Links between justice sensitivity and moral reasoning,moral emotions,and moral identity in middle childhood

Associations between moral-related traits, such as justice sensitivity (JS), the tendency to negatively respond to injustice, and moral development are largely unknown. From May to December 2018, 1329 5- to 12-year-olds (M = 8.05, SD = 1.02; 51.2% girls, 1.3% transgender and gender-nonconforming) from Germany rated their JS, moral reasoning, emotions, and identity; parents and teachers rated children's theory of mind (ToM) and empathy. Victim JS (caring for own justice) predicted more attributions of positive emotions to norm transgressors in structural equation models (β = .295). Altruistic JS (caring for other's justice) predicted less attributions of positive emotions (β = −.343) and a stronger moral identity (β = .392) unless ToM was considered. Particularly altruistic JS showed associations with advanced moral development. Hence, moral-related traits deserve more attention by moral-development research.     

A systemic and qualitative exploration of career adaptability among young people with refugee backgrounds

International Journal for Educational and Vocational Guidance - This article reports on a secondary analysis of qualitative research about five African young adults with refugee backgrounds who...     

Transitioning towards inclusion: a triangulated view of the role of educational assistants

The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to support educators over the course of five years. Through deductive analysis, qualitative data (interviews, focus groups, blog-style reflections) were analysed from EAs (n = 6), elementary and secondary school teachers (n = 31), and Inclusion Coaches (n = 13). Findings indicated that the voices of EAs, teachers, and Inclusion Coaches all align on three main themes: necessity of collaboration among educators, coordinated and dedicated time for programming and redefining relationships within the inclusive model. During the transition from segregated classrooms to full inclusion, it is imperative that the role of the Educational Assistant (EA) is understood by administrators, teachers and the EAs themselves. With a more clearly delineated and mutually understood role, EAs and educators can develop collaborative relationships, working towards incorporating differentiation and supporting all students in a diverse learning and social community.     

Sexual Orientation and Adolescent Time Use: How Sexual Minority Youth Spend Their Time

This study combines minority stress and ecological perspectives to theorize the associations between adolescents’ sexual orientation and time use. Hypotheses are tested using data from a national sample of Australian adolescents aged 14–15 years (Longitudinal Study of Australian Children; n = 3,060). Compared to heterosexual adolescents, sexual minority adolescents spent less time with their siblings and fathers, more time alone, less time in active leisure- and school-based activities, and more time in nonactive leisure. There were no differences between sexual minority and heterosexual adolescents in time spent with mothers, peers, and in screen-based leisure. Some associations were gendered. Collectively, the results suggest that sexual minority adolescents may withdraw or be excluded from critical developmental activities and the company of key social partners.     

Cognitive to physical performance: a conceptual model for the role of motor simulation in performance

ABSTRACT

Motor simulation (MS) interventions incorporating motor imagery (MI), and more recently action observation (AO), are readily accepted as effective interventions to enhance motor skill performance. Existing models in the MS literature fail to consider the entire spectrum of MS interventions, focusing on MI or AO alone. This paper examines the theoretical basis and current understanding of MS efficacy, and introduces a novel, conceptual, Motor Simulation and Performance Model (MSPM) representing the performance improvements predicted to be associated with engaging with MS across expertise levels. The MSPM also outlines the multiple factors which regulate the efficacy of MS interventions. Based on the available evidence, the model suggests that MI will have a greater relative effect on performance as expertise increases, AO will have a greater effect in low skilled compared to high skilled performers, and that combined AO and MI (AO?+?MI) will be more effective than either MI or AO in isolation. The MSPM also depicts the additive effect of physical practice in conjunction with MS interventions. The MSPM represents for the first time the relative effects of various methods of motor learning based on evidence provided by the existing literature. It also highlights areas of research requiring further attention.     

Review of Single Subject Research Examining the Effectiveness of Interventions for At‐Risk English Learners

We review published single subject design (SSD) studies that examine the effects of interventions for English learners at‐risk or with learning disabilities. Results of our literature search yielded 10 studies, five in reading, one in reading and behavior, and four in mathematics that met our inclusion criteria. Seven studies targeted Spanish‐speaking English learners, and three studies included students who spoke other languages than English and/or English only students. Two studies in mathematics included native language instruction. Six studies included English learners in second grade and above, and one study included high school students. We were able to calculate effect sizes (Hedges g) for eight of the 10 studies. Findings indicated a significant effect of the intervention for 12 of the 18 dependent variables measured. SSD methodology has the potential to help researchers and practitioners better understand what interventions work for English learners, and under what circumstances.     

