Heterogeneity in children at risk of math learning difficulties

This study recruited 428 Singaporean children at risk of math learning difficulties (MLD; M_age = 83.9 months, SD_age = 4.35 months; 41% female). Using a factor mixture model that considered both quantitative and qualitative differences in math ability, two qualitatively different groups were identified: one with generalized difficulties across different math skills and the other with more focal difficulties in arithmetic fluency. Reading, working memory capacity, and numeracy (number line estimation skills and numerical discrimination) uniquely explained group membership. Children within each group differed in the extent of difficulties they exhibited, with numeracy variables differentially contributing to math ability in each group. Findings speak against a dimensional view of MLD and underscore the conceptual limitations of using basic numeracy performance to profile learning difficulties.     

Criterion-related validity of the 20-m shuttle run test in youths aged 13–19 years

Abstract

We assessed the agreement between maximal oxygen consumption ([Vdot]O_2max) measured directly when performing the 20-m shuttle run test and estimated [Vdot]O_2max from five different equations (i.e. Barnett, equations a and b; Léger; Matsuzaka; and Ruiz) in youths. The 20-m shuttle run test was performed by 26 girls (mean age 14.6 years, s = 1.5; body mass 57.2 kg, s = 8.9; height 1.60 m, s = 0.06) and 22 boys (age 15.0 years, s = 1.6; body mass 63.5 kg, s = 11.5; height 1.70 m, s = 0.01). The participants wore a portable gas analyser (K4b2, Cosmed) to measure [Vdot]O₂ during the test. All the equations significantly underestimated directly measured [Vdot]O_2max, except Barnett's (b) equation. The mean difference ranged from 1.3 ml · kg^?1 · min^?1 (Barnett (b)) to 5.5 ml · kg^?1 · min^?1 (Léger). The standard error of the estimate ranged from 5.3 ml · kg^?1 · min^?1 (Ruiz) to 6.5 ml · kg^?1 · min^?1 (Léger), and the percentage error ranged from 21.2% (Ruiz) to 38.3% (Léger). The accuracy of the equations available to estimate [Vdot]O_2max from the 20-m shuttle run test is questionable at the individual level. Furthermore, special attention should be paid when comparisons are made between studies (e.g. population-based studies) using different equations. The results of the present study suggest that Barnett's (b) equation provides the closest agreement with directly measured [Vdot]O_2max (cardiorespiratory fitness) in youth.     

Validity and reliability of rating perceived exertion in women with fibromyalgia: exertion-pain discrimination

The present study aimed (1) to assess the validity and reliability of the Borg category-ratio (CR-10) scale for monitoring exercise intensity in women with fibromyalgia (FM) and (2) to examine whether women with FM can discriminate between perceived exertion and exercise-induced pain. Thirty-three women with FM performed two incremental treadmill tests (1 week separated). Heart rate, oxygen uptake, minute ventilation and respiratory quotient were measured. The ratings of perceived exertion (RPE: CR-10 scale) and exercise-induced pain were obtained at each workload. The Spearman’s correlation of RPE with the physiological responses ranged from 0.69 to 0.79. The regression models explained ~50% of the variability of the studied physiological responses. We found “perfect acceptable” agreement in 69% of the observations. Weighted Kappa was 0.66 (95% confidence interval [CI]: 0.59–0.72). There were differences between RPE and pain at workloads 3 (1.50; 95%CI: 0.85–2.16), 4 (2.10; 95%CI: 1.23–2.96), 5 (3.40; 95%CI: 1.29–5.51) and 6 (3.97; 95%CI: 1.61–6.33). The main findings of the present study suggest that the Borg CR-10 scale is valid and moderately reliable for monitoring exercise intensity in women with FM, and these patients were able to discriminate between exertion and exercise-induced pain.     

Rolling: A new technique for the practical teaching in computer science university degree

In this paper we describe a new methodology for practical teaching in the Computer Science University Degree. The methodology is based on the Rolling technique. This technique consists in assign, in a rotary process, tasks, activities and responsibilities to students along an established calendar with the aim of developing a software product. Practical teaching is supported by a student-teacher contract that describes the goal, rules, plan with stages and activities, responsibilities and even the assessment method. Students are organized in groups and teams, emulating a company organization. They develop all the activities of the software engineering process in order to obtain a commercial product (the goal). In this process, students take different responsibilities over the software verification and validation, activities and tasks, and over groups and teams leadership. Along the teaching process, comprehensive information about the working team, time invested, deliverables in each stage, and work/students assessment is gathered. The methodology has been tested for 4 years at the University of Córdoba and the results, described in this paper, have shown an improvement in the students learning as well as in the acquisition of attitudes and skills mandatory for their professional development.     

