An International Perspective on Gifted Education: An Interview With Kirsi Tirri

Expectancy-value motivation profiles were identified in a sample of US ninth-grade students in 2009 (n = 19,259) using latent profile analysis. Of four distinct profiles, two were high, one typical, and one low in math and in science. In each area, the two high profiles were distinguished by (1) high self-efficacy with lower utility value and (2) high utility value with lower self-efficacy. High-ability was identified by a math score at least one standard deviation above the mean within the race/ethnicity group. Forty-one percent of high-ability students had high math motivation, while only 27% had high science motivation. Evidence of disidentification was observed. Some high-ability students had low motivation in math (15%) and science (28%). Implications for talent development and gifted education are discussed.     

The Rhetoric of Enterprise Content Management (ECM): Confronting the Assumptions Driving ECM Adoption and Transforming Technical Communication

This article lays out some of the key issues driving organizations' increasing interest in enterprise content management (ECM). It then problematizes both the rhetoric that technology developers are using to sell ECM technologies to business leaders and the assumptions on which business leaders are basing critical technology implementation decisions. Finally, it argues why technical communicators must take action—through direct participation in the ECM discourse—to shift the rhetoric that is structuring the ECM debate and thus shaping the potential of the field of technical communication.     

Maximal oxygen uptake versus maximal power output in children

Abstract

Maximal oxygen uptake ([Vdot]O_2max) is considered the optimal method to assess aerobic fitness. The measurement of [Vdot]O_2max, however, requires special equipment and training. Maximal exercise testing with determination of maximal power output offers a more simple approach. This study explores the relationship between [Vdot]O_2max and maximal power output in 247 children (139 boys and 108 girls) aged 7.9–11.1 years. Maximal oxygen uptake was measured by indirect calorimetry during a maximal ergometer exercise test with an initial workload of 30 W and 15 W · min^?1 increments. Maximal power output was also measured. A sample (n = 124) was used to calculate reference equations, which were then validated using another sample (n = 123). The linear reference equation for both sexes combined was: [Vdot]O_2max (ml · min^?1) = 96 + 10.6 · maximal power + 3.5 · body mass. Using this reference equation, estimated [Vdot]O_2max per unit of body mass (ml · min^?1 · kg^?1) calculated from maximal power correlated closely with the direct measurement of [Vdot]O_2max (r = 0.91, P <0.001). Bland-Altman analysis gave a mean limits of agreement of 0.2±2.9 (ml · min^?1 · kg^?1) (1 s). Our results suggest that maximal power output serves as a good surrogate measurement for [Vdot]O_2max in population studies of children aged 8–11 years.     

Enlightenment and measurement – a way to improve health among high school students

Abstract

This paper examines the effect of participating in a web-based health programme that promotes personal tracking of high school students’ own measurements of a number of health-related parameters. Danish cross-sectional survey data were used to examine the effects of the health programme on various health measures. Both quantile regression models and standard ordinary least squares (OLS) models were used to explore the correlations between the students’ participation in the health programme and their body mass index (BMI), body fat percentage, aerobic fitness, and well-being. Participation in the health programme increased BMI and aerobic fitness among students with a BMI or an aerobic fitness value ranging from the 25th percentile to the 75th percentile and reduced body fat percentage among students with the highest percentages of body fat. In addition, the health programme led to an increased feeling of wellbeing among students, especially those with high BMI levels and poor aerobic fitness. As the schools participated in the health programme on voluntary basis and at a financial cost to themselves, the positive effects of participation found can only be stated to be valid among students from committed schools.     

Student-centered instruction and academic achievement: linking mechanisms of educational inequality to schools’ instructional strategy

Research in the sociology of education argues that the educational system provides different learning opportunities for students with different socioeconomic backgrounds and that this circumstance makes the educational process an important institutional context for the reproduction of educational inequality. Using combined survey and register data for more than 56,000 students in 825 schools, this article conducts the first empirical test of the argument that instructional strategies which emphasize student responsibility and activity, also referred to as student-centered instruction, increase educational inequality. We analyze whether the impact of student-centered instructional strategies on academic achievement differs for students with different socioeconomic backgrounds. Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general, and for students with low parental education in particular. Our findings support the argument that the instructional strategy of schools is an important mechanism in generating educational inequality through the stratification of learning opportunities.     

The predictive validity of using admissions testing and multiple mini-interviews in undergraduate university admissions

The aim of this study was to evaluate the predictive validity of a two-step admissions procedure that included a cognitive ability test followed by multiple mini-interviews (MMIs) used to assess non-cognitive skills, compared to grade-based admissions relative to subsequent drop-out rates and academic achievement after one and two years of study. The participants consisted of the entire population of 422 psychology students who were admitted to the University of Southern Denmark between 2010 and 2013. The results showed significantly lower drop-out rates after the first year of study, and non-significant lower drop-out rates after the second year of study for the admission procedure that included the assessment of non-cognitive skills though the MMI and the admissions test. Furthermore, this admission procedure resulted in a significant lower risk of failing the final exam after the first and second year of study, compared to the grade-based admissions procedure. Finally, students admitted through the MMI and the admissions test scored significantly higher on academic learning self-efficacy and critical thinking compared to students selected by grades. The implications for higher education admissions are discussed.     

Validity of proximity sensor-based wear-time detection using the ActiGraph GT9X

Our study investigated the performance of proximity sensor-based wear-time detection using the GT9X under laboratory and free-living settings. Fifty-two volunteers (23.2 ± 3.8 y; 23.2 ± 3.7 kg/m²) participated in either a laboratory or free-living protocol. Lab participants wore and removed a wrist-worn GT9X on 3–5 occasions during a 3-hour directly observed activity protocol. The 2-day free-living protocol used an independent temperature sensor and self-report as the reference to determine if wrist and hip-worn GT9X accurately determined wear (i.e., sensitivity) and non-wear (i.e., specificity). Free-living estimates of wear/non-wear were also compared to Troiano 2007 and Choi 2012 wear/non-wear algorithms. In lab, sensitivity and specificity of the wrist-worn GT9X in detecting total minutes of wear-on and off was 93% and 49%, respectively. The GT9X detected wear-off more often than wear-on, but with a greater margin of error (4.8 ± 11.6 vs. 1.4 ± 1.4 min). In the free-living protocol, wrist and hip-worn GT9X’s yielded sensitivity and specificity of 72 and 90% and 84 and 92%, respectively. GT9X estimations had inferior sensitivity but superior specificity to Troiano 2007 and Choi 2012 algorithms. Due to inaccuracies, it may not be advisable to singularly use the proximity-sensor-based wear-time detection method to detect wear-time.     

But what do the numbers really tell us? Arbitrary metrics and effect size reporting in sport psychology research

Many of the measurements used in sport psychology research are arbitrary metrics, and researchers often cannot make the jump from scores on paper-and-pencil tests to what those scores actually mean in terms of real-world behaviors. Effect sizes for behavioral data are often interpretable, but the meaning of a small, medium, or large effect for an arbitrary metric is elusive. We reviewed all the issues in the 2005 volumes of the Journal of Sport & Exercise Psychology, The Sport Psychologist, and the Journal of Applied Sport Psychology to determine whether the arbitrary metrics used in sport psychology research were interpreted, or calibrated, against real-world variables. Of the 54 studies that used quantitative methods, 25 reported only paper-and-pencil arbitrary metrics with no connections to behavior or other real-world variables. Also, 44 of the 54 studies reported effect sizes, but only 7 studies, using both arbitrary and behavioral metrics, had calculated effect indicators and interpreted them in terms of real-world meaning.