Standardized test outcomes for students engaged in inquiry‐based science curricula in the context of urban reform

Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools. The effort was one component of a systemic reform effort in the Detroit Public Schools, and was centered on highly specified and developed project‐based inquiry science units supported by aligned professional development and learning technologies. Two cohorts of 7th and 8th graders that participated in the project units are compared with the remainder of the district population, using results from the high‐stakes state standardized test in science. Both the initial and scaled up cohorts show increases in science content understanding and process skills over their peers, and significantly higher pass rates on the statewide test. The relative gains occur up to a year and a half after participation in the curriculum, and show little attenuation with in the second cohort when scaling occurred and the number of teachers involved increased. The effect of participation in units at different grade levels is independent and cumulative, with higher levels of participation associated with similarly higher achievement scores. Examination of results by gender reveals that the curriculum effort succeeds in reducing the gender gap in achievement experienced by urban African‐American boys. These findings demonstrate that standards‐based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 922–939, 2008     

Expanded Koppitz scoring system of the bender gestalt visual-motor test for adolescents: A pilot study

The current research represented a pilot study to assess the use of the Bender Gestalt Visual-Motor Test with school-age adolescents over 11 years of age. Research regarding the accuracy of the hypothesis that visual-motor integration functioning is normally intact by age 11 was presented. In addition, initial data to extend the Koppitz scoring system of the Bender for ages 11 years, 6 months through 15 years, 11 months was proposed. Mean error scores from the pilot study suggested that visual-motor development is not maturationally complete by age 11 years, 11 months. Additional research focusing on extending the normative sample or developing a new scoring system for adolescents is suggested.     

Classroom Learning Environments and Students' Approaches to Learning

Four hundred and eighty-four students from two metropolitan secondary schools completed the Learning Process Questionnaire, the Individualised Classroom Environment Questionnaire and the Learner Self Concept scale. Relationships between perceptions of the classroom learning environment, approaches to learning and self concept as a learner were investigated. Gender and level of schooling (junior high versus senior high) differences were examined. Results showed Deep Approaches to learning were significantly related to classroom learning environments which were perceived to be highly personalised and to be encouraging active participation in the learning process and the use of investigative skills in learning activities. High learner self concept was positively associated with Deep Approaches to learning and with classrooms perceived as high in Personalisation. It was negatively associated with Surface Approaches to learning. Differences in perceptions of learning environments and approaches to learning in relation to gender and level of schooling were small. The implications of these findings are discussed and strategies for facilitating Deep Approaches to learning are referred to. This revised version was published online in July 2006 with corrections to the Cover Date.     

经济合作与发展组织视野中的韩国教育

韩国举世瞩目的教育成就 韩国对教育非常重视.这可以从个人和社会的选择看出来.其中一个颇具代表性的例子是韩国人对接受正规教育的偏好.     

Altitude training in endurance running: perceptions of elite athletes and support staff

This study sought to establish perceptions of elite endurance athletes on the role and worth of altitude training. Elite British endurance runners were surveyed to identify the altitude and hypoxic training methods utilised, along with reasons for use, and any situational, cultural and behaviour factors influencing these. Prior to the 2012 Olympics Games, 39 athletes and 20 support staff (coaches/practitioners) completed an internet-based survey to establish differences between current practices and the accepted “best-practice”. Almost all of the athletes (98%) and support staff (95%) surveyed had utilised altitude and hypoxic training, or had advised it to athletes. 75% of athletes believed altitude and hypoxia to be a “very important” factor in their training regime, with 50% of support staff believing the same. Athletes and support staff were in agreement of the methods of altitude training utilised (i.e. 'hypoxic dose’ and strategy), with camps lasting 3–4 weeks at 1,500–2,500 m being the most popular. Athletes and support staff are utilising altitude and hypoxic training methods in a manner agreeing with research-based suggestions. The survey identified a number of specific challenges and priorities, which could provide scope to optimise future altitude training methods for endurance performance in these elite groups.     

Training load and schedule are important determinants of sleep behaviours in youth-soccer players

The current study examined how sleep may be influenced by the scheduling of training and match load within 10 youth-soccer players. Sleep was measured over a 14-day in-season period using a commercially available wireless sleep monitor. Each collected sleep variable; lights out, sleep latency, total sleep time wake after sleep onset and final awakening, was compared for the specific day within the training schedule (e.g. match day [MD], day after match [MD?+?1]) and to training/match load (high-speed distance (>5.5 m/s) [HSD] and rating of perceived exertion. The data were analysed using mixed models and effect sizes, to describe the magnitude of effects that training schedule and training load may have on sleep. A reduction of sleep duration was observed on the day after the match (MD?+?1) in relation to the training days preceding the match (MD-2: ?65 min, ES: 0.89?±?0.79; MD-1 ?61 min, ES: 0.82?±?0.64) and reduction on match day (+45 min; ES: 1.91?±?1.69). This may suggest youth-soccer players actively change their sleep scheduling behaviours in relation to the imposed soccer schedule. Increased high-speed running (for every 100 m) showed a small increase to total sleep time (+9 min; ES: 0.48?±?0.31). This may suggest that increases in training load may be associated with small increases in sleep quantity. Such observations may highlight that the type of day and the associated load within the training microcycle may have important consequences for sleep within youth-soccer players.     

Interpersonal Behavior,Laboratory Learning Environments,and Student Outcomes in Senior Biology Classes

The purpose of this study was to investigate associations between students' perceptions of their biology teachers' interpersonal behavior and their laboratory learning environments and their attitudinal, achievement, and performance outcomes. A sample of 489 students from 28 senior biology classes in eight schools in Tasmania, Australia completed the Questionnaire on Teacher Interaction (QTI) and the Science Laboratory Environment Inventory (SLEI). Responses to two attitude questionnaires, achievement on an external written examination, and performance in laboratory practical tests were used as student outcome measures. Statistical analyses supported the reliability and validity of the QTI and the SLEI when used with senior secondary biology students. We investigated associations between students' perceptions of teacher behavior and their laboratory learning environment with student outcomes, including the unique and common contributions of the QTI and SLEI to variance in student outcomes. Associations with students' perceptions of the learning environment were stronger for the attitudinal outcomes than for the cognitive or practical skills outcomes. Some commonality between the QTI and SLEI scales was found in their contributions to the variance in attitudinal outcomes, but not in their contributions to variance in cognitive and practical skill outcomes. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 37: 26–43, 2000