Resting state networks mediate the association between both cardiovascular fitness and gross motor skills with neurocognitive functioning     

Anna Meijer  Marsh Königs  Petra J.W. Pouwels  Joanne Smith  Chris Visscher  Roel J. Bosker  Esther Hartman  Jaap Oosterlaan 《Child development》2022,93(4):e412-e426

Recent evidence suggests that cardiovascular fitness and gross motor skill performance are related to neurocognitive functioning by influencing brain structure and functioning. This study investigates the role of resting-state networks (RSNs) in the relation of cardiovascular fitness and gross motor skills with neurocognitive functioning in healthy 8- to 11-year-old children (n = 90, 45 girls, 10% migration background). Cardiovascular fitness and gross motor skills were related to brain activity in RSNs. Furthermore, brain activity in RSNs mediated the relation of both cardiovascular fitness (Frontoparietal network and Somatomotor network) and gross motor skills (Somatomotor network) with neurocognitive functioning. The results indicate that brain functioning may contribute to the relation between both cardiovascular fitness and gross motor skills with neurocognitive functioning.  相似文献   

School playgroups: Which features of provision matter?     

Susan Edwards  Karen McLean  Jacinta Bartlett  Andrea Nolan  Maria Evangelou  Michael Henderson  Helen Skouteris  Joanne Tarasuik 《British Educational Research Journal》2022,48(3):598-616

This paper identifies the shared features of provision in exemplar school playgroups defined using the social capital concepts of bonding and bridging relationships. Relationships promote capabilities amongst people, with play a known capability for advancing children's developmental and educational outcomes. By attending to the bonding and bridging relationships in each school playgroup, exemplar groups were identified and studied to reveal their shared features of provision. Six main features of provision were identified, including materials, facilitator, space, location, scheduling and health and safety. Awareness of these features may benefit school leaders and/or governance seeking to implement a school playgroup within their own community. Findings from this project suggest high-performing school playgroups can operate in areas of lower and higher socioeconomic status and/or parental education, and in regional and rural areas.  相似文献   

Bottom of the class? The leaving certificate applied programme and track placement in the Republic of Ireland     

Joanne Banks  Delma Byrne  Selina McCoy  Emer Smyth 《Irish Educational Studies》2014,33(4):367-381

Across many countries, young people are differentiated into academic and vocational tracks, a pattern that is closely related to their social class background. The Irish secondary system has been largely undifferentiated, but the introduction of a pre-vocational programme, the Leaving Certificate Applied (LCA), has brought an element of tracking into upper secondary education. This article explores whether allocation into the LCA track reflects processes similar to those highlighted in international research. It goes further than these studies by explicitly recognising the role of school organisation in influencing student's learning careers and educational decisions. The purpose of this paper is to estimate the determinants of track placement in the Republic of Ireland. Using in-depth qualitative case study interviews with students from Irish post-primary schools, this paper examines the factors influencing students' decisions to enter the LCA programme. This paper explores the extent to which individual agency and school-level factors influence track choice by focusing on the learning careers of individual students within specific school contexts.  相似文献   

Democracy,critique, and the presupposition of knowledge: teachers as capable,resourceful theorists     

Joanne Orlando  Bobby Harreveld 《Asia-Pacific Journal of Teacher Education》2014,42(4):321-323

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“Sports injuries in an America's Cup yachting crew: A 4-year epidemiological study covering the 2007 challenge”– A critical commentary     

Vernon Neville  John H. M. Brooks  Joanne B. Allen 《Journal of sports sciences》2013,31(10):1137-1139

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Construction and Validation of an Eight-Iron Approach Test     

Charlotte West  Joanne Thorpe 《Research quarterly for exercise and sport》2013,84(4):1115-1120

