Validity of the VmaxST portable metabolic measurement system

The aim of this study was to assess and compare the validity of the portable VmaxST telemetry metabolic measurement device with that of a standard measurement system (Vmax29). Thirty asymptomatic, moderately active males provided written, informed consent and completed two maximal graded treadmill exercise tests (Bruce) using the VmaxST and the Vmax29 metabolic measurement systems. Tests were performed in random order on separate days to obtain peak values for time to exhaustion, heart rate, systolic and diastolic blood pressure, oxygen consumption (VO2), carbon dioxide production (VCO2), ventilation (VE), and respiratory exchange ratio (RER). Multivariate analysis of variance revealed no significant main effect (P = 0.88) between the two systems across any variable, suggesting similar measurement capabilities between the two systems. Linear regression analyses revealed moderate to high coefficients of determination for VO2 (r2 = 0.99), VCO2 (r2 = 0.99), VE r2 = 0.99), and RER (r2 = 0.89). Furthermore, Bland-Altman analyses demonstrated that the VmaxST yielded similar values to the Vmax29, suggesting good agreement between the two systems. Agreement was confirmed when the differences between the methods resulted in a small range as identified by the 95% limits of agreement. Findings from the current study confirm that the VmaxST is a valid device for measuring metabolic and physiological variables during exercise within a controlled laboratory setting.     

A Framework for Evaluating and Planning Assessments Intended to Improve Student Achievement

Assessments labeled as formative have been offered as a means to improve student achievement. But labels can be a powerful way to miscommunicate. For an assessment use to be appropriately labeled "formative," both empirical evidence and reasoned arguments must be offered to support the claim that improvements in student achievement can be linked to the use of assessment information. Our goal in this article is to support the construction of such an argument by offering a framework within which to consider evidence-based claims that assessment information can be used to improve student achievement. We describe this framework and then illustrate its use with an example of one-on-one tutoring. Finally, we explore the framework's implications for understanding when the use of assessment information is likely to improve student achievement and for advising test developers on how to develop assessments that are intended to offer information that can be used to improve student achievement.     

How Heritable are Parental Sensitivity and Limit-Setting? A Longitudinal Child-Based Twin Study on Observed Parenting

We examined the relative contribution of genetic, shared environmental and non-shared environmental factors to the covariance between parental sensitivity and limit-setting observed twice in a longitudinal study using a child-based twin design. Parental sensitivity and parental limit-setting were observed in 236 parents with each of their same-sex toddler twin children (M_age = 3.8 years; 58% monozygotic). Bivariate behavioral genetic models indicated substantial effects of similar shared environmental factors on parental sensitivity and limit-setting and on the overlap within sensitivity and limit-setting across 1 year. Moderate child-driven genetic effects were found for parental limit-setting in year 1 and across 1 year. Genetic child factors contributing to explaining the variance in limit-setting over time were the same, whereas shared environmental factors showed some overlap.     

Interdisciplinary Collaboration Supporting Social-Emotional Learning in Rural School Systems

In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice.     

“Oh,S**t! Did i just swear in class?”: Using emotional response theory to understand the role of instructor swearing in the college classroom

The current study examines students’ emotional responses to instructor swearing and extends previous research to validate functions and targets of instructor swearing. A measure was created to assess college students’ perceptions of instructor swearing. A principle components analysis yielded a seven-factor structure that supports past functions and targets of classroom swearing: at self/job tools; at students/assignments; to elaborate course concepts; part of the instructor’s disposition; to gain attention; accidental swearing; and, to converge/be humorous. Framed by emotional response theory (ERT), instructor swearing behaviors significantly predicted students’ pleasure and dominance emotions. Additionally, students’ emotional responses in the classroom explained significantly more unique variation in students’ cognitive and affective learning, and motivation, compared to instructor swearing. Implications for instructional practice and instructional communication theory are addressed.     

Caring Behavior in Children of Clinically Depressed and Well Mothers

Young children's sensitivity and responsiveness to mothers' needs were investigated under conditions of high and low parenting risk (depressed and nondepressed mothers, SADS-L). Child characteristics of gender, affect, and impulse control problems and the mother-child attachment relationship were examined as they related to children's caring actions. Children's caring behavior was observed in an experimental situation in which their mothers simulated sadness and in a naturalistic setting. Attachment alone and child's problems alone were not predictors, and maternal diagnosis alone was not a strong predictor. Girls were significantly more caring than boys. Severe maternal depression was necessary to bring out high levels of responding in boys. Highest frequencies of caring were from children with severely depressed mothers, problems of affect regulation, and secure attachment. The importance of recognizing interacting influences and diverse underlying processes in the development of children's caring behavior is discussed.     

Using Robotics to Motivate ‘Back Door’ Learning

This paper suggests that robotics can provide a vehicle for guiding primary and secondary school children toward an effective understanding of programming and engineering principles. It observes that children find robotics stimulating and motivating, and that their interest in, and focus on, making the robot do what I want leads them via the back door to learn about programming and engineering in a way that is both well-grounded and generaliseable.These observations arise from empirical studies of children participating in robotics competitions: we conducted observations and interviews with all the participating teams at two robotics events (one regional, one international), and we followed one young robotics team in a case study. The children had almost all built their robots using LEGO MindStorms for specific competitions, with soccer, rescue and dance events. The children typically worked in teams, building robots as an extra-curricular activity supported by a teacher/mentor. The children came from a variety of educational and social backgrounds.The paper considers what makes robotics motivating to children, including children who are not considered technically oriented. It describes learning that has emerged from children's experiences in building and programming robots. It describes examples of children learning subjects that they previously considered difficult and inaccessible, in order to solve problems in robotics. It describes examples of children identifying and understanding principles, concepts, and elements of practice that are fundamental to programming and engineering. It describes further how secondary school students working in teams learned that this programming and engineering knowledge has a social context.     

Factors in Decisions of Underrepresented Minorities to Forego Science and Engineering Doctoral Study: A Pilot Study

The research described here comprised a pilot study that attempted to identify the factors in decisions of highly capable students from underrepresented minority groups to forego study for science or engineering doctorates. Underrepresented students are defined as Blacks, Hispanics, and Indians. While these groups will soon comprise 30% or more of the population, they receive only 5% of the S & E (Science and Engineering) doctorates. The research was completed under NSF (National Science Foundation) grant no. REC 9908861. The research built on a previous NSF study (RED-9355867) that identified the most effective colleges and universities in the country in the preparation of Black, Hispanic, and Indian science and engineering students for study toward the PhD degree. One of the major concerns raised during the site visits to the top 10 institutions serving these groups was the loss of capable students to other careers. The study obtained information from minority graduates about factors impacting persistence to graduate studies in science and engineering and solicited suggestions for attracting more people like themselves to S & E doctoral study. Twelve underrepresented minority S & E graduates who decided to forego doctoral study in favor of other pursuits. Themes emerging from these conversations regarding reluctance to pursue advanced study included the following: concern for ability to finance such study; weaknesses in advisement practices and systems; lack of full knowledge, early on, about the rewards of doctoral employment; and concern about opportunities for employment after graduation. Suggestions proffered for attracting more underrepresented minorities to S & E doctoral study included the following: early socialization of youngsters into the world of science and its practice; expanded funding for scholarships and fellowships; expanded outreach by colleges and universities; expanded efforts by churches and community groups and deeper commitments by colleges and universities.