing content.     

Physiological Effects of Deep Water Running following a Land-Based Training Program

Abstract

The purpose of this study was to examine differences in knowledge representation and problem solutions in expert and novice youth baseball players. Ninety-four players in two age divisions, 7–8 years of age and 9–10 years of age, were assigned to three levels of expertise: high; average; and low skilled. Each subject participated in an interview session to elicit knowledge representation and solutions to five different defensive game situations. Interviews were transcribed and analyzed for content, solution to the problem, errors in problem solution, and qualitative trends. The frequency of advanced solutions to each of the five situations were analyzed in separate chi-square tests for age and expertise. Differences among the levels of expertise were found for the accuracy of solutions to three complex situations. Age was significant for only one situation. Patterns of knowledge content accessed during advanced and less advanced responses indicated both experts and novices were in a beginning stage of developing baseball knowledge structures. Errors in problem solutions indicated children had difficulty monitoring critical conditions and making correct inferences. Players' and teammates' ability to execute baseball skills seemed to influence the content and structure of tactical knowledge accessed during problem solution.