The validity of academic learning time-physical education (ALT-PE) as a process measure of achievement

The purpose of this study was to determine whether the ALT-PE system (Version 2) is valid as a process approach to estimate student achievement. Students (N = 60) were randomly selected from a data base that includes pretest and posttest scores for two volleyball skills and seven sessions of videotaped instruction. Videotapes were collected using two cameras with a split-screen generator so most instruction and practice could be seen. ALT-PE data were coded from the videotapes. In addition to normal ALT-PE coding conventions, coders recorded the skill that was the focus of instruction. Combinations of context and learner involvement categories were summed for each skill across the seven class sessions and to form other logical categories (e.g., total motor appropriate intervals). Achievement scores were calculated by posttest on pretest regression for each skill with the residual score used for subsequent analysis. Residual achievement scores were correlated with summed ALT-PE categories. The results indicate for the serve both total motor appropriate and practice-motor appropriate intervals were related to student achievement. For the pass, practice-motor appropriate intervals were related to achievement and the total motor appropriate-achievement correlation failed significance. These results demonstrate the validity of the ALT-PE system as a process measure of achievement can be partially substantiated.     

Read Alouds and Beyond: The Effects of Read Aloud Extension Activities on Vocabulary in Head Start Classrooms

A study was conducted in 26 Head Start classrooms with 264 children to compare the effect of a read aloud plus extension activities intervention over a control group to the effect of a read aloud only intervention over a control group on preschool children's vocabulary. Children were assessed before and after the intervention on target vocabulary and general vocabulary measures. Research Findings: The results suggest that the effects of the read aloud plus intervention were stronger than the effects of the read aloud only intervention on target word learning. In addition, the effects of the read aloud plus intervention on target word learning were stronger for children with higher versus lower general vocabulary knowledge. Neither intervention had an effect on general word knowledge. Practice or Policy: Observation and fidelity data are used to contextualize the findings, and the results are discussed in light of the extant literature on preschool vocabulary interventions.     

A Second-Order Conditionally Linear Mixed Effects Model With Observed and Latent Variable Covariates

A conditionally linear mixed effects model is an appropriate framework for investigating nonlinear change in a continuous latent variable that is repeatedly measured over time. The efficacy of the model is that it allows parameters that enter the specified nonlinear time-response function to be stochastic, whereas those parameters that enter in a nonlinear manner are common to all subjects. In this article we describe how a variant of the Michaelis–Menten (M–M) function can be fit within this modeling framework using Mplus 6.0. We demonstrate how observed and latent covariates can be incorporated to help explain individual differences in growth characteristics. Features of the model including an explication of key analytic decision points are illustrated using longitudinal reading data. To aid in making this class of models accessible, annotated Mplus code is provided.     

Student Characteristics Mediating Engagement-Outcome Relationships in Physical Education

Abstract

This study investigated the relationships among student achievement, student engagement, and the selected student characteristics of initial skill, previous experience, and sex.

Students (n = 45 after attrition) were pretested, received instruction, and were posttested on the breaststroke. The four instructional periods were videotaped. Videotapes were coded for the amount of time students spent in motor engagement, cognitive engagement, and three nonengaged categories.

When all students were grouped together, no engagement variable was a significant predictor of residualized achievement. However, when the analysis was performed for students divided by gender, previous experience, and three levels of initial skill, significant relationships were found. Motor engagement did not predict achievement for the subgroup classifications. Cognitive engagement had a negative relationship with residualized posttest scores for two subpopulation groups. All engaged lime had both positive and negative part correlations with achievement.     

Development of an Instrument to Assess Fourth and Fifth Grade Students' Attitudes Toward Physical Education

The purpose of the authors in this study was to develop an instrument to assess fourth and fifth grade students' attitudes toward physical education. The methods for validation included (a) an elicitation study and instrument question development, (b) a pilot study, and (c) a series of analyses to assess, construct, and content validity and to assess reliability. Once data for 1,344 students were collected, an iterative process was completed using principal component analysis, exploratory factor analysis, Cronbach's alpha, and confirmatory factor analysis using structure equation modeling. Data analysis showed that the instrument fit two different models. The first model shows students' attitudes to be influenced by cognition and affect. The second model shows a 4-factor model comprised of cognition- teacher, cognition-curriculum, affect- teacher, and affect-curriculum. This study yielded an instrument with valid and reliable scores that can assess elementary school students' attitudes toward physical education.     

Nonverbal communication in crosscultural counseling: A literature review

The body of this article is a review (though not necessarily exhaustive) of current literature on nonverbal behavior as it is found in different cultures. The review is specifically aimed at counselors involved in crosscultural counseling. Material is presented on Kinesics, Proxemics and Paralanguage: three categories of nonverbal behavior that are expected to occur in counseling. Concluding remarks include a discussion of research methods employed, and of two opposing viewpoints underlying the presented research.This paper is based on the first author's M.A. Thesis completed under the direction of the second author.Loyola University of Chicago