School-based prevention: Effects on obesity and physical performance after 4 years     

Christine Graf  Benjamin Koch  Gisa Falkowski  Stefanie Jouck  Hildegard Christ  Kathrin Staudenmaier 《Journal of sports sciences》2013,31(10):987-994

Abstract

Juvenile obesity is increasing worldwide. Preventive strategies are warranted. The school-based Children's Health Interventional Trial (the CHILT Project) combines health education and physical activity for children. The effect on obesity and physical performance was studied after four years in 12 primary schools compared with five control schools. Anthropometric data were recorded. Physical performance was measured by a coordination test for children (balancing backwards, one-legged obstacle jumping, lateral jumping, sideways movements) and a 6-min run (endurance). No difference in the prevalence and incidence of overweight and obesity was found between the intervention and control schools before and after the intervention. Remission of overweight was higher in the intervention schools (23.2 vs. 19.2%), but not significant. An increase in coordination related to lateral jumping and balancing backwards was apparent in the intervention schools (30.6, s = 10.8 vs. 26.1, s = 10.8, P = 0.005; 21.8, s = 11.8 vs. 19.4, s = 11.7, P = 0.007), and the increase in endurance performance tended to be higher in intervention schools (100.8, s = 122.7 vs. 92.8, s = 126.0, P = 0.055), adjusted for age, sex, baseline test result, and body mass index at final examination. Therefore, preventive intervention in primary school offers the possibility to improve physical performance in children. The prevalence and incidence of obesity were not affected.  相似文献   

The Cost of the Veil: Visual Communication Impacts of Hijab on News Judgments     

Colleen Connolly-Ahern  Lee Ahern  Ioana Alexandra Coman  María Dolores Molina Davila  Stefanie E. Davis  María Cabrera-Baukus 《Mass Communication and Society》2019,22(6):851-871

Using disposition theory as a framework, this 2 (headscarf vs. no headscarf) by 2 (US citizen vs. refugee) experiment sought to elucidate the impact of visual and verbal cues in mediated messages on conclusions drawn from a television news package about a woman accused of consorting with a known terrorist group in the US, in terms of parochial empathy for and perceived innocence of the woman. Parochial empathy measures the difference between ingroup and outgroup empathy; higher levels indicate ingroup empathy is greater than outgroup empathy, meaning the individual’s empathy is very narrow in scope or “parochial.” Political identity was a measured independent variable. The data supported a model in which political identity was a significant moderator of the headscarf’s effect on parochial empathy, and that parochial empathy mediated the relationship between the manipulated and measured predictor variables on perceived innocence. Details of the relationships among variables are reported and the implications for theory and journalism practice are discussed.  相似文献   

Preparing U.S. Coast Guard junior enlisted members to become petty officers at a Petaluma training center     

Stefanie Lincoln 《Performance Improvement》2009,48(3):13-15

This 2008 Award of Excellence study describes how the Coast Guard Training Center in Petaluma, California, used human performance technology principles to identify and improve performance problems among a student population of young enlisted members. The solution system centered around the creation of a program that set expectations and standards at the beginning of training and provided the students with tools to become more effective leaders upon graduation.  相似文献   

Principals’ use of rating scale categories in classroom observations for teacher evaluation     

Stefanie A. Wind  Chia-Lin Tsai  Sara B. Grajeda  Christi Bergin 《School Effectiveness & School Improvement》2018,29(3):485-510

Teacher evaluation systems commonly rely on observation of teaching practice (OTP) by school principals. However, the value of OTP as evidence of teacher effectiveness depends on its psychometric quality. In this study, we address a key aspect of the psychometric quality of principals’ OTP ratings. Specifically, we investigate the degree to which rating scale categories have a consistent interpretation across teaching episodes and practices. Results suggest that the 1,324 principals’ use of the rating scale categories functioned as intended overall. However, we also found that the midpoint category is underutilized and that rating categories do not always reflect similar levels of teaching effectiveness across teaching episodes and practices. When such discrepancies occur, we cannot assume principals’ ratings reflect a consistent level of teacher effectiveness within and across classrooms. This is a critical component of validity evidence that can inform the interpretation of OTP ratings and point to areas for improvement in both the rubrics and in principals’ training for classroom observations.  相似文献   

Neuroscience in the HBSE Sequence: Mandate and Methodology     

Terri Combs-Orme  Tess Lefmann  Stefanie Pilkay  Joe Strong  Phyllis Thompson  Tara Veerman 《Journal of Teaching in Social Work》2017,37(5):477-492

Important findings from neuroscience research provide valuable knowledge for social work practice, and although these findings are already being incorporated into practice in many other disciplines, social work has been slow to integrate this content into foundation professional education. This article describes how one social work program incorporated this knowledge into Human Behavior in the Social Environment courses, noting both challenges and successes over 8 years. The authors include information on content, pedagogical methods, and useful resources.  相似文献   

‘But when are they going to produce some artwork?’ Against Pastiche: Issue‐Based Art and Authorship within the Key Stage 3 Curriculum     

Stefanie Kirlew 《The International Journal of Art & Design Education》2011,30(3):379-388

