A RE-AIM evaluation of theory-based physical activity interventions

Although physical activity interventions have been shown to effectively modify behavior, little research has examined the potential of these interventions for adoption in real-world settings. The purpose of this literature review was to evaluate the external validity of 57 theory-based physical activity interventions using the RE-AIM framework. The physical activity interventions included were more likely to report on issues of internal, rather than external validity and on individual, rather than organizational components of the RE-AIM framework, making the translation of many interventions into practice difficult. Furthermore, most studies included motivated, healthy participants, thus reducing the generalizability of the interventions to real-world settings that provide services to more diverse populations. To determine if a given intervention is feasible and effective in translational research, more information should be reported about the factors that affect external validity.     

Teacher and child talk in active learning and whole‐class contexts: some implications for children from economically less advantaged home backgrounds

This paper reports the experiences of 150 children and six primary teachers when active learning pedagogies were introduced into the first year of primary schools. Although active learning increased the amount of talk between children, those from socio‐economically advantaged homes talked more than those from less advantaged homes. Also, individual children experienced very little time engaged in high‐quality talk with the teacher, despite the teachers spending over one‐third of their time responding to children's needs and interests. Contextual differences, such as the different staffing ratios in schools and pre‐schools, may affect how well the benefits of active learning transfer from pre‐school contexts into primary schools. Policy‐makers and teachers should pay particular attention to the implications of this for the education of children from economically less advantaged home backgrounds.     

University teacher approaches to design and teaching and concepts of learning technologies

This study investigates the experience of teaching of 19 teachers who are teaching on university courses involving face-to-face and on-line learning. The teachers are asked about how they think about learning technologies and how they approach the design and teaching of their courses across these two contexts. Results show that there are qualitatively different ways of thinking about learning technologies that relate logically and positively to qualitatively different ways of designing and teaching using learning technologies. The results have implications for teachers and those interested in maximising the likelihood of learning for university students when teachers teach with learning technologies.     

Day care room transitions for toddlers: Recommendations for a supportive physical environment

The physical setting can be used to facilitate room transitions for toddlers in day care centers. A case study approach is taken to provide specific examples of supportive physical features for toddler transitions. Recommendations that support the transition process are provided.