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Jeffery Kurt Ward Danielle D. Wadsworth Shelby Foote Sheri J. Brock Nikki Hollett 《Research quarterly for exercise and sport》2017,88(3):346-351
Purpose: The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students’ fitness knowledge and fitness achievement. Method: One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called “CrossFit Challenge” during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. Results: Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). Conclusions: The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA. 相似文献
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Tomas Jungert Shelby Levine Richard Koestner 《The Journal of educational research》2020,113(4):275-282
Abstract Parents and teachers play an important role in stimulating student motivation. The aim of this study was to examine if both parent and teacher enthusiasm could predict intrinsic motivation toward STEM activities, and if motivation would be associated with improved STEM achievement over one year in a one-year prospective examination of 288 Swedish students in their final year of a Science High School program (143 females and 145 males). Surveys of parent and teacher enthusiasm were collected at baseline, and student intrinsic motivation and GPA in STEM were assessed at baseline and at the end of the year. Baseline GPA and intrinsic motivation as well as follow-up intrinsic motivation were significantly associated with later GPA. Finally, intrinsic motivation mediated the relation between teacher and parent enthusiasm and change in GPA. Findings show the importance of parent and teacher enthusiasm for adolescent’s intrinsic motivation and achievement in STEM. 相似文献
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For assessments that use different forms in different administrations, equating methods are applied to ensure comparability of scores over time. Ideally, a score scale is well maintained throughout the life of a testing program. In reality, instability of a score scale can result from a variety of causes, some are expected while others may be unforeseen. The situation is more challenging for assessments that assemble many different forms and deliver frequent administrations per year. Harmonic regression, a seasonal‐adjustment method, has been found useful in achieving the goal of differentiating between possible known sources of variability and unknown sources so as to study score stability for such assessments. As an extension, this paper presents a family of three approaches that incorporate examinees' demographic data into harmonic regression in different ways. A generic evaluation method based on jackknifing is developed to compare the approaches within the family. The three approaches are compared using real data from an international language assessment. Results suggest that all approaches perform similarly and are effective in meeting the goal. The paper also discusses the properties and limitations of the three approaches, along with inferences about score (in)stability based on the harmonic regression results. 相似文献
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Will subscores provide additional information than what is provided by the total score? Is there a method that can estimate more trustworthy subscores than observed subscores? To answer the first question, this study evaluated whether the true subscore was more accurately predicted by the observed subscore or total score. To answer the second question, three subscore estimation methods (i.e., subscore estimated from the observed subscore, total score, or a combination of both the subscore and total score) were compared. Analyses were conducted using data from six licensure tests. Results indicated that reporting subscores at the examinee level may not be necessary as they did not provide much additional information over what is provided by the total score. However, at the institutional level (for institution size ≥ 30), reporting subscores may not be harmful, although they may be redundant because the subscores were predicted equally well by the observed subscores or total scores. Finally, results indicated that estimating the subscore using a combination of observed subscore and total score resulted in the highest reliability. 相似文献
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Sooyeon Kim Alina A. Von Davier Shelby Haberman 《Journal of Educational Measurement》2008,45(4):325-342
This study addressed the sampling error and linking bias that occur with small samples in a nonequivalent groups anchor test design. We proposed a linking method called the synthetic function, which is a weighted average of the identity function and a traditional equating function (in this case, the chained linear equating function). Specifically, we compared the synthetic, identity, and chained linear functions for various‐sized samples from two types of national assessments. One design used a highly reliable test and an external anchor, and the other used a relatively low‐reliability test and an internal anchor. The results from each of these methods were compared to the criterion equating function derived from the total samples with respect to linking bias and error. The study indicated that the synthetic functions might be a better choice than the chained linear equating method when samples are not large and, as a result, unrepresentative. 相似文献
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Maurice E. Shelby Jr. 《Communication Studies》2013,64(4):231-241
Primary purpose of this investigation was to uncover basic trends in the revocation and non‐renewal of broadcasting licenses spanning the history of the Federal Communications Commission through 1969. 相似文献
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Data analysis is constitutive of the discovery sciences. Few studies in mathematics education, however, investigate how people deal with (statistical) variability and statistical variance in the data to be interpreted. And even fewer, if any, focus on the uncertainties with which scientists wrestle before they are confident in the data they produce. The purpose of this study is to exhibit the work of coping with variability in one advanced research laboratory, as exemplified in a typical data analysis session. The study shows that when the scientists are confronted with novel data, their understanding of the variability does not arise in straightforward fashion, and a lot of normally invisible (interactional) work is required to constitute understanding. Tentative conclusions are provided for the implication to mathematics education. 相似文献
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Bruria Haberman 《Computer Science Education》2013,23(1):37-53
Recursion is a central concept in computer science, yet it is difficult for beginners to comprehend. Israeli high-school students learn recursion in the framework of a special modular program in computer science (Gal-Ezer & Harel, 1999). Some of them are introduced to the concept of recursion in two different paradigms: the procedural programming paradigm and the logic programming (LP) paradigm. Here we discuss the implication of first learning recursion in LP on the students’ understanding of the concept. The declarative approach for teaching recursion in logic programming seems to enhance students’ recursion comprehension. We found that students who learned recursion in LP before learning it in a procedural paradigm differed, in terms of their mental models of recursion, from those who were acquainted with recursion in procedural programming only. More of the LP students possessed an adequate model of recursion as a process than did the non-LP students. Moreover, the LP students also attained a unique conception of recursion as a tool for knowledge representation. 相似文献
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Although it is sometimes recommended that performance improvement (PI) professionals include experimental research designs in their repertoire of PI tools and methods, it has been long understood that experimental designs can be difficult to implement due to impediments resulting from the complex nature of the organizational settings. However, the utilization of case study research has proven to be an effective alternative to aid in the identification of strengths and opportunities for the improvement of organizational procedures, policies, processes, or programs. Case study research helps managers and practitioners make sense of real world problems. This article presents a summary of steps in the design of case study research and provides examples of how these methods have been used within organizational settings. Implications for PI practitioners are provided. 相似文献