Testing one premise of scientific inquiry in science classrooms: Examining students' scientific explanations and student learning

In this study, we analyzed the quality of students' written scientific explanations found in notebooks and explored the link between the quality of the explanations and students' learning. We propose an approach to systematically analyzing and scoring the quality of students' explanations based on three components: claim, evidence to support it, and a reasoning that justifies the link between the claim and the evidence. We collected students' science notebooks from eight science inquiry‐based middle‐school classrooms in five states. All classrooms implemented the same scientific‐inquiry based curriculum. The study focuses on one of the implemented investigations and the students' explanations that resulted from it. Nine students' notebooks were selected within each classroom. Therefore, a total of 72 students' notebooks were analyzed and scored using the proposed approach. Quality of students' explanations was linked with students' performance in different types of assessments administered as the end‐of‐unit test: multiple‐choice test, predict‐observe‐explain, performance assessment, and a short open‐ended question. Results indicated that: (a) Students' written explanations can be reliably scored with the proposed approach. (b) Constructing explanations were not widely implemented in the classrooms studied despite its significance in the context of inquiry‐based science instruction. (c) Overall, a low percentage of students (18%) provided explanations with the three expected components. The majority of the sample (40%) provided only claims without any supporting data or reasoning. And (d) the magnitude of the correlations between students' quality of explanations and their performance, were all positive but varied in magnitude according to the type of assessment. We concluded that engaging students in the construction of high quality explanations may be related to higher levels of student performance. The opportunities to construct explanations in science‐inquiry based classrooms, however, seem to be limited. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 583–608, 2010     

Kinematic analysis of the standing long jump in children 6- to 12-years-old

The purpose of this study was to analyze the kinematic variables that determine the performance of the standing long jump in children 6- to 12-years-old. There were 121 healthy children (58 girls) recorded while they performed the standing long jump test. All kinematic variables showed a significant correlation with calculated jump distance and measured jump distance, except for the knee joint angle at maximum shoulder extension angle, ankle joint angle at maximum shoulder extension angle, and shoulder joint angle at maximum knee flexion angle. Stepwise multiple regression analysis showed that sex, age, and body mass index accounted for 51.1% of the jump distance variance. Among all the kinematic variables, take-off distance and take-off speed were accounted for the most of the variation in the jump distance. Physical education teachers and coaches should consider special attention to these anthropometrics and kinematic aspects in improving the standing long jump performance in children.     

Evaluating university performance using reference point based composite indicators

In this paper, we propose the application of a novel methodology to build composite indicators, in order to evaluate university performance. We analyse separately the three basic dimensions of our university system (research, teaching and technology transfer), because we are interested in getting a more accurate vision of each of them. In order to build the composite indicators, we use a multi-criteria analysis technique, based on the double reference point method. One advantage of this technique is the possibility to use reference levels, in such a way that the results obtained are easily interpreted in terms of the performance of the university with respect to these levels. Besides, aggregations for different compensation degrees are provided. In order to illustrate the advantages of this method, it has been applied to evaluate the performance of the public universities of the Spanish region of Andalucía, for year 2008. The results show that the performance of the Andalusian public universities in the teaching block is better than in the research and technology transfer blocks. The application lets us conclude that the methodology offers a warning system to assist in strategic decision making, and the values of the indicators allow us to find fields of improvement in all areas.     

Contributions from the Philosophy of Science to the Education of Science Teachers

One of the most important topics on the international agenda in educational research is to gain an understanding of the processes of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research on science teachers’ educational change. To organize the information, an analogy is made with the process of scientific change, analyzing and evaluating the contributions of the different models taken from the philosophy of science – positivism, Popper’s principle of falsifiability, Lakatos’ scientific research programs, Laudan’s research traditions, Toulmin’s evolutionism, and Kuhn’s relativism. We conclude the article with the implications for science teacher education.     

Metric multidimensional scaling and automatic message generation applied to the tourism industry: The case of Israel

The present paper demonstrates the use of metric multidimensional scaling analysis to determine messages which could be utilized to enhance tourism for a particular region. An example utilizing the case of Israel is studied here in order to illustrate these techniques. Thirty professors and their spouses were interviewed to obtain ratio estimates of differences among 16 concepts associated with the focal concepts of “Israel” and “my vacation.” Data were analyzed using the metric program GALILEO (T.M.), which rendered a ratio-scaled configuration of the concepts in a multidimensional space. Further, using an algorithm called the Automatic Message Generator (T.M.), messages were formulated which would move “my vacation” closer to “Israel.” The techniques and the results are presented so as to make them relevant to those persons in charge of the generation of messages in the tourism industry. It is argued in this paper that the use of these techniques may facilitate the task of assessing and changing the attitudes of individuals with regard to their vacation preferences.     

The effects of teaching mental calculation in the development of mathematical abilities

Many countries include mental calculation within their curriculum, as the literature shows benefits related to it. However, evidence mainly focuses on the effects of teaching mental calculation on computational fluency. Therefore, the authors aimed to assess the effects of teaching mental calculation on double-digit computation, number line estimation, and computational fluency. Fifty second-grade students from a Uruguayan private school were randomly assigned to a control or treatment condition (n?=?25 each). The treatment group participated in 15 sessions of mental calculation intervention, while the control group received “teaching as usual.” Assessment took place before and after the intervention. The authors found no significant impact of the treatment on the mathematical outcome variables. The results are explained in the context of the available literature and the methodological decisions taken. From a perspective of evidence-based teaching practices, the present study contributes to a better understanding of effective instructional principles.