Methodological Concerns Comparing Buzzy to Transilluminator Device     

Amy L. Baxter  M. Louise Lawson 《Indian journal of clinical biochemistry : IJCB》2014,29(1):114-115

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Sports participation and health during periods of educational transition: a study of 30–35-year-olds in north-west England     

David Haycock  Andy Smith 《Sport, Education and Society》2013,18(2):168-185

In view of the persistence of health inequalities and declines in leisure-sport participation over the life course, several quantitative investigations have explored the links between participation and other leisure activities, which have their foundations in childhood and youth, as a means of understanding adults’ health behaviours. This paper presents new qualitative evidence to examine the largely under-explored relationship between leisure-sport participation and health within the context of educational transitions among a sample of 30–35-year-olds in north-west England. Drawing on semi-structured interviews conducted with 19 participants between July and August 2009, the paper illuminates the differential impact that gender and social class had on sports participation, and other health-related behaviours (e.g. drinking and smoking), among different groups of adults during the inherently transitional life-stage of youth. The findings suggest that while significant, the length of time spent in education and the differential educational experiences recalled by adults cannot adequately explain the observed differences in health and leisure-sport participation. The major sources of difference, while associated with educational transitions, appeared to lie instead in the broader inequalities that characterized adults’ lives and it is argued that simply enhancing leisure-sport participation and individual lifestyle change, as a means of health promotion, is a futile endeavour that does little to tackle the socio-economic structural determinants of health. We conclude by suggesting that until this is recognized by government and those both inside and outside of the health and sport policy communities, stubborn differences in leisure-sport participation rates and health inequalities—that have their foundations in childhood and youth, but extend over the life course—are likely to remain intact, and the unequal lives people currently lead are likely to become even more unequal in the future.  相似文献   

Genetic research and testing in sport and exercise science: A review of the issues     

Henning Wackerhage  Andy Miah  Roger C. Harris  Hugh E. Montgomery  Alun G. Williams 《Journal of sports sciences》2013,31(11):1109-1116

Abstract

This review is based on the BASES position stand on “Genetic Research and Testing in Sport and Exercise Science”. Our aims are first to introduce the reader to research in sport and exercise genetics and then to highlight ethical problems arising from such research and its applications. Sport and exercise genetics research in the form of transgenic animal and human association studies has contributed significantly to our understanding of exercise physiology and there is potential for major new discoveries. Researchers starting out in this field will have to ensure an appropriate study design to avoid, for example, statistically underpowered studies. Ethical concerns arise more from the applications of genetic research than from the research itself, which is assessed by ethical committees. Possible applications of genetic research are genetic performance tests or genetic tests to screen, for example, for increased risk of sudden death during sport. The concerns are that genetic performance testing could be performed on embryos and could be used to select embryos for transplantation or abortion. Screening for risk of sudden death may reduce deaths during sporting events but those that receive a positive diagnosis may suffer severe psychological consequences. Equally, it will be almost impossible to keep a positive diagnosis confidential if the individual tested is an elite athlete.  相似文献   

A Longitudinal Study of Parental Stress and Support: From Diagnosis of Disability to Leaving School     

Christine Baxter  Robert A. Cummins  Steven Polak 《International Journal of Disability, Development & Education》1995,42(2):125-136

Parental stress attributed to both a child with an intellectual disability and their youngest child without a disability was examined over a seven year period. Stress and support were also examined in relation to the life stages of disability diagnosis, starting school and completing school. Stress attributed to the child with a disability was greater than stress attributed to the youngest child without a disability and remained high over the seven year period, however, an increased level of stress was attributed to the child without a disability. In terms of life stages, diagnosis of intellectual disability in a child remained as the most stress‐inducing of the life events included in the study, however, most parents had also experienced heightened stress at the time their child started school, and also during the transition from school to work. The support parents found most helpful reflected their changing focus of worry over time. The implications and limitations of this study arc discussed.  相似文献   

Developing collaborative approaches to enhance the professional development of primary mathematics teachers     

Jane McNeill  Andy Armstrong 《Education 3-13》2016,44(4):426-441

This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing professional development (CPD) programme in their school. University staff helped to facilitate project meetings across the schools and monitored impacts within each school. Professional development meetings, involving all teachers and teaching assistants (TAs) from the schools (n?=?55), were designed to encourage a whole-school approach. The project also provided structured opportunities for the lead teacher to work with colleagues in the classroom, for example, through lesson observation and/or collaborative teaching. The outcomes from this project confirmed that collaborative models of CPD, as opposed to transmission, formal training, and ‘top-down’ models, were welcomed by teachers and head teachers – some of whom reported early indications of improvements in student performance. Commenting on what constitutes the most effective forms of CPD, there was a reiteration of the importance of combining peer and external support through a collaborative process.  相似文献   

