Vulnerable children,communities and schools: lessons from three HIV/AIDS affected areas

The growing number of children made vulnerable by HIV/AIDS threatens the achievement of Education for All (EFA) and Millennium Development goals. Policy recommendations assign schools key roles in meeting the needs of vulnerable children, but there is a dearth of evidence about how vulnerable children and schools interact in AIDS affected communities. Case studies of schools and vulnerable children in Kenya, Malawi and Zimbabwe show that although schools are materially and symbolically well‐positioned to serve as the institutional base to meet the needs of vulnerable children, schools are not accountable for these children and have not reorganised or built capacity to meet their special needs. The Malawi and Zimbabwe cases show that elimination of fees, passive open door policies and exhortations are insufficient measures to bring and keep these children in school. The Kenya case study suggests that investments in long term, well‐resourced local partnerships can be effective.     

Acute kinematic and kinetic adaptations to wearable resistance during vertical jumping

One variation of vertical jump (VJ) training is resisted or weighted jump training, where wearable resistance (WR) enables jumping to be overloaded in a movement specific manner. A two-way analysis of variance with Bonferroni post hoc contrasts was used to determine the acute changes in VJ performance with differing load magnitudes and load placements. Kinematic and kinetic data were quantified using a force plate and contact mat. Twenty sport active subjects (age: 27.8?±?3.8 years; body mass (BM): 70.2?±?12.2?kg; height: 1.74?±?0.78?m) volunteered to participate in the study. Subjects performed the counter movement jump (CMJ), drop jump (DJ) and pogo jump (PJ) wearing no resistance, 3% or 6% BM affixed to the upper or lower body. The main finding in terms of the landing phase was that the effect of WR was non-significant (P?>?.05) on peak ground reaction force. With regard to the propulsive phase the main findings were that for both the CMJ and DJ, WR resulted in a significant (P?<?.05) decrease in jump height (CMJ: ?12% to ?17%, DJ: ?10% to ?14%); relative peak power (CMJ: ?8% to ?17%, DJ: ?7% to ?10%); and peak velocity (CMJ: ?4% to ?7%, DJ: ?3% to ?8%); while PJ reactive strength index was significantly reduced (?15% to ?21%) with all WR conditions. Consideration should be given to the inclusion of WR in sports where VJ’s are important components as it may provide a novel movement specific training stimulus.

Highlights

• WR of 3 or 6 % BM provided a means to overload the subjects in this study resulting in decreased propulsive power and velocity that lead to a reduced jump height and landing force.

• Specific strength exercises that closely mimic sporting performance are more likely to optimise transference, therefore WR with light loads of 3–6% body mass (BM)appear a suitable tool for movement specific overload training and maximising transference to sporting performance.

• Practitioners can safely load their athletes with upper or lower body WR of 3–6% BM without fear of overloading the athletesover and above the landing forces they are typically accustomed too.

• As a training stimulus it would seem the WR loading provides adequate overload and athletes should focus on velocity of movement to improve power output and jump height i.e. take-off velocity.

     

Disentangling genetic and environmental influences on early language development: The interplay of genetic propensity for negative emotionality and surgency,and parenting behavior effects on early language skills in an adoption study

Parenting and children's temperament are important influences on language development. However, temperament may reflect prior parenting, and parenting effects may reflect genes common to parents and children. In 561 U.S. adoptees (57% male) and their birth and rearing parents (70% and 92% White, 13% and 4% African American, and 7% and 2% Latinx, respectively), this study demonstrated how genetic propensity for temperament affects language development, and how this relates to parenting. Genetic propensity for negative emotionality inversely predicted language at 27 months (β = −.15) and evoked greater maternal warmth (β = .12), whereas propensity for surgency positively predicted language at 4.5 years (β = .20), especially when warmth was low. Parental warmth (β = .15) and sensitivity (β = .19) further contributed to language development, controlling for common gene effects.     

Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID-19 pandemic?

Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.

Practitioner notes

What is already known about this topic

• DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
• Students who solve more problems within math games tend to show higher performance after gameplay.
• Students' engagement with mathematics is often related to their prior math performance.

What this paper adds

• For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
• Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
• Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.

Implications for practice and/or policy

• DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
• DragonBox 12+ can engage students with mathematics across achievement levels.
• Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.