Can high-intensity interval training improve physical and mental health outcomes? A meta-review of 33 systematic reviews across the lifespan

ABSTRACT

High-intensity-interval-training (HIIT) has been suggested to have beneficial effects in multiple populations across individual systematic reviews, although there is a lack of clarity in the totality of the evidence whether HIIT is effective and safe across different populations and outcomes. The aim of this meta-review was to establish the benefits, safety and adherence of HIIT interventions across all populations from systematic reviews and meta-analyses. Major databases were searched for systematic reviews (with/without meta-analyses) of randomised & non-randomised trials that compared HIIT to a control. Thirty-three systematic reviews (including 25 meta-analyses) were retrieved encompassing healthy subjects and people with physical health complications. Evidence suggested HIIT improved cardiorespiratory fitness, anthropometric measures, blood glucose and glycaemic control, arterial compliance and vascular function, cardiac function, heart rate, some inflammatory markers, exercise capacity and muscle mass, versus non-active controls. Compared to active controls, HIIT improved cardiorespiratory fitness, some inflammatory markers and muscle structure. Improvements in anxiety and depression were seen compared to pre-training. Additionally, no acute injuries were reported, and mean adherence rates surpassed 80% in most systematic reviews. Thus, HIIT is associated with multiple benefits. Further large-scale high-quality studies are needed to reaffirm and expand these findings.

Abbreviations: ACSM: American College of Sports Medicine; BMI: Body Mass Index; BNP: Brain Natriuretic Peptide; BP: Blood Pressure; CAD: Coronary Artery Disease; CHD: Coronary Heart Disease; COPD: Chronic Obstructive Pulmonary Disease; CRP: c- reactive Protein; CVD: Cardiovascular Disease; DBP: Diastolic Blood Pressure; ES: Effect Size; FAS: Reduced Fatty Acid Synthase; FATP-1: Reduced Fatty Acid Transport Protein 1; FMD: Flow Mediated Dilation; Hs-CRP: High-sensitivity c- reactive Protein; HDL: High Density Lipoprotein; HIIT: High-Intensity Interval Training; HOMA: Homoeostatic Model Assessment; HR: Heart Rate; HTx: Heart Transplant Recipients; IL-6: Interleukin-6; LDL: Low Density Lipoprotein; LV: Left Ventricular; LVEF: Left Ventricular Ejection Fraction; MD: Mean Difference; MetS: Metabolic Syndrome; MPO: Myeloperoxidase; MICT: Moderate-Intensity Continuous Training; NO: Nitric Oxide; NRCT: Non-Randomised Controlled Trial; PA: Physical Activity; PAI-1: Plasminogen-activator-inhibitor-1; QoL: Quality of Life; RCT: Randomised Controlled Trial; RoB: Risk of Bias; RPP: Rate Pressure Product; RT: Resistance Training; SBP: Systolic Blood Pressure; SD: Standardised Difference; SMD: Standardised Mean Difference; TAU: Treatment-As-Usual; T2DM: Type 2 Diabetes Mellitus; TC: Total Cholesterol; TG: Triglycerides; TNF-alfa: Tumour Necrosis Factor alpha; UMD: Unstandardised Mean Difference; WC: Waist Circumference; WHR: Waist-to-Hip Ratio; WMD: Weighted Mean Difference

Key points:

• HIIT may improve cardiorespiratory fitness, cardiovascular function, anthropometric variables, exercise capacity, muscular structure and function, and anxiety and depression severity in healthy individuals and those with physical health disorders.

• Additionally, HIIT appears to be safe and does not seem to be associated with acute injuries or serious cardiovascular events.

     

Fairness in Measurement and Selection: Statistical,Philosophical, and Public Perspectives

Selection decisions have a major impact on our education, occupation, and quality of life, and the role of standardized tests in selection has always been a source of controversy. Here, I consider various definitions of fairness in measurement and selection—those emerging from within educational measurement and statistics, those from philosophy, and finally, those from the public. I use examples of public challenges to selection practices to illustrate the fact that technical and philosophical definitions of fairness do not align well with public concerns. I emphasize the importance of promoting awareness of existing standards, advocating for the fair use of testing and selection practices, and communicating in a candid and straightforward way when engaging with test takers and test users.     

The Four-Part Literature Review Process: Breaking It Down for Students

Both undergraduate and graduate students face similar challenges when tasked with writing literature reviews. Breaking down the literature review into a four-part process helps students decrease frustration and increase quality. This article provides usable advice for anyone teaching or writing literature reviews. Tips and illustrations illuminate each part of the process, including 1) Developing a Topic; 2) Searching the Literature; 3) Narrowing the Scope; and 4) Synthesizing Prior Research. First, practical tips for topic development include welcoming change and exercises for allowing students to “talk out” topic evolution in physical or virtual settings. Next, tips for searching include defining quality research in the discipline, linking to online tools, refining language, and working with that first good article. Then, practical tips for narrowing include advice for deconstructing articles and questions to ask when “talking out” refinement of the project. Finally, practical tips for synthesizing include virtual tagging and physical clustering exercises.