Exercise, nutrition and immune function

Strenuous bouts of prolonged exercise and heavy training are associated with depressed immune cell function. Furthermore, inadequate or inappropriate nutrition can compound the negative influence of heavy exertion on immunocompetence. Dietary deficiencies of protein and specific micronutrients have long been associated with immune dysfunction. An adequate intake of iron, zinc and vitamins A, E, B6 and B12 is particularly important for the maintenance of immune function, but excess intakes of some micronutrients can also impair immune function and have other adverse effects on health. Immune system depression has also been associated with an excess intake of fat. To maintain immune function, athletes should eat a well-balanced diet sufficient to meet their energy requirements. An athlete exercising in a carbohydrate-depleted state experiences larger increases in circulating stress hormones and a greater perturbation of several immune function indices. Conversely, consuming 30-60 g carbohydrate x h(-1) during sustained intensive exercise attenuates rises in stress hormones such as cortisol and appears to limit the degree of exercise-induced immune depression. Convincing evidence that so-called 'immune-boosting' supplements, including high doses of antioxidant vitamins, glutamine, zinc, probiotics and Echinacea, prevent exercise-induced immune impairment is currently lacking.     

Relieving the pressure? The role of physical activity in the relationship between school-related stress and adolescent health complaints

The present study includes a Norwegian sample of 15-year-old students (N = 1,670) and is part of a World Health Organization cross-national survey, Health Behavior in School-Aged Children (Currie, 1998). The objective was to examine the relationship between school-related stress, leisure time physical activity, and adolescent health complaints. Physical activity was also examined as a moderating variable in the relationship between school-related stress and health complaints. The results showed that high levels of complaints were associated in a linear relationship with high levels of school-related stress and low levels of leisure time physical activity. Reports of complaints were more closely related to stress for adolescents with low levels of physical activity; thus, physical activity seems to moderate the relationship between school-related stress and health complaints.     

Counsellors perceptions of the phenomenon of concentration difficulties

Pupils’ lack of concentration is a concern in everyday classrooms in Norway as in many other countries. Whereas research has defined different behaviour issues in classroom contexts, there has been less focus on how the counsellors, working at the Educational and Psychological Counselling Service (EPCS), describe different behaviour issues. This article is based on a study that aims to develop a deeper understanding of how the counsellors perceive the term ‘concentration difficulties’. Even though the term is widely used in templates and in national strategic documents to describe pupils’ disruptive behaviour, few other studies emphasise this perspective. The study has a phenomenological-hermeneutic inspired approach and is based on individual in-depth interviews with counsellors working at the EPCS. The key findings suggest that the counsellors understanding of the term are influenced by their personal perceptions of the term, their education and the way they facilitate adapted learning.     

Investigating non-engagement with feedback in higher education as a social practice

Quality in feedback processes rests on students’ engagement with them. A crucial question is therefore why students do not always engage. Scholars have defined engagement as a social practice, pointing to the influence of context but without explaining its nature. The purpose of this article is to argue that existing approaches without a theory of the social cannot fully explain non-engagement and that a practice theoretical approach may fill this gap. It introduces Stephen Kemmis' practice ontology and demonstrates how a feedback practice can be analysed to explain a weak engagement. The article’s contribution to research in engagement with feedback is a new ontology of practice and its methodological apparatus.     

Association between parental involvement in school and child conduct,social, and internalizing problems: teacher report

The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with a Norwegian sample of school children in Grades 1–3. Results of the factor analysis supported the use of 3 separate scales, as suggested by the scale author (Webster-Stratton, 1998); however, a number of items in each scale were reduced. Furthermore, the results showed among other findings that teachers reported more frequent contact with parents of children with conduct problems than with those of children who did not display conduct problems, and that parents of children with high levels of socio-emotional competence were more involved in their children's education than other parents. The results need to be replicated in future research in a more representative study population.     

Children with Intellectual Disabilities and Special School Education in Ghana

Even though Ghana has embraced international calls for mainstream education, many children with intellectual disabilities still receive education in segregated special schools. This article discusses the views of seven informants on the importance of special schools in Ghana. After securing the consent of our informants, we conducted in-depth qualitative interviews, transcribed and subjected the data to thematic analysis. The following views on the education of children with intellectual disabilities in special schools emerged; availability of dedicated teachers, variations in learning activities, playing the preparatory role, inclusion on their premises, discrimination and cultural stereotypes. The findings indicate that special schools still play important roles in the education of children with intellectual disabilities in Ghana.     

Developmental dynamics of early reading skill,literacy interest and readers’ self-concept within the first year of formal schooling

Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school. Cross-lagged analysis showed strong stability in reading skills and medium stability in literacy interest and reader self-concept over the first school year. We also found bidirectional relationships between reading skills and self-concept and between the motivational components of literacy interest and reader self-concept. In the final part of the article, we address the potential theoretical progress attainable through the use of cross-lagged designs in this field.     

Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe: Findings from a comparative review

This article explores innovation as an aspect of in-service continuous professional development (CPD) in ECEC. Based on a literature review and a cross-country analysis conducted in ten European countries, we found that innovation in CPD was understood as a way to improving quality in ECEC. CPD no longer solely deals with practitioners’ knowledge and skills. Rather, it encompasses processes such as critical thinking, reflexivity and co-creation within and across ECEC systems. Two overall approaches to innovation in CPD emerged: one can be characterised as developing in systems that lack a national definition for innovation, where there is nevertheless a growing awareness of the need to finding new solutions for ECEC; and one as highly innovative in systems that have a history, culture and societal tradition of innovation. Also, three additional insights were identified as crucial aspects of CPD in terms of innovation: (a) critical reflection; (b) communities of practice; and (c) a growing focus on politics that address social inequality through ECEC. This analysis contributes to filling the gaps in research on innovative CPD in ECEC at three levels: system (macro), inter-organisational (meso) and individual, organisational (micro). Further research is needed to explore more in-depth the identified approaches to innovation related to CPD and their impact on quality development in European ECEC.