Three cases of hybridity in learning spaces: Towards a design for a Zone of Possibility

The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2); both RQs are summarised below in the section “Research Questions.” To describe this evolution, the paper is presented as 3 cases (Confer, ZoP Stokes Croft and Google Lens in HE) that have provided insights to explore the concept of the ZoP and its implications for EDR. Specifically, one of the main conclusions is the importance of bridging positioning practices as “successful communication” and an understanding of social context in hybrid contexts (ie, the ZoP).     

Behavior of Infants with Iron-Deficiency Anemia

This study tested the hypothesis that infants with iron-deficiency anemia show behaviors, such as increased proximity to caregivers, increased wariness or hesitance, and decreased activity, that could contribute to “functional isolation.” The behavior of 52 Costa Rican 12- to 23-month-old infants with iron-deficiency anemia was contrasted with that of 139 comparison group infants with better iron status during free play and mental and motor testing and in the home. Infants with iron-deficiency anemia maintained closer contact with caregivers; showed less pleasure and delight; were more wary, hesitant, and easily tired; made fewer attempts at test items; were less attentive to instructions and demonstrations; and were less playful. Adult behavior also differed. The results indicate that iron-deficiency anemia in infancy is associated with alterations in affect and activity, suggesting that functional isolation is a useful framework for understanding poorer developmental outcome in iron-deficiency anemia, the world's most common single nutrient deficiency.     

Phonological working memory, phonological awareness and language in literacy difficulties in Brazilian children

One of the most usual flaws that lead to literacy disability regards cognitive difficulties and alterations some children present in the literacy process. Many studies have found alterations in phonological processing, more specifically in phonological working memory (PWM) and phonological awareness (PA). Therefore, our aim was to identify alterations in skills of phonological working memory, phonological awareness and language (semantic, syntactic and phonological aspects) of Brazilian children with literacy disabilities (age 7–8). They were divided into two groups: (1) Group of Normal Literacy (NL); and (2) Group With Literacy Disabilities (LD). The evaluation comprised tests that assessed general cognitive functions and the skills at stake. The LD presented a poorer performance than the NL in the skills of PWM, PA and language aspects. The factor analysis showed that these skills prevailed in differentiating the groups. Thus, children with literacy disabilities presented deficits in phonological processing and language. These deficits seem to be a result of alterations of the phonological representations and poor language skills that are prior to the literacy period. Consequently, we believe that the early identification of these alterations can be very useful for the prevention of future literacy problems.     

Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.     

Determinant factors of attitude towards quantitative subjects: Differences between sexes

Nowadays, almost all curricula in the social sciences contain at least one course in statistics, given the importance of this discipline as an analytical tool. This work identifies the latent factors relating to students' motivation and attitude towards statistics, tests their covariance structure for samples of both sexes, and identifies the possible differences between the sexes. Specifically, using a structural equations model the work confirms that the evaluative factors affect the affective factors and the interest variable affects the level of anxiety. The findings obtained using the partial least squares method allow the authors to confirm the proposed relations and validate the model.     

Effects of resistance training on performance in previously trained endurance runners: A systematic review

The aim of this work was to identify, synthesize and evaluate the results of randomized controlled trials examining the effects of resistance training on performance indicators in previously trained endurance runners. A database search was carried out in PubMed, Science Direct, OvidSPMedLine, Wiley, Web of Science, ProQuest and Google Scholar. In accordance with the PRISMA checklist, 18 published articles dated prior to May 2016 involving 321 endurance runners were reviewed using the PEDro scale. Resistance training led to general improvements in muscular strength, running economy, muscle power factors, and direct performance in distances between 1,500 and 10,000 m. Such improvements were not accompanied by a significant increase in body mass or signs of overtraining. However, improvements did not occur in all cases, suggesting that they might depend on the specific characteristics of the resistance training applied. Although current evidence supports the effectiveness of resistance training to improve performance in already trained endurance runners, the methodological inconsistencies identified suggest that the results should be interpreted with caution. Future studies ought to investigate the benefits of resistance training in endurance runners while considering the existence of possible differentiated effects based on the specific characteristics of the resistance training carried out.     

Teaching values in physical education classes: the perception of Brazilian teachers

The contribution of Physical Education (PE) and School Sport to learning of values has been identified by teachers and researchers. However, we know little about how that teaching takes place during classes. This study aimed to understand the perceptions of teachers on teaching values in their classes and to analyse the conception of values that have guided their professional intervention. To do this, a qualitative study was conducted with a sample of three teachers, using class observations and interviews with the teachers as research tools. For all these teachers, teaching values is a central goal of PE classes; for two of the teachers, it is the main goal. Because of this conviction, their pedagogies prioritize the teaching of moral values over others that can be taught in PE. A belief in the possibility of teaching values in the classroom is part of the habitus of the PE teacher; it can sometimes be characterized as an illusio. For these reasons, teachers can set unrealistic expectations, disregarding their own limitations as well as the conflicts and complexity involved in the construction of value systems.