The effects of upper‐secondary education and training systems on skills inequality. A quasi‐cohort analysis using PISA 2000 and the OECD survey of adult skills          下载免费PDF全文

Andy Green  Nicola Pensiero 《British Educational Research Journal》2016,42(5):756-779

Research tells us much about the effects of primary and lower‐secondary schooling on skills inequality, but we know less about the impact of the next stage of education. This article uses a differences‐in‐differences analysis of data on literacy and numeracy skills in PISA 2000 and SAS 2011/12 to assess the contribution of upper‐secondary education and training to inequalities in skills opportunities and outcomes. It finds that greater parity of esteem between academic and vocational tracks, as found in German‐speaking and Scandinavian countries, has some positive effects in mitigating skills inequality. However, the most important factors seem to be high completion rates from long‐cycle upper‐secondary education and training and mandatory provision of Maths and the national language in the curriculum.  相似文献   

Assessing the impact of football-based health improvement programmes: stay onside,avoid own goals and score with the evaluation!     

Andy Pringle  Jackie Hargreaves  Lorena Lozano  Jim McKenna  Stephen Zwolinsky 《Soccer & Society》2014,15(6):970-987

Health improvement is an important strand of the Premier League’s ‘Creating Chances’ strategy. Through community programmes, professional football clubs offer health-enhancing interventions for a number of different priority groups at risk from a range of lifestyle-related health conditions. However, while national guidance recommends evaluating health improvement interventions, concerns remain about how to do this most effectively. This study aims to investigate the popularity of football-based health improvement schemes and assess the challenges associated with their evaluation. Adapted from existing methodologies, a semi-structured questionnaire was administered to an ‘expert’ sample (n?=?3) of football-led health evaluators. The sample was selected because of their experience and knowledge of performing evaluations of football-led health improvement programmes. Our ‘experts’ offered reasons for the popularity of football settings as channels for health improvement (including the reach of the club badge and the popularity of football), the justification for evaluating such schemes (including confirming effectiveness and efficiency) and the challenges of implementing evaluations (capacity, commitment and capability). Finally, a selection of key considerations for the evaluation of the impact of football-led health improvement programmes (obtaining expert guidance, building capacity and planning for evaluations) are discussed.  相似文献   

One million people, one medical gamble     

Coghlan A 《New scientist (1971)》2006,189(2535):8-9

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One drug, six men, disaster..     

Bhattacharya S  Coghlan A 《New scientist (1971)》2006,189(2544):10-11

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Human and artificial intelligence collaboration for socially shared regulation in learning     

Sanna Järvelä  Andy Nguyen  Allyson Hadwin 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1057-1076

Artificial intelligence (AI) has generated a plethora of new opportunities, potential and challenges for understanding and supporting learning. In this paper, we position human and AI collaboration for socially shared regulation (SSRL) in learning. Particularly, this paper reflects on the intersection of human and AI collaboration in SSRL research, which presents an exciting prospect for advancing our understanding and support of learning regulation. Our aim is to operationalize this human-AI collaboration by introducing a novel trigger concept and a hybrid human-AI shared regulation in learning (HASRL) model. Through empirical examples that present AI affordances for SSRL research, we demonstrate how humans and AI can synergistically work together to improve learning regulation. We argue that the integration of human and AI strengths via hybrid intelligence is critical to unlocking a new era in learning sciences research. Our proposed frameworks present an opportunity for empirical evidence and innovative designs that articulate the potential for human-AI collaboration in facilitating effective SSRL in teaching and learning.

Practitioner notes

What is already known about this topic

• For collaborative learning to succeed, socially shared regulation has been acknowledged as a key factor.
• Artificial intelligence (AI) is a powerful and potentially disruptive technology that can reveal new insights to support learning.
• It is questionable whether traditional theories of how people learn are useful in the age of AI.

What this paper adds

• Introduces a trigger concept and a hybrid Human-AI Shared Regulation in Learning (HASRL) model to offer insights into how the human-AI collaboration could occur to operationalize SSRL research.
• Demonstrates the potential use of AI to advance research and practice on socially shared regulation of learning.
• Provides clear suggestions for future human-AI collaboration in learning and teaching aiming at enhancing human learning and regulatory skills.

Implications for practice and/or policy

• Educational technology developers could utilize our proposed framework to better align technological and theoretical aspects for their design of adaptive support that can facilitate students' socially shared regulation of learning.
• Researchers and practitioners could benefit from methodological development incorporating human-AI collaboration for capturing, processing and analysing multimodal data to examine and support learning regulation.

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