Using Total Sample Size Weights in Meta-Analysis of Log-Odds Ratios

The log-odds ratio (ln[OR]) is commonly used to quantify treatments' effects on dichotomous outcomes and then pooled across studies using inverse-variance (1/v) weights. Calculation of the ln[OR]'s variance requires four cell frequencies for two groups crossed with values for dichotomous outcomes. While primary studies report the total sample size (n..), many do not report all four frequencies. Using real data, we demonstrated pooling of ln[OR]s using n.. versus 1/v weights. In a simulation study we compared two weighting approaches under several conditions. Efficiency and Type I error rates for 1/v versus n.. weights used to pool ln[OR] estimates depended on sample size and the percent of studies missing cell frequencies. Results are discussed and guidelines for applied meta-analysts are provided.     

Taking a stance: child agency across the dimensions of early adolescents' environmental involvement 1

This article examines the nature of early adolescents' environmental involvement based on a study with 10–13‐year‐olds. Drawing from literal and metaphorical interviews, a visual survey and visual maps, the study points to the dimensions of environmental involvement: connectedness, engagement with the environment, questioning, belief in capacity, taking a stance and strategic action. Children's agency runs across the dimensions, as children intentionally and strategically figure their way through significant life influences, beliefs towards nature and age‐defined barriers. Of interest is what the sources of environmental involvement are, as well as how a child interacts and engages in situations and with resources at hand. Along with awakening to the natural environment, children are discovering themselves and carving a place in the world.     

Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic

Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.     

Validity and feasibility of an obstacle course to assess fundamental movement skills in a pre-school setting

Failure to master age-appropriate fundamental movement skills (FMS) at a young age can limit motor skill competence affecting health. Assessments often have issues with feasibility and implementation in a field setting. As such, the purpose of this study was to investigate the validity and feasibility of the Athletic Skills Track (AST), in a pre-school setting. For the validation study sixty-five 3–6 year old children (25 boys and 40 girls) from five pre-schools across Adelaide, Australia participated. Correlations and linear regression analysis (adjusted for age and gender) were used to investigate the association between the time to complete the AST and the raw score of the Test of Gross Motor Development 2 (TGMD-2). For the feasibility study pre-school staff completed a semi-structured interview regarding the feasibility of the AST. The AST took less than a minute per child and the TGMD-2 around 20 minutes for two children. There was a strong negative correlation (r = ?0.63, p < 0.01) between the AST scores and the TGMD-2 scores. All five staff reported strengths of the AST to be its short administration time, setup and appropriateness. These results suggest that the AST could be a feasible and valid method of FMS assessment in Australian pre-schools.     

HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH‐STAKES TESTING

This study explored differences in test anxiety on high‐stakes standardized achievement testing and low‐stakes testing among elementary school children. This is the first study to directly examine differences in young students’ reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred thirty‐five students in Grades 3 through 5 participated in the study. Students completed assessments of test anxiety following NCLB testing and typical classroom testing. Students reported significantly more overall test anxiety in relation to high‐stakes testing versus classroom testing on two measures of test anxiety, effect sizes r = ?.21 and r = ?.10. Students also reported significantly more cognitive (r = ?.20) and physiological (r = ?.24) symptoms of test anxiety in relation to high‐stakes testing. This study adds to the test anxiety literature by demonstrating that students experience heightened anxiety in response to NCLB testing.     

Picturing natural girlhoods: nature,space and femininity in girls’ school promotions

This paper furthers a discussion about the ways in which idealised versions of gender permeate the aesthetic presentation and impression management strategies of elite private schools. Specifically, we consider how the written text, layout and images used in 12 Australian private girls' school prospectuses function in constructing discourses of ‘natural’ femininity. Far from being merely factual sources of information, we see school prospectuses as strategic texts that idealise and commodify gendered subjectivities that are likely to appeal to the perceived clientele of a particular school. Drawing on feminist and poststructuralist theoretical frames and utilising social semiotic techniques, we analyse how these promotional texts align the feminine subject with nature and the natural world. This alignment serves the dual function of constituting femininity as naturally beautiful, fragile, passive and vulnerably at-risk, while at the same time ameliorating such risk through more empowered (yet constrained) notions of interconnectedness. The tensions between such contradictory discourses of traditional and neoliberal femininity create impossible subject positions for girls, as in order to succeed with one version of femininity, they must simultaneously fail at another.     

Variations in observation frequency in a self-controlled learning environment do not modulate learning of a pirouette en dehors

ABSTRACT

Little is known about the optimal frequency to observe a skilled model, yet this is potentially an important learning variable, and thus was examined in the context of self-controlled learning conditions. Participants chose the schedule in which they interspersed both physical and observational trials of a dance skill. The participants’ choice, however, was governed by an imposed observation frequency (OF) of either 25%, 50%, or 75%. Participants were in one of these OF groups, in addition to another group in which no constraint was put on OF. This last group was predicted to choose an OF of 10%, however, it was determined that they chose a 50% schedule. Consequently, a 10% OF group was added to the experimental protocol. All participants completed a pre-test, followed by an acquisition phase, and then a 24-hr post-test. Physical performance (F(1, 55) = 143.77, p< .001) and cognitive representation (F(1, 55) = 77.68, p< .001) scores both revealed a significant main effect of Test; scores at post-test were higher than those at pre-test. Thus, learning was demonstrated for both measures. No main effect of Group emerged. Consequently, OF varying from 10% to 75%, under self-controlled conditions, were equally beneficial for learning the dance skill.