Are reading and behavior problems risk factors for each other?     

Morgan PL  Farkas G  Tufis PA  Sperling RA 《Journal of learning disabilities》2008,41(5):417-436

Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression modeling to analyze data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K). After statistically controlling for a wide range of potential confounds, they found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade. They also found that children displaying poor task engagement in first grade were more likely to experience reading problems in third grade. Collectively, these findings suggest that the most effective types of interventions are likely to be those that target problems with reading and task-focused behaviors simultaneously.  相似文献   

The effect of a role model project upon the attitudes of ninth-grade science students     

Mary Ann Evans  Myrna Whigham  Morgan C. Wang 《科学教学研究杂志》1995,32(2):195-204

This article will describe an in-school intervention project that used female role models to change the attitudes of 964 Iowa girls and boys in 57 ninth-grade science classes toward science, math, and technical curricula and careers. The differences between the students' mean pretest and posttest scores on each of six factors found to be associated with students' attitudes toward science and math and technical careers were analyzed to determine which of five experimental groups responded most positively to the intervention. Higher difference scores indicated that the attitudes of girls and boys who participated in the intervention improved more than the attitudes of girls and boys in the control groups, suggesting that the use of female role models in the science classroom is an effective way to change students' attitudes toward science, math, and related careers.  相似文献   

“Asking,Learning, Seeking Out”: An Exploration of Data Literacy for Teaching     

Jori S. Beck  Joseph John Morgan  Nancy Brown  Heather Whitesides  Derek R. Riddle 《The Educational forum》2020,84(2):150-165

Abstract

The current study explored preservice and inservice teachers’ perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants’ misconceptions regarding formative and summative data; their understanding of the value of formative data; perceptions of challenges related to data literacy for teaching including time, making sense of data, and reliability and validity; and candidates’ preferences for authentic data literacy instruction.  相似文献   

Screening ion-channel ligand interactions with passive pumping in a microfluidic bilayer lipid membrane chip     

Shimul C. Saha  Andrew M. Powl  B. A. Wallace  Maurits R. R. de Planque  Hywel Morgan 《Biomicrofluidics》2015,9(1)

We describe a scalable artificial bilayer lipid membrane platform for rapid electrophysiological screening of ion channels and transporters. A passive pumping method is used to flow microliter volumes of ligand solution across a suspended bilayer within a microfluidic chip. Bilayers are stable at flow rates up to ∼0.5 μl/min. Phospholipid bilayers are formed across a photolithographically defined aperture made in a dry film resist within the microfluidic chip. Bilayers are stable for many days and the low shunt capacitance of the thin film support gives low-noise high-quality single ion channel recording. Dose-dependent transient blocking of α-hemolysin with β-cyclodextrin (β-CD) and polyethylene glycol is demonstrated and dose-dependent blocking studies of the KcsA potassium channel with tetraethylammonium show the potential for determining IC₅₀ values. The assays are fast (30 min for a complete IC₅₀ curve) and simple and require very small amounts of compounds (100 μg in 15 μl). The technology can be scaled so that multiple bilayers can be addressed, providing a screening platform for ion channels, transporters, and nanopores.  相似文献   

Characteristics impacting on session rating of perceived exertion training load in Australian footballers     

Tania Gallo  Stuart Cormack  Tim Gabbett  Morgan Williams  Christian Lorenzen 《Journal of sports sciences》2015,33(5):467-475

The relationship between external training load and session rating of perceived exertion (s-RPE) training load and the impact that playing experience, playing position and 2-km time-trial performance had on s-RPE training load were explored. From 39 Australian Football players, 6.9 ± 4.6 training sessions were analysed, resulting in 270 samples. Microtechnology devices provided external training load (distance, average speed, high-speed running distance, player load (PL) and player load_slow (PL_slow)). The external training load measures had moderate to very large associations (r, 95% CI) with s-RPE training load, average speed (0.45, 0.35–0.54), high-speed running distance (0.51, 0.42–0.59), PL_slow (0.80, 0.75–0.84), PL (0.86, 0.83–0.89) and distance (0.88, 0.85–0.90). Differences were described using effect sizes (d ±95% CL). When controlling for external training load, the 4- to 5-year players had higher s-RPE training load than the 0- to 1- (0.44 ± 0.33) and 2- to 3-year players (0.51 ± 0.30), ruckmen had moderately higher s-RPE training load than midfielders (0.82 ± 0.58), and there was a 0.2% increase in s-RPE training load per 1 s increase in time-trial (95% CI: 0.07–0.34). Experience, position and time-trial performance impacted the relationship between external training load and s-RPE training load. This suggests that a given external training load may result in different internal responses between athletes, potentially leaving individuals at risk of overtraining or failing to elicit positive adaptation. It is therefore vital that coaches and trainers give consideration to these mediators of s-RPE training load.  相似文献   

Improvements in fundamental movement skill competency mediate the effect of the SCORES intervention on physical activity and cardiorespiratory fitness in children     

Kristen E. Cohen  Philip J. Morgan  Ronald C. Plotnikoff  Lisa M. Barnett 《Journal of sports sciences》2015,33(18):1908-1918

