In-school and out-of-school physical activity in primary and secondary school children

Abstract

The aim of this study was to compare in-school and out-of-school physical activity within a representative sample. Socio-demographic, physical activity, and anthropometric data were collected from a random sample of children (250 boys, 253 girls) aged 3–16 years attending nine primary and two secondary schools. Actigraph GT1M accelerometers, worn for seven days, were used to estimate physical activity levels for in-school (typically 09.00–15.00 h), out-of-school (weekday), and weekend periods. Physical activity as accelerometer counts per minute were lower in school versus out of school overall (in school: 437.2 ± 172.9; out of school: 575.5 ± 202.8; P < 0.001), especially in secondary school pupils (secondary: 321.6 ± 127.5; primary: 579.2 ± 216.3; P < 0.001). Minutes of moderate-to-vigorous physical activity accumulated in school accounted for 29.4 ± 9.8% of total weekly moderate-to-vigorous physical activity overall but varied by sector (preschool: 37.4 ± 6.2%; primary: 33.6 ± 8.1%; secondary: 23.0 ± 9.3%; F = 114.3, P < 0.001). Approximately half of the children with the lowest in-school activity compensated out of school during the week (47.4%) and about one-third at the weekend (30.0%). Overall, physical activity during the school day appears to be lower than that out of school, especially in secondary school children, who accumulate a lower proportion of their total weekly moderate-to-vigorous physical activity at school than younger children. As low in-school activity was compensated for beyond the school setting by less than half of children, promoting physical activity within the school day is important, especially in secondary schools.     

The NAAEE Workshop on Developing Guidelines for Qualitative Research in Environmental Education: An analysis of premises,processes and products

This article comments on the draft research guidelines prepared by Smith-Sebasto arising from the 1997 Annual Conference of the North American Association for Environmental Education (NAAEE). It critically reviews premises regarding: (a) the viability of one set of guidelines for all qualitative research approaches; (b) the viability of one set of guidelines for designing, conducting and reporting research; and (c) the uniqueness of EE research. It also reviews the workshop setting as a venue for addressing research training needs and for developing research guidelines. Then, it reviews the draft guidelines for organization,scope, inclusiveness, bias, and attention to evolving practice. It closes with a recommendation that these guidelines be more carefully reviewed and refined.     

Computer technology and complex problem solving: Issues in the study of complex cognitive activity

Goals and plans organize much of complex problem solving behavior and are often inferable from action sequences. This paper addresses the strengths and limitations of inferring goals and plans from information that can be derived from computer traces of software used to solve mathematics problems. We examined mathematics problem solving activity about distance, rate, time relationships in a computer software environment designed to support understanding of functional relationships among these variables (e.g., distance =rate × time; time=distance/rate) using graphical representations of the results of simulations. Ten adolescent-aged students used the software to solve two distance, rate, time problems, and provided think-aloud protocols. To determine the inferability of understanding from the action traces, coders analyzed students' understanding from the computer traces alone (Trace-only raters) and compared these to analyses based on the traces plus the verbal protocols (Traceplus raters). Inferability of understanding from the action traces was related to level of student understanding how they used the graphing tool. When students had a good understanding of distance, rate, time relationships, it could be accurately inferred from the computer traces if they used the simulation tool in conjunction with the graphing tool. When students had a weak understanding, the verbal protocols were necessary to make accurate inferences about what was and was not understood. The computer trace also failed to capture dynamic exploration of the visual environment so students who relied on the graphing tool were inaccurately characterized by the Trace-only coders. Discussion concerns types of scaffolds that would be helpful learning environment for complex problems, the kind of information that is needed to adequately track student understanding in this content domain, and instructional models for integrating learning environments like these into classrooms.Members of the Cognition and Technology Group at Vanderbilt who have contributed to this project are (in alphabetical order) Helen Bateman, John Bransford, Thaddeus Crews, Allison Moore, Mitchell Nathan, and Stephen Owens. The research was supported, in part, by grants from the National Science Foundation (NSF-MDR-9252990) but no official endorsement of the ideas expressed herein should be inferred.     

Novice teachers in the Czech Republic and their drop-out intentions

The current paper presents the results of the first research study of drop-out intentions of novice teachers in the Czech Republic. The study focuses on the reported satisfaction of novice teachers in primary and lower secondary schools with external factors that influence their socialisation and that can be seen as predictors of novice teachers' decision to stay in their current school. In the paper we present the results of quantitative research conducted in 2015–2017. Our main findings include the key significance of factors at the school level, especially the influence of school culture and climate, cooperation with colleagues and leadership. We conclude that in the Czech context teachers tend to stay in schools provided that they work in a well-functioning school, with cooperative colleagues and good head teachers.     

Panel 1: Continuity and Change in University Scholarship

ABSTRACT

Information technology developments over the past 3 decades have profoundly influenced university scholarship, but the relationship has been characterized by aspects of both continuity and change. This panel of presentations and ensuing discussion consider ways in which these developments drive changes in scholarly practice and present challenges for research libraries on issues such as interoperability or facilitating access in a networked environment.     

Education and training for the third age in the UK: A preliminary report from the Carnegie Inquiry

The paper reports on a British study of education and training for older adults, being carried out as part of a major social investigation, the Carnegie Inquiry into the Third Age. The paper will present a brief factual overview of participation by older adults in education and training of all kinds; identify the primary issues which have emerged from work with student groups around the country, including the main perceived obstacles to actual and potential students; define a policy agenda; and put forward some initial policy proposals. It will include some discussion of the issue of quality and cost-effectiveness in relation to the education of older adults. Finally, specific reference will be made to instances of good practice, amongst employers or educational providers.

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Zusammenfassung In diesem Artikel wird eine Studie über Bildung und Fortbildung für ältere Menschen vorgestellt. Sie wird als Teil einer wichtigen sozialen Untersuchung, der Carnegie Untersuchung über das Seniorenalter durchgeführt. Es wird ein kurzer sachlicher Überblick über die Beteiligung älterer Menschen an Bildung und Fortbildung jeglicher Art gegeben und Grundthemen identifiziert, die sich aus der Arbeit mit Studentengruppen im ganzen Land ergeben haben sowie die wesentlichen auftretenden Schwierigkeiten der gegenwärtigen und potentiellen Studenten. Außerdem werden Richtlinien einer zukünftigen Politik aufgestellt und erste Schritte zur Durchführung dieser Politik eingeleitet. Eingeschlossen sind Diskussionen über Qualität und Kosteneffektivität in Bezug auf Bildung für Senioren. Zum Schluß wird auf bestimmte Beispiele guter Bedingungen bei Arbeitgebern oder Bildungsanbietern hingewiesen.

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Résumé Cet article rend compte d'une étude britannique sur l'éducation et la formation des personnes âgées qui fait partie d'une investigation sociale importante, l'enquête Carnegie sur le troisième âge. L'article présente un sommaire des données sur la participation des personnes âgées à tous les genres d'éducation et de formation; il identifie les questions principales — y compris les plus gros obstacles perçus par les étudiants actuels et potentiels — qui résultent des contacts entamés avec des groupes d'étudiants de toute région du pays; il définit les grandes lignes d'une politique; et il propose des premiers pas à prendre pour réaliser cette politique. Il s'adresse également à la question de la qualité et de la rentabilité en ce qui concerne l'éducation des personnes âgées. Finalement, il se réfère à des exemples spécifiques d'une bonne pratique parmi les employeurs et les organismes éducatifs.