The effectiveness of the GeoGebra Programme in the development of academic achievement and survival of the learning impact of the mathematics among secondary stage students

Education and Information Technologies - The objective of this research is to identify the effectiveness of the GeoGebra program in developing academic achievement and ensuring survival of the...     

Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities

This study examined parent–child math talk within three contexts (formal learning; guided play; unguided play) in order to identify characteristics of activities supporting high-quality math engagement. Seventy-two dyads of parents and 4- and 5-year-olds were observed using a set of toy foods; instructions and materials varied across conditions. Parents and children engaged in the most math talk in formal learning; guided play also yielded more math talk than unguided play. Parents rated the formal learning and guided play activities as equally supportive of math learning, but rated the guided play activity as more enjoyable than the formal learning activity. The findings have implications for how parents should be encouraged to support preschoolers’ math learning.     

Partnering with school providers to codesign mental health interventions: An open trial of Act & Adapt in urban public middle schools

Schools are well positioned to provide access to youth mental health services, but implementing effective programs that promote emotional and behavioral functioning in school settings is complicated by the poor fit of interventions developed in research settings to complex school contexts. The current study formed a research–practice partnership with two urban public schools and mental health providers employed by those schools (N = 6, 100% female, 50% Black/African American, 50% White/Caucasian) in the adaptation of a depression prevention intervention, Act & Adapt. The intervention was modified by decreasing meeting time and streamlining session content, increasing flexibility, making intervention materials more similar to academic curriculum, and increasing the focus on managing disruptive behavior within group sessions. In an open trial, sixth-grade students (N = 22; 59% boys, 31% Hispanic, 22% Black/African American, 4% Asian, 30% White/Caucasian) at both schools who were identified as clinically “at risk” reported improvements from baseline to postintervention and at 1-year follow-up on measures of emotional and behavioral difficulties and coping strategies, with parallel results by caregiver report. The providers reported satisfaction with the intervention, and qualitative analyses of provider focus groups suggested both barriers and facilitators to research-practice collaborations to implement mental health interventions in schools.     

Acute and chronic effects of foam rolling vs eccentric exercise on ROM and force output of the plantar flexors

Foam rolling and eccentric exercise interventions have been demonstrated to improve range of motion (ROM). However, these two modalities have not been directly compared. Twenty-three academy soccer players (age: 18 ± 1; height: 1.74 ± 0.08 m; body mass: 69.3 ± 7.5 kg) were randomly allocated to either a foam rolling (FR) or eccentric exercise intervention designed to improve dorsiflexion ROM. Participants performed the intervention daily for a duration of four weeks. Measurements of dorsiflexion ROM, isometric plantar flexion torque and drop jump reactive strength index were taken at baseline (pre-intervention) and at three subsequent time-points (30-min post, 24-hours post and 4-weeks post). A significant time x group interaction effect was observed for dorsiflexion (P = 0.036), but not for torque or reactive strength index. For dorsiflexion, there was a significant increase in both acute (30-min; P < 0.001) and chronic (4-week; P < 0.001) ROM for the eccentric group, whilst FR exhibited only an acute improvement (P < 0.001). Eccentric training would appear a more efficacious modality than foam rolling for improving dorsiflexion ROM in elite academy soccer players.     

Running quietly reduces ground reaction force and vertical loading rate and alters foot strike technique

This study aimed to determine if a quantifiable relationship exists between the peak sound amplitude and peak vertical ground reaction force (vGRF) and vertical loading rate during running. It also investigated whether differences in peak sound amplitude, contact time, lower limb kinematics, kinetics and foot strike technique existed when participants were verbally instructed to run quietly compared to their normal running. A total of 26 males completed running trials for two sound conditions: normal running and quiet running. Simple linear regressions revealed no significant relationships between impact sound and peak vGRF in the normal and quiet conditions and vertical loading rate in the normal condition. t-Tests revealed significant within-subject decreases in peak sound, peak vGRF and vertical loading rate during the quiet compared to the normal running condition. During the normal running condition, 15.4% of participants utilised a non-rearfoot strike technique compared to 76.9% in the quiet condition, which was corroborated by an increased ankle plantarflexion angle at initial contact. This study demonstrated that quieter impact sound is not directly associated with a lower peak vGRF or vertical loading rate. However, given the instructions to run quietly, participants effectively reduced peak impact sound, peak vGRF and vertical loading rate.     

Exploratory Graph Analysis for Factor Retention: Simulation Results for Continuous and Binary Data

Exploratory graph analysis (EGA) is a commonly applied technique intended to help social scientists discover latent variables. Yet, the results can be influenced by the methodological decisions the researcher makes along the way. In this article, we focus on the choice regarding the number of factors to retain: We compare the performance of the recently developed EGA with various traditional factor retention criteria. We use both continuous and binary data, as evidence regarding the accuracy of such criteria in the latter case is scarce. Simulation results, based on scenarios resulting from varying sample size, communalities from major factors, interfactor correlations, skewness, and correlation measure, show that EGA outperforms the traditional factor retention criteria considered in most cases in terms of bias and accuracy. In addition, we show that factor retention decisions for binary data are preferably made using Pearson, instead of tetrachoric, correlations, which is contradictory to popular belief.     

Books for Babies means books for parents too: the benefits of situating the earliest stages of literacy in the framework of the wider community

This paper describes some findings from the Books for Babies project, a central strand of Derbyshire’s county‐wide literacy initiative, Read On – Write Away! (ROWA!). The original project, initiated by the Derbyshire Libraries and Heritage Service in 1995 was extended through ROWA! by being incorporated into wider ranging community literacy provision. This paper describes preliminary evidence that indicates that there are additional benefits for other family group members when a Book Start project includes follow‐up activities and is connected to wider ranging community literacy initiatives.