The relationship between behavioural integrity,competence, goodwill,trustworthiness, and motivating language of a principal

Utilising the oral language of a principal leading an inner-city at-risk elementary school in a large urban school district in the southwestern USA, the researchers tested behavioural integrity and the dimensions of source credibility (competence, goodwill, and trustworthiness) as antecedents to Motivating Language Theory and the ML Model. Teacher perception data at the Title I elementary school was used for this quantitative study. Over 95% of the teachers responded to a survey each year for a three-year period. Each year, there were statistically significant correlations between each of the antecedents and motivating language. The antecedents accounted for 66–75% of the total variance for motivating language depending on the year based on regression analysis. The results of this study extend the field of Motivating Language Theory and the ML Model, and further explain how the work of principals is accomplished.     

The effect of exercise interventions on resting metabolic rate: A systematic review and meta-analysis

ABSTRACT

The systematic review and meta-analysis evaluated the effect of aerobic, resistance and combined exercise on RMR (kCal·day^-1) and performed a methodological assessment of indirect calorimetry protocols within the included studies. Subgroup analyses included energy/diet restriction and body composition changes. Randomized control trials (RCTs), quasi – RCTs and cohort trials featuring a physical activity intervention of any form and duration excluding single exercise bouts were included. Participant exclusions included medical conditions impacting upon RMR, the elderly (≥65 years of age) or pregnant, lactating or post-menopausal women. The review was registered in the International Prospective Register of Systematic Reviews (CRD 42,017,058,503). 1669 articles were identified; 22 were included in the qualitative analysis and 18 were meta-analysed. Exercise interventions (aerobic and resistance exercise combined) did not increase resting metabolic rate (mean difference (MD): 74.6 kCal·day^-1[95% CI: ?13.01, 161.33], P = 0.10). While there was no effect of aerobic exercise on RMR (MD: 81.65 kCal·day^-1[95% CI: ?57.81, 221.10], P = 0.25), resistance exercise increased RMR compared to controls (MD: 96.17 kCal·day^-1[95% CI: 45.17, 147.16], P = 0.0002). This systematic review effectively synthesises the effect of exercise interventions on RMR in comparison to controls; despite heterogenous methodologies and high risk of bias within included studies.     

Data in Motion: Sports as a site for expansive learning

ABSTRACT

Background and Context

Sports and technology are often pitted as being at odds with one another. While there are several educational activities that make reference to sports we seldom see sports used as an authentic context for learning computing.     

Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities

Students with learning disabilities often struggle with the academic demands presented in secondary mathematics curricula. To combat these students’ struggles, researchers have studied various pedagogical practices and classroom technologies for teaching standards covered in subjects such as algebra and geometry. However, as the role of computer‐ and tablet‐based technologies in education grows, some areas of study, such as the use of virtual manipulatives, lack exploration. This study sought to assess the benefits of virtual manipulatives to teach secondary students with a learning disability in mathematics how to solve multistep algebraic equations. A multiple baseline design across three participants demonstrated a functional relation between the use of a virtual manipulative balance and teaching students to acquire, maintain, and generalize the skill of solving multistep algebraic equations. Results provide new evidence demonstrating virtual manipulatives as a beneficial age‐appropriate technology to teach higher order mathematical concepts to secondary students with a learning disability.     

Supervisor Cultural Humility Predicts Intentional Nondisclosure by Post-Master's Counselors

The authors examined supervisor cultural humility as a predictor of supervisee intentional nondisclosure. Using multiple regression in a sample of 101 post-master's counselors, the authors found that 20% of supervisees' intentional nondisclosure was explained by their perceptions of their supervisors' level of cultural humility.     

A STUDY OF THE VALIDITY OF SELF-REPORTED MEASURES OF ACADEMIC GROWTH

This study was undertaken to examine the relationship between self-reported and pre-post measures of academic growth. Self-reported and pre-post measures were obtained in three areas, simple cognitive, complex cognitive, and attitudinal. The subjects were 162 graduate students enrolled in six different graduate courses. Partial correlations relating self-reported measures of growth to posttest performance on measures of achievement (simple and complex cognitive)and attitude, controlling for pretest performance indicated that self-reported measures of academic growth were primarily related to growth in attitudes toward the subject matter of a course.     

Effects of intertrial interval and exteroceptive feedback duration on discriminative avoidance acquisition in the gerbil

A series of studies of shuttlebox-avoidance learning in the gerbil evaluated the efficacy of an exteroceptive feedback stimulus (FS). Experiment 1 assessed the relative effectiveness of a FS at 30- and 90-sec intertriai intervals (ITIs), and found that the FS and warning signal termination contingencies were additive sources of avoidance reinforcement; i.e., they produced “supernormal acquisition” at the short ITI, but not at the 90-sec ITI. The effectiveness of a FS at the 30-sec ITI was further explored in Experiments 2 and 3, in which FS duration was varied in delayed and trace avoidance conditioning, respectively. In both studies, a FS facilitated acquisition but FS duration was not a critical determinant of performance. These results were interpreted in terms of an expectancy account of the informational value of a FS, and the problem of experimentally distinguishing between cognitive and inhibition-of-fear accounts of avoidance learning was discussed.     

Inequities in Japanese Urban Schools

Interviews with Japanese public school educators allow a distinctive view of how the continuing economic decline in Japan has affected educational motivation and decision-making among students and parents. The nature of socioeconomic stratification within Japanese educational opportunity is seen as a continuing situation exacerbated by the costs of education in a context of chronic economic uncertainty.     

Ella Evolving: Cinderella Stories and the Construction of Gender-Appropriate Behavior

This article considers the cultural messages embedded in the patriarchal canon of fairy tales and their implications for the construction of gender-appropriate behavior. The characteristics of feminist re-visions of fairy tales are discussed, and studies that explore the importance of access to alternative discourses in order for children to challenge dominant ideology are reviewed. Finally, four versions of Cinderella are analyzed, considering if and how they provide children with alternative positions to occupy.     

Approaches to the study of traditional behaviors of free-living animals

I review literature on four different approaches to the study of traditions in animals: observation of free-living animals, laboratory experiment, armchair analysis, and field experiment. Because, by definition, a tradition entails social learning of some kind, it is difficult, perhaps impossible, to establish that a behavior is in fact traditional without knowledge of how it develops. Observations of free-living animals often provide strong circumstantial evidence of a tradition. However, even in the view of several researchers who have studied possibly traditional behaviors in natural populations, observation alone has not proven sufficient to show that social learning contributes to development of behaviors of interest. The relevance of laboratory experiments to the understanding of the development of behaviors in free-living animals is always open to challenge. Armchair analyses of field data can produce interesting hypotheses but cannot test them. Field experiments to determine how behaviors of interest develop in population members provide a promising way forward.