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Eric Tsz-Chun Poon Jonathan Peter Little Cindy Hui-Ping Sit 《Journal of sports sciences》2020,38(17):1997-2004
ABSTRACT High-intensity interval training (HIIT) has been proposed as a time-efficient exercise protocol to improve metabolic health, but direct comparisons with higher-volume moderate-intensity continuous training (MICT) under unsupervised settings are limited. This study compared low-volume HIIT and higher-volume MICT interventions on cardiometabolic and psychological responses in overweight/obese middle-aged men. Twenty-four participants (age: 48.1±5.2yr; BMI: 25.8±2.3kg·m?2) were randomly assigned to undertake either HIIT (10 X 1-min bouts of running at 80–90% HRmax separated by 1-min active recovery) or MICT (50-min continuous jogging/brisk walking at 65–70% HRmax) for 3 sessions/week for 8 weeks (2-week supervised + 6-week unsupervised training). Both groups showed similar cardiovascular fitness (VO2max) improvement (HIIT: 32.5±5.6 to 36.0±6.2; MICT: 34.3±6.0 to 38.2±5.1mL kg?1 min?1, p < 0.05) and %fat loss (HIIT: 24.5±3.4 to 23.2±3.5%; MICT: 23.0±4.3 to 21.5±4.1%, p< 0.05) over the 8-week intervention. Compared to baseline, MICT significantly decreased weight and waist circumference. No significant group differences were observed for blood pressure and cardiometabolic blood markers such as lipid profiles, fasting glucose and glycated haemoglobin. Both groups showed similar enjoyment levels and high unsupervised adherence rates (>90%). Our findings suggest that low-volume HIIT can elicit a similar improvement of cardiovascular fitness as traditional higher-volume MICT in overweight/obese middle-aged men. 相似文献
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Robert J. Stevens Peggy N. Van Meter Joanna Garner Nicholas Warcholak Cindy Bochna Tracey Hall 《Journal of Education for Students Placed at Risk》2013,18(4):357-380
The goal of this project was to develop and test the efficacy of a research-based early reading program that provided integrated reading instruction in kindergarten through 2nd grade. The Reading and Integrated Literacy Strategies (RAILS) program provided integrated instruction in word reading, vocabulary development, and comprehension to students in regular and self-contained special education classes in 2 schools serving low-income populations. Teachers provided explicit instruction in the alphabetic principle, phonemic analysis, word reading, vocabulary development, listening comprehension, and reading comprehension. Classes were organized so students received 2 periods of reading instruction daily, a longer morning period of instruction and a shorter afternoon review of instruction. The students in the RAILS program had significantly higher performance on standardized reading and language achievement tests, as well as on individually administered tests of phonemic awareness and reading fluency. The implications for research-based instructional practice that integrates instruction in word reading, vocabulary, and comprehension are discussed. 相似文献
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Johanna Ebbeler Cindy L. Poortman Kim Schildkamp Jules M. Pieters 《Educational Assessment, Evaluation and Accountability》2017,29(1):83-105
Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixed-methods approach with a data use questionnaire filled in by data team schools (N = 9) and comparison schools (N = 42), a satisfaction questionnaire filled in by data team participants (N = 55), pre- and posttest knowledge tests filled in by data team participants (N = 36), and interview data (N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the conclusions, we discuss some important implications for practice regarding the intensity and duration of support and implications for further research. 相似文献
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A. D. Sheffield 《Religious education (Chicago, Ill.)》2013,108(2):195-197
This address was given in the seminar on inter‐group images and also at a symposium marking the publication of Portrait of the Elder Brother 相似文献
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Research Findings: The current project examined the unique and interactive relations of child effortful control and teacher–child relationships to low-income preschoolers' socioemotional adjustment. One hundred and forty Head Start children (77 boys and 63 girls), their parents, lead teachers, and teacher assistants participated in this study. Parents provided information on child effortful control, whereas lead teachers provided information on their relationships with students. Teacher assistants provided information on children's socioemotional adjustment (emotional symptoms, peer problems, conduct problems, prosocial behaviors) in the preschool classroom. Both teacher–child closeness and conflict were significantly related to low-income preschoolers' socioemotional adjustment (i.e., emotional symptoms, peer problems, conduct problems, and prosocial behaviors) in expected directions. In addition, teacher–child conflict was significantly associated with emotional symptoms and peer problems among children with low effortful control; however, teacher–child conflict was not significantly associated with socioemotional difficulties among children with high effortful control. Teacher–child closeness, on the other hand, was associated with fewer socioemotional difficulties regardless of children's level of effortful control. Practice or Policy: Results are discussed in terms of (a) the utility of intervention efforts focusing on promoting positive teacher–child interactions and enhancing child self-regulatory abilities and (b) the implications for children's socioemotional adjustment. 相似文献