Abstract

The purpose of this study was to construct a golf test which would be usable for assessing the ability to perform an eight-iron approach shot at a distance of 12 yards from the pin. A good approach shot was defined as one which is high enough to avoid potential hazards between the point of contact and the pin and which comes to rest at or near the pin. Pilot studies were conducted to determine target size, number of trials and days of testing, hitting distance, objectivity, and reliability. The revised test was administered to 424 beginning golfers. Reliability estimates determined by analysis of variance procedures and by correlation techniques indicated that the test was reliable for the subjects involved. Logical validity was claimed and was further supported by comparing mean scores of a beginning and an experienced group. The test confidently differentiated the performance of the two groups.  相似文献   

Geographies of elite higher education participation: An urban ‘escalator’ effect     

Joanne Davies  Michael Donnelly  Andres Sandoval-Hernandez 《British Educational Research Journal》2021,47(4):1079-1101

Based on analysis of an administrative dataset, which includes granular detail on 800,000 English students over a 10-year period, this article identifies an urban ‘escalator’ effect in entry to elite universities, with disadvantaged youth in the urban centres of England having higher rates of entry than similarly disadvantaged youth located rurally. Using multilevel modelling, as well as Geographic Information System (GIS) methods, the analyses show that while place in itself is not a major contributory factor in entry to elite universities overall, there is a distinct urban–rural patterning to progression. When raw progression rates by area alone are observed, rural areas typically have higher progression rates to elite universities. However, when the full range of individual differences are accounted for, including attainment, socio-economic status, ethnicity and accessibility to elite universities, the converse is true—localities within and surrounding major urban centres are those with the highest progression rates. A ‘vortex of influences’ is likely to favour urban disadvantaged youth, including the geography of social class and ethnic identities, a legacy of concerted policy interventions within urban areas, as well as the proliferation of widening participation activity in urban centres.  相似文献   

Developing Young Thinkers: An intervention aimed to enhance children's thinking skills     

Lynsey A. Burke  Joanne M. Williams 《Thinking Skills and Creativity》2008,3(2):104-124

It is increasingly popular to ‘teach’ thinking skills in schools. A diverse variety of programmes exist to support practitioners in this task, and some research has been gathered on the effectiveness of individual approaches. However, the difficulties when assessing the development of thinking skills are widely documented. This study aimed to investigate the effectiveness of teaching thinking skills explicitly to 11/12-year olds by infusing thinking skills into the curriculum (i.e., teaching thinking skills simultaneously with subject content). There were three intervention conditions: collaborative, individual and control. The effectiveness of the intervention was evaluated with a combination of standardised and study-specific pre- and post-tests. Results demonstrated statistically significant gains for both the individual and collaborative learning conditions in a range of thinking skills. The greatest increase in performance was seen in the collaborative learning condition. Educational implications for policy and practice are discussed.  相似文献   

Context Effects on Students’ Gains in Reading Comprehension in Reading First Schools in Michigan     

Kai S. Cortina  Joanne F. Carlisle  Ji Zeng 《Zeitschrift für Erziehungswissenschaft》2008,11(1):47-66

Reading First, Part B of Title 1 of the No Child Left Behind Act of 2001, provides support for states with approved programs to improve the reading achievement of early elementary students in high poverty, chronically low achieving schools. The purpose of this study is to examine the extent to which the Reading First program in the state of Michigan is making progress in meeting this goal after five years of implementation. The study design makes use of the reading comprehension achievement test results for cohorts of students who entered the program in different years and who took the test two or three times while attending a Reading First school in Michigan between 2002 and 2006. The results indicate that overall the students showed significant gains in reading comprehension; further, students with three years in Reading First tended to score higher than those with two years in Reading First. However, students whose socio-demographic characteristics place them at an educational disadvantage (e.g., eligibility for subsidized lunch) made relatively modest gains in reading comprehension. In addition, any negative effects attributable to such student characteristics are compounded when the student body in the school is composed of a large percentage of students with the same characteristic. These results suggest that while a successful program overall, Reading First is not comprehensive enough to counteract the socio-demographic problems of extremely high poverty schools.   相似文献   

An exploratory study of morphological errors in children's written stories     

Joanne F. Carlisle 《Reading and writing》1996,8(1):61-72

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