Having Fun Doing Math: Text Messages Promoting Parent Involvement Increased Student Learning

There is a consensus that family involvement is key to academic achievement. However, it is often difficult to keep parents involved, particularly when they lack the time or academic knowledge. The aim of this study is to evaluate the impact on achievement in mathematics among adolescent children when involving parents from low-income communities in the learning process. This involvement is achieved through activities that do not include any formal curricular content. A randomly selected group of parents was nudged, via text message (SMS), to complete short and simple weekly activities with their children. The teacher then connected these activities to the curricular content in class. The results reveal that, on average, the intervention increased the students’ math grade point average (GPA) by 0.488 standard deviations (p?相似文献   

A cross-cultural study on the influence of cultural values and teacher beliefs on university teachers’ information and communications technology acceptance

This study examined how cultural values and teacher beliefs influence Chinese and Spanish university teachers’ acceptance of ICTs by combining Hofstede’s cultural values theory with technology acceptance theories. Four hundred and twenty-five university teachers from China and 385 teachers from Spain participated in the study. The proposed research model was tested by using samples from both countries and the multigroup analyses were performed to test moderating effects of cultural variables. Results confirmed the validity of the model in both samples and the effects of cultural values on the adoption of ICTs, and significant differences were observed between the two samples.

     

Towards system oriented innovation policy evaluation? Evidence from EU28 member states

Many years after the introduction of the innovation system concept in innovation policy design, it is still not clear whether innovation policy evaluation practices follow a system approach. Building on evaluation and innovation studies, this article develops the concept ‘system oriented innovation policy evaluation’ based on four attributes (coverage, perspective, temporality and expertise). The attributes are used as analytical devices for gathering extensive empirical evidence on the actual practices of EU28 member states. The findings show that few countries have developed a type of innovation policy evaluation that is system oriented. The advent of a system approach to innovation policy evaluation offers the opportunity of comprehensive, contextualized and evidence-based innovation policy-making. However, there are still serious obstacles as such an approach requires important knowledge and organisational capacities. Overcoming these obstacles would need more decided evaluation capacity-building at the national level.     

Application of antigenic biomarkers for Mycobacterium tuberculosis

Journal of Zhejiang University-SCIENCE B - The study and characterization of biomolecules involved in the interaction between mycobacteria and their hosts are crucial to determine their roles in...     

Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words

Twelve very poor readers in May of first grade, including four withdisabilities, were randomly assigned to one of two daily tutoring conditions designed to teach children to read regularly spelled short words by one of two methods: blending sounds to form words, or cumulative introduction of whole words. Both treatments included letter/sound correspondences and spelling words in the reading set. At the end of ten sessions, no differences were found between the treatment outcomes; however, delayed posttests one week later found differences favoring the blending treatment on reading and spelling instructional words, and on transfer to words composed of known letter sounds.     

Motor fitness and preschooler children obesity status

The aim of this study was to examine the association between motor fitness (MF) and obesity status in preschool children.

The sample comprised 467 children aged 3–6 years. Preschool children body mass index was classi?ed according to International Obesity Task Force and categorised into three levels, normal, overweight and obesity. Total physical activity was assessed by accelerometer and MF test was assessed through two MF tests 10 × 5m shuttle run test (SRT) and a 7 m jumping distance on 2 feet test (J2F). Low MF was considered for MF if SD above 1. A single variable with three categories was created: low MF medium MF and high MF.

The prevalence of normal weight, overweight and obesity was 67.6%, 22.7% and 9.7%, respectively. The prevalence of SD > 1 for SRT was 13.7% and 14.4% for J2F, for single variable was 19.2%. Multinomial logistic regression analysis showed that obese preschoolers were more likely six times classified as having low MF level than their non-overweight counterparts (OR: 6.4; IC: 1.3–36.6).

This study showed a considerable prevalence of overweight and obesity among preschoolers. Obesity has already been associated with lower MF. Further longitudinal studies are needed to con?rm this data.     

Reference density trends in the major disciplines

The aim of this study was to determine whether different areas of knowledge presented different behaviour with regard to the number of references cited per journal document or if, conversely, they shared the same reference density practices. Bibliometric and bibliographic data were collected from 27,141 journals (indexed between 2001 and 2015 in the SCImago Journal & Country Rank (SJR)) and the growth rates in reference density and number of documents and journals in each category were calculated at different levels of aggregation.Our analysis identified that (a) mean reference density values in some Social Sciences and Arts and Humanities categories were equal to or higher than those in the “hard sciences”; (b) reference density growth rates in these disciplines were not as high as those in the hard sciences and, in general, did not correspond with growth rates in the number of documents produced; (c) this can be considered an indication that citation-based evaluation practices affect publication habits; and (d) no significant differences were found in mean values or growth rates between Gold Open Access and Non Gold Open Access journals.     

Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning

Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting—with social incentives to ask questions, give explanations and discuss disagreements—would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted Learning (TechPALS), which uses wireless handheld technology to structure feedback in small groups as they solve fractions problems and (2) a popular desktop product, which provides feedback to individual students as they solve fractions problems individually. Three elementary schools participated in a randomized controlled experiment conducted in the 2007–2008 school year. Students in the TechPALS condition learned more than did the control group students, with effect sizes ranging from d = 0.14 to d = 0.44. Analysis of observational data confirmed that students in the TechPALS condition participated socially in questioning, explaining, and discussing disagreements, whereas students in the individual condition did not. We conclude that an integration of technology, cooperative activity designs and broader educational practices can lead to impact on students’ mathematics learning.     

Benefits of achieving vigorous as well as moderate physical activity recommendations: evidence from heart rate complexity and cardiac vagal modulation

The aim of this study was to examine differences in traditional heart rate variability measurements and heart rate complexity (sample entropy) in young adults grouped by objectively measured achievement of either moderate or both moderate and vigorous physical activity recommendations. Of 168 young adults tested (86 females, 82 males; age 20.5 ± 1.2 years), 119 achieved only recommendations for moderate physical activity (moderate group) and 49 achieved recommendations for both moderate and vigorous physical activity (vigorous group). Analysis of covariance controlling for sex, weekly minutes of moderate physical activity, and percentage of body fat was used to assess between-group differences in heart rate variability and heart rate complexity. Logistic regression analysis was used to determine the group characteristics that best predicted high heart rate complexity and vagal indices of heart rate variability. The majority of the autonomic measures were higher (P < 0.05) in the vigorous group, and regression analysis showed that vigorous physical activity was the only multivariate predictor of higher heart rate complexity and higher heart rate variability. Young adults engaged in regular vigorous physical activity were more than twice as likely to have high heart rate complexity than those involved in predominantly moderate exercise. These findings suggest that vigorous physical activity is more closely associated with high heart rate complexity than moderate physical activity in young adults.