Ideas and issues based contemporary art is often seen as something to be avoided in schools, as the controversial subjects that it broaches are often perceived as problematic and inappropriate. However, by censoring education, it can be seen that educators are missing vital opportunities to confront the relevant personal, social, political and cultural issues that shape young peoples' lives in our postmodern, contemporary society. This article reflects on the experiences of an artist/teacher gained through the Recreating Landscapes (Illuminate Project), which aimed to utilise LeWitt's concept of the ideas ‘machine’ to broaden the way that Key Stage 3 art is taught and explore student voice. The construct of the teacher as giver of knowledge was challenged, informed by Barthes' work on the deconstruction of the modernist concept of Authorship. Issues were derived from a pupil voice workshop and the ownership of response to this stimulus belonged to the students. The aim was to challenge mimetic, technical achievement often favoured in ‘traditional’ school art pedagogy, allowing ideas and discussion to be the lynchpin, shifting away from the emphasis commonly placed on outcomes. Through this practice it was hoped that the ‘landscape’ of the learning environment would be recreated: a discursive setting where issues perceived as ‘challenging’ could be broached in a supportive environment, enabled by a reconsidered, culturally relevant pedagogy.  相似文献   

Transactional Links Between Social Anxiety Symptoms and Parenting Across Adolescence: Between- and Within-Person Associations     

Stefanie A. Nelemans  Loes Keijsers  Hilde Colpin  Karla van Leeuwen  Patricia Bijttebier  Karine Verschueren  Luc Goossens 《Child development》2020,91(3):814-828

This 4-year longitudinal multi-informant study examined between- and within-person associations between adolescent social anxiety symptoms and parenting (parental psychological control and autonomy support). A community sample of 819 adolescents (46.1% girls; M_ageT₁ = 13.4 years) reported annually on social anxiety symptoms and both adolescents and mothers reported on parenting. Between-person associations suggested that adolescent social anxiety symptoms were associated with higher adolescent- and mother-reported psychological control and lower mother-reported autonomy support. At the within-person level, however, mothers reported lower psychological control and higher autonomy support after periods with higher adolescent social anxiety symptoms. Our findings illustrate the importance of distinguishing among between-person and within-person associations and including perceptions of both dyad members in longitudinal research concerning parenting and adolescent mental health.  相似文献   

Clinical Anatomy and Unexpected Careers: Is There Curriculum for That?     

Ethan Bazos  Stefanie M. Attardi  Jennifer Baytor  Timothy D. Wilson 《Anatomical sciences education》2021,14(4):460-470

Reduction in faculty positions in higher education and increased graduate matriculation rates represent a higher education conundrum. Planned happenstance theory (PHT) is a career development model focusing on positive outcomes resulting from unpredictable precareer events. This mixed methods study explores how PHT applies to the career paths of a clinical anatomy (CA) postgraduate cohort. It provides insight into educational practices designed to equip students for labor markets inside and outside academia. Alumni of CA (n = 12; 2014-2018) were interviewed about career-related events transpiring from graduate studies to present, allowing exploration on how PHT contextualizes their shared experiences. Planned happenstance career inventory (PHCI) enumerated planned happenstance skill (PHS) scores. Total PHS was referenced 527 times across 12 interviews. Of the PHS references, curiosity established highest incidence (154 references, 29%), optimism (132 references, 25%), flexibility (101 references, 19%), risk-taking (85 references, 16%), and persistence (55 references, 10%) and 43 distinct happenstance events were documented. In addition, social networking (52 references) arose as an emergent code and was divided into internal networking (28 references, 54%) and external networking (24 references, 46%). Application of the five-point PHCI scale revealed: curiosity (4.4 ± 0.3; mean ± SD), flexibility (3.6 ± 0.7), persistence (4.4 ± 0.3), optimism (4.3 ± 0.4), and risk-taking (4.1 ± 0.5). Curiosity had the strongest association with happenstance event incidence. Social networking was a key substituent of PHT not yet described in the literature. Educational practices incorporating PHT concepts, with emphasis on curiosity, may provide graduates novel metacognitive skills needed to develop novel career paths.  相似文献   

Assessing the Effectiveness of the Cognitive Interview for Children with Severe Intellectual Disabilities     

Rebecca Milne  Stefanie J. Sharman  Martine B. Powell  Sarah Mead 《International Journal of Disability, Development & Education》2013,60(1):18-29

We examined whether the cognitive interview (CI) procedure increased event recall in children with severe intellectual disabilities (ID) compared with children with no ID. Forty-six children with and without ID watched a videotaped event; they were aged between eight and 11 years. The next day they were individually interviewed using the CI or a structured interview (SI). Interviews consisted of free recall and specific questions, some of which contained leading or misleading information. The leading and misleading questions determined children’s susceptibility to information presented after the event. Overall, children without ID reported more correct information than children with ID. For all children, the CI led to more correct recall than the SI without increases in incorrect details or confabulations. Although the CI did not decrease children’s susceptibility to the misleading questions compared with the SI, children without ID disagreed with more of the misleading suggestions than children with ID. These results suggest that the CI may indeed be a valuable tool to elicit information from very vulnerable witnesses.  相似文献   

Teacher counternarratives: transgressing and ‘restorying’ disability in education     

Alicia A. Broderick  Greta Hawkins  Stefanie Henze  Corinthia Mirasol-Spath  Rachel Pollack-Berkovits  Holly Prozzo Clune 《International Journal of Inclusive Education》2013,17(8):825-842

This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty member in a dual-certification programme informed by a DSE perspective and seven teachers who are graduates of this teacher education programme), this study aims to: (1) articulate the dominant narratives or storylines about disability in education that may ‘discipline’ teachers' practice within the special education bureaucracy; (2) illustrate some of the ways in which teachers do resist and transgress the discursive structures of schooling in ways that enable them to ‘restory’ disability in education; and (3) explore the implications of this work for preparing teachers to be dually certified, inclusive educators of all children in public schools.  相似文献