After Transfer: The Engagement of Community College Students at a Four-Year Collegiate Institution

This study investigated how educational experiences between community college transfer students and native students differed at a four-year institution. The study sample included groups of native students and community college transfer students, who were further divided by timing of matriculation to the study institution. Benchmarks from National Survey of Student Engagement (NSSE) were used to assess the levels of students' collegiate experiences. After controlling for various explanatory variables, timing of matriculation to the senior institution showed significant differences in student engagement. Moreover, enrollment status, such as full- and part-time presented the largest effects on the levels of students' educational involvement regardless of student type.     

Biological maturity status,body size,and exercise behaviour in British youth: A pilot study

In this study we examined the performance during, and the physiological and metabolic responses to, prolonged, intermittent, high-intensity shuttle running in hot (～30 C, dry bulb temperature) and moderate (～20 C) environmental conditions. Twelve male students, whose mean (s x ) age, body mass and maximal oxygen uptake (V O 2m ax ) were 22 ± 1 years, 69.8 ± 01.8 kg and 56.9 ± 1.1 ml . kg ?1 . min ?1 respectively, performed intermittent high- and low-speed running involving five sets of ～15 min of repeated cycles of walking and variable speed running followed by 60 s run/rest exercise until fatigue. The total distance completed in the hot and moderate trials was 8842 3790 m and 11,280 214 m respectively (P < 0.01). This decrement in performance occurred even though no differences existed in the level of dehydration, rating of perceived exertion, blood glucose and lactate, plasma free fatty acid and ammonia concentrations between the two trials. However, water consumption was almost twice as great in the hot trial (hot vs moderate: 1.18 ± 0.12 vs 0.63 ± 0.07 l . h ?1 , P < 0.01). Rectal temperature (hot vs moderate: 39.4 ± 0.1 vs 38.0 ± 0.1 C, P < 0.01) and heart rate (hot vs moderate: 186 ± 2 vs 179 ± 2 beats . min ?1 , P < 0.05) were higher at the end of the hot condition than at the same point in time in the moderate condition. The correlation between the rate of rise in rectal temperature and the distance completed during the hot condition was -0.94 (P < 0.01); for the moderate condition it was -0.65 (P <0.05). The reduced performance in the hot condition was associated with high body temperature; the precise mechanisms by which the performance decrement was brought about are, however, unclear.     

Estimating changes in hydration status from changes in body mass: Considerations regarding metabolic water and glycogen storage

Abstract

The potential for imprecision in the estimation of hydration status from changes in body mass has been outlined previously but the equations derived from these derivations appear inconsistent. Reconciliation of body mass loss in terms of sweat loss and effective body water loss is possible from specific equation sets provided that gains and losses of both body mass and water used in the derivation of sweat loss and to derive effective body water loss are in inclusive equation sets. This is obligatory so that mass and water changes as quantifiable determinants are consistent with both internal processes and external gains and losses. Thus, body mass loss, substrate oxidation, metabolic water, and all the terms used in simultaneous equation sets have to be reconciled not only as identical variables but mathematically balance exactly. The revised equation for effective body water loss given here is different from that originally proposed. Metabolic water is part of body mass loss corrected for substrate oxidation, fluid ingestion, and respiratory water to derive sweat loss and it may not be justified to also include water associated with glycogen as releasable bound water. Accordingly, our calculated effective body water loss is substantially a greater loss than originally supposed but clearly still less than the simple balance between mass loss and fluid ingested.     

Argumentation: A strategy for improving achievement and revealing scientific identities

In this paper we explore the relationship between learning gains, measured through pre‐assessment and post‐assessment, and engagement in scientific argumentation. In order to do so, this paper examines group discourse and individual learning during the implementation of NASA Classroom of the Future’s BioBLAST!® (BB) software program in a high school biology classroom. We found that the argumentative structures, the quality of these structures, and the identities that students take on during collaborative group work are critical in influencing student learning and achievement in science. We provide recommendations for instructors implementing argumentation in their science classrooms, and provide suggestions for the development of future research in this area.     

“It's That Easy”: Designing Assignments That Blend Old and New Literacies

This article recounts what happened when one of the authors, a pre-service teacher, introduced a digital multimodal composition project in her 9th-grade inclusion English classes to support junior high students as they read the novel To Kill a Mockingbird. Rather than regard new literacies as competing with print literacy for attention, the authors argue that teachers serve students best when they design assignments that blend old and new literacies in ways that allow them to coexist and inform one another.     

Application and Reliability of the Retrospective Interview Procedure to Trace Physical Activity Patterns in Master Athletes and Nonactive Older Adults

This paper reports the results of two studies. The purpose of the first study was to determine if lifestyle variables and past involvement in physical activity was related to current activity levels in master athletes and sedentary older adults. Retrospective interviews were conducted with 12 master athletes and 12 sedentary older adults. Results demonstrated that education level, spouse participation, smoking, and recent physical activity levels were indicators of current involvement. The second study investigated the reliability of the data collected in the retrospective interviews. Similar to results with younger samples, we confirm that lifestyle variables and physical activity involvement could be accurately recalled for a period of 25 years, making this tool a useful addition for the study of physical activity in older adults.     

A written language intervention for at-risk second grade students: a randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model

In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n?=?138), and then randomized into treatment (n?=?68) versus business-as-usual conditions (n?=?70). A typical group also was included (n?=?67). The writing intervention comprised Lesson Sets 4 and 7 from the Process Assessment of the Learner (PAL), and was conducted via small groups (three to six students) twice a week for 12 weeks in accordance with a response-to-intervention Tier 2 model. The primary outcome was the Wechsler Individual Achievement Test-II Written Expression Scale. Results indicated modest support for the PAL lesson plans, with an accelerated rate of growth in writing skills following treatment. There were no significant moderator effects, although there was evidence that the most globally impaired students demonstrated a more rapid rate of growth following treatment. These findings suggest the need for ongoing examination of evidence-based treatments in writing for young elementary students.     

Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages

Self‐efficacy is the belief or confidence people have in their ability to achieve their goals. This study tested a path model involving past communicative experience, situation difficulty, self‐efficacy, interpersonal communication competence, and interpersonal communication outcomes. We found that self‐efficacy mediated the effect of past experience and situation difficulty on interpersonal communication outcomes. Interpersonal communication competence directly effected rewarding, satisfying communication. The study also provided concurrent validity information on the Interpersonal Communication Competence Scale, a skills measure of competence that taps 10 dimensions of the construct.     

Testing Leader–Member Exchange Theory as a Lens to Understand Students’ Classroom Justice Perceptions and Antisocial Communication

The purpose of this study was to test whether leader–member exchange theory (LMX) offers an explanatory lens for the program of classroom justice research. To that end, relationships among justice, LMX, and antisocial communication were explored. Findings indicated that perceptions of justice and LMX were positively related. Likewise, perceptions of interactional and procedural justice negatively predicted indirect interpersonal aggression, hostility, and revenge. Similarly, LMX perceptions were negatively related to students’ hostility and revenge and mediated the relationships between students’ perceptions of distributive justice and these outcomes. LMX also moderated the relationships between students’ perceptions of classroom justice and indirect interpersonal aggression and deception. Implications, limitations, and future research are discussed.     

电子评价研究新进展

近年来在教育技术学领域,对教育系统如何产生公平、有吸引力评价感兴趣的人,越来越清晰地认识到我们需要认真思考评价。如果我们希望创造对世界发展做出贡献的教育系统,那么我们需要思考如何通过改变评价实践来实现这个目标。本文对评价在塑造教育实践中的核心角色进行了论述,并指出了改变我们世界所面临的机遇和挑战。