Does school physical education really contribute to accelerometer-measured daily physical activity and non sedentary behaviour in high school students?     

Daniel Mayorga-Vega  Alejandro Martínez-Baena  Jesús Viciana 《Journal of sports sciences》2018,36(17):1913-1922

Physical education has been highlighted as an important environment for physical activity promotion, however, to our knowledge there are no previous studies examining the contribution of physical education to daily accelerometer-measured physical activity and non sedentary behaviour. The purpose was to compare the accelerometer-measured physical activity and sedentary behaviour between physical education, non-physical education and weekend days in adolescents. Of the 394 students from a Spanish high school that were invited to participate, 158 students (83 boys and 75 girls) aged 13–16 years were analyzed (wear time ≥ 600 min). Participants’ physical activity and sedentary behaviour were objectively-measured by GT3X+ accelerometers during physical education (one session), non-physical education and weekend days. Results indicated that overall adolescents had statistically significant greater physical activity levels and lower values of sedentary behaviour on physical education days than on non-physical education and weekend days (e.g., moderate-to-vigorous physical activity = 71, 54 and 57 min; sedentary = 710, 740 and 723 min) (p < 0.05). Physical education contributes significantly to reducing students’ daily physical inactivity and sedentary behaviour. Increasing the number of physical education classes seems to be an effective strategy to reduce the high current prevalence of physical inactivity and sedentary behaviour in adolescence.  相似文献   

Current research issues and trends in non-English Web searching     

Fotis Lazarinis  Jesús Vilares  John Tait  Efthimis N. Efthimiadis 《Information Retrieval》2009,12(3):230-250

With increasingly higher numbers of non-English language web searchers the problems of efficient handling of non-English Web documents and user queries are becoming major issues for search engines. The main aim of this review paper is to make researchers aware of the existing problems in monolingual non-English Web retrieval by providing an overview of open issues. A significant number of papers are reviewed and the research issues investigated in these studies are categorized in order to identify the research questions and solutions proposed in these papers. Further research is proposed at the end of each section.

Efthimis N. EfthimiadisEmail:

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Live Simulation for Clinical Education     

Steve Masson  Jesús Vázquez-Abad 《TechTrends》2009,53(5):23-27

The Instructional Design Portfolio

Live Simulation for Clinical Education  相似文献   

Transparency and its determinants at Colombian universities     

Jesús Mauricio Flórez-Parra  María Victoria López-Pérez  Antonio Manuel López-Hernández 《高等教育研究与发展》2017,36(4):674-687

Over the past decade, one of the demands upon public institutions, among which we find universities, has been for transparency and improvement of accountability. In this context, Colombian universities are introducing different methods of management and governance aimed at addressing the demands of society generally in relation to transparency and quality in the activities that they carry out. The objective of the present study is to analyze and evaluate factors which affect the level of transparency at Colombian universities based on the rectors’ perception of these universities. The results obtained indicate that the level of transparency depends on the type of governance which is adopted, the level of prestige and the level of delimitation of its identity. Other questions such as size, budget or the public or private nature of the university have not proved to be significant explanatory factors of the degree of transparency.  相似文献   

Books and articles of academic interest     

Antonio Gómez Skarmeta  Pedro García López  Jesús Egea Payá  José Meseguer Navarro  Tomás Jiménez García 《Academic Questions》1994,7(4):93-94

Books and articles of academic interest  相似文献   

Visual and phonological coding in working memory and orthographic skills of deaf children using Chilean sign language     

Alvarado JM  Puente A  Herrera V 《American annals of the deaf》2008,152(5):467-479

Deaf children can improve their reading skills by learning to use alternative, visual codes such as fingerspelling. A sample of 28 deaf children between the ages of 7 and 16 years was used as an experimental group and another sample of 15 hearing children of similar age and academic level as a control group. Two experiments were carried out to study the possible interactions between phonological and visual codes and working memory, and to understand the relationships between these codes and reading and orthographic achievement. The results highlight the relationship between dactylic and orthographic coding. Just as phoneme-to-grapheme knowledge can facilitate reading for hearing children, fingerspelling-to-grapheme knowledge has the potential to play a similar role for deaf readers.  相似文献   

The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level     

Fernando Justicia  M. Carmen Pichardo  Francisco Cano  A. B. G. Berbén  Jesús De la Fuente 《European Journal of Psychology of Education - EJPE》2008,23(3):355-372

The underlying structure of the Revised Two factor version of the Study Process Questionnaire (R-SPQ-2F), a 20-item instrument for the evaluation of students’ approaches to learning (SAL), was examined at item level using two independent groups of undergraduate students enrolled in the first (n=314) and last (n=522) years of their studies. The methods used were (a) Exploratory factor analysis (EFA) assisted by rigorous procedures such as Velicer’s MAP test, parallel analysis and the Schmid Leiman solution with the first sample; and (b) confirmatory factor analysis (CFA) with the second sample. The results of EFA indicated that the latent structure of the R-SPQ-2F is best described by two factors and the results of CFA suggested that out of four a priori structural models, the best fit was achieved by a simple first-order two-factor model. Taken together, these results seemed to converge, suggesting (a) that SAL might be defined as a co-variation between a motive and its intended strategy, these not necessarily being divided into separate first-order factors (subscales), and (b) that the underlying structure of the R-SPQ-2F is apparently non-hierarchical, being best described by a parsimonious first-order two-factor model in which Deep and Surface learning approaches are each measured by their ten corresponding items.  相似文献   

Don't they teach that in high school? Examining the high school to college information literacy gap     

Laura Saunders  Jenny Severyn  Jes Caron 《Library & information science research》2017,39(4):276-283

College librarians express concern over incoming students' information literacy skills and lack of skills preparing them for college-level research. However, it is unclear whether information literacy skills are not being taught at the high school level, whether they are not being retained or transferred as students move on to college, or whether there is a disconnect between the skills taught in high school and those expected of incoming college students. This study explores these questions through a set of parallel surveys sent to a national sample of high school and college librarians. Findings suggest that high school and college librarians agree on the importance of most skills though they vary in their emphasis on their importance, and that information literacy skills are being taught in high school but do not seem to transfer to college. The paper concludes with suggestions for increased communication and collaboration to bridge the high school to college transition.  相似文献   

The role of attitudes in the TAM: A theoretically unnecessary construct?     

Luis Miguel López‐Bonilla  Jesús Manuel López‐Bonilla 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):E160-E162

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Jerome S. Bruner: una teoría de la educación     

Jesús Palacios 《Infancia y Aprendizaje》2013,36(7):2-20

RESUMEN

En este artículo se examinan las ideas sobre educación de Jerome Bruner a dos niveles distintos. Por una parte, puesto que Bruner es un Psicólogo cognitivo, el énfasis de esas ideas recae fundamentalmente sobre las implicaciones que, las aportaciones de la psicología evolutiva en lo relativo a la evolución de la inteligencia, tienen para la educación. Por otra parte, se hace una revisión de los problemas implícitos en la formulación de una teoría de la educación, tal y como Bruner los ve, problemas que abarcan desde la necesidad de que los contenidos de la enseñanza sean significativos hasta las implicaciones sociales de una teoría de la educación. Se resalta la necesidad de colaboración entre Psicología y Pedagogía y se señalan los aspectos en que esa colaboración puede ser efectiva.  相似文献