Numerous studies have identified a positive association between fundamental movement skill (FMS) competency and physical activity in children; however, the causal pathways have not been established. The aim of this study is to determine if changes in FMS competency mediated the effect of the Supporting Children’s Outcomes using Rewards, Exercise and Skills (SCORES) intervention on physical activity and cardiorespiratory fitness in children. Eight primary schools (25 classes) and 460 children (aged 8.5 ± 0.6, 54% girls) were randomised to the SCORES intervention or control group for the 12-month study. The outcomes were accelerometer-determined moderate-to-vigorous physical activity (MVPA) and cardiorespiratory fitness. The hypothesised mediators were actual FMS competency and perceived sport competence. Mediation analyses were conducted using multilevel linear analysis in MPlus. From the original sample, 138 (30.0%) and 370 (80.4%) children provided useable physical activity and cardiorespiratory fitness data at post-test assessments. There were significant treatment effects for locomotor skills and overall FMSs. Changes in MVPA were associated with changes in object-control skills, overall FMSs and perceived competence. The overall FMSs had a significant mediating effect on MVPA (AB = 2.09, CI = 0.01–4.55). Overall FMSs (AB = 1.19, CI = 0.002–2.79) and locomotor skills (AB = 0.74, CI = 0.01–1.69) had a significant mediating effect on cardiorespiratory fitness. The results of this study conclude that actual but not perceived movement skill competency mediated the effect of the SCORES intervention on physical activity and cardiorespiratory fitness.  相似文献   

The Development of Research Skills in Young Adults with Intellectual Disability in Participatory Research     

Michelle F. Morgan  Karen B. Moni  Monica Cuskelly 《International Journal of Disability, Development & Education》2015,62(4):438-457

There is limited information about specific research constructs developed by adults with intellectual disability in undertaking research despite increasing involvement in research with rather than on these individuals. Participatory research was used with three young adults with intellectual disability to collaboratively develop a training programme and investigate the skills used and developed when undertaking the research project. Three research domains—Knowledge, Conceptual understandings and Skills, were identified, within which 18 subsets were categorised. Development in all domains and subsets occurred for all young adults, with variations in gains across subsets and participants. These young adults attained research knowledge, understanding and skills that enabled them to become collaborative researchers within this project.  相似文献   

Interparental conflict as a quadratic predictor of children’s reactivity to interparental conflict and school adjustment: Steeling effects or risk saturation?     

Patrick T. Davies  Morgan J. Thompson  Rochelle F. Hentges  Lucia Q. Parry  Melissa L. Sturge-Apple 《Child development》2022,93(2):594-611

This study examined interparental conflict as a curvilinear predictor of children's reactivity to interparental conflict and, in turn, their school problems across three annual measurements. Participants included 243 preschool children (M_age = 4.60 years; 56% girls) and their parents from racially (e.g., 48% Black; 16% Latinx) diverse backgrounds. Interparental conflict was a significant quadratic predictor of children's emotional reactivity (β = .23) and behavioral dysregulation (β = .27) to conflict over a 1-year period. The robust association between interparental conflict and behavioral dysregulation weakened at high levels of interparental conflict. In contrast, interparental conflict more strongly predicted children's emotional reactivity as conflict exposure increased. Children's emotional reactivity, in turn, predicted their greater school problems 1 year later (β = .25).  相似文献   

Patterns,drivers and challenges pertaining to postgraduate taught study: an international comparative analysis     

Michelle Morgan 《高等教育研究与发展》2014,33(6):1150-1165

The global growth in postgraduate (PG) study since the mid-1990s has been attributed to the expansion in Masters by Coursework participation (Bekhradnia, B. (2005). Postgraduate education in the UK: Trends and challenges higher education policy institute. Paper presented at a conference The future of postgraduate education supporting the students of today and tomorrow, London, 17 March). However, unlike at undergraduate level, research into understanding PG growth has been under-researched. This paper aims to contribute to the knowledge gap by identifying and comparing the growth in PG study in Australia, Canada, the USA and the UK. It explores the possible drivers behind the growth and concludes by highlighting potential challenges facing the future of PG study across the sector.  相似文献   

Understanding practices in mathematics education: structure and text     

Candia Morgan 《Educational Studies in Mathematics》2014,87(2):129-143

The practices of mathematics education can be investigated at a wide variety of levels: from the actions of individual students or teachers through classroom interactions, school structures, curriculum specifications and materials, teacher development programmes and local, national or international systems of instruction and assessment. These levels are, however, inter-related. The study of a national curriculum gains significance as we see how it impacts upon and is interpreted by teachers and students. The study of an individual’s actions makes more sense when these are interpreted in light of the broader context within which the individual is situated. This article is a version of a plenary lecture presented at the Psychology of Mathematics Education conference in 2009, addressing the conference theme “In Search for Theories in Mathematics Education”. In it, I trace the development of my own search for theories to address my wish to understand practices in the field and suggest some tools from linguistics, critical discourse analysis and social theory that can help to make such connections between the various levels of investigation, illustrating with a range of examples.  相似文献