Effects of Aerobic Exercise on Overweight Children's Cognitive Functioning     

Catherine L. Davis  Phillip D. Tomporowski  Colleen A. Boyle  Jennifer L. Waller  Patricia H. Miller  Jack A. Naglieri 《Research quarterly for exercise and sport》2013,84(5):510-519

The study tested the effect of aerobic exercise training on executive function in overweight children. Ninety-four sedentary, overweight but otherwise healthy children (mean age = 9.2 years, body mass index ? 85th percentile) were randomized to a low-dose (20 min/day exercise), high-dose (40 min/day exercise), or control condition. Exercise sessions met 5 days/week for 15 weeks. The Cognitive Assessment System (CAS), a standardized test of cognitive processes, was administered individually before and following intervention. Analysis of covariance on posttest scores revealed effects on executive function. Group differences emerged for the CAS Planning scale (p = .03). Planning scores for the high-dose group were significantly greater than those of the control group. Exercise may prove to be a simple, yet important, method of enhancing aspects of children's mental functioning that are central to cognitive and social development.  相似文献   

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth     

Heidi B. Carlone  Lacey D. Huffling  Terry Tomasek  Tess A. Hegedus  Catherine E. Matthews  Melony H. Allen 《International Journal of Science Education》2013,35(10):1524-1546

The historical under-representation of diverse youth in environmental science education is inextricably connected to access and identity-related issues. Many diverse youth with limited previous experience to the outdoors as a source for learning and/or leisure may consider environmental science as ‘unthinkable’. This is an ethnographic study of 16 diverse high school youths’ participation, none of who initially fashioned themselves as ‘outdoorsy’ or ‘animal people’, in a four-week summer enrichment program focused on herpetology (study of reptiles and amphibians). To function as ‘good’ participants, youth acted in ways that placed them well outside their comfort zones, which we labeled as identity boundary work. Results highlight the following cultural tools, norms, and practices that enabled youths’ identity boundary work: (1) boundary objects (tools regularly used in the program that facilitated youths’ engagement with animals and nature and helped them work through fear or discomfort); (2) time and space (responsive, to enable adaptation to new environments, organisms, and scientific field techniques); (3) social support and collective agency; and (4) scientific and anecdotal knowledge and skills. Findings suggest challenges to commonly held beliefs about equitable pedagogy, which assumes that scientific practices must be thinkable and/or relevant before youth engage meaningfully. Further, findings illustrate the ways that fear, in small doses and handled with empathy, may become a resource for youths’ connections to animals, nature, and science. Finally, we propose that youths’ situated identity boundary work in the program may have the potential to spark more sustained identity work, given additional experiences and support.  相似文献   

Education in a multicultural environment: equity issues in teaching and learning in the school system in England     

Bill Boyle  Marie Charles 《International Studies in Sociology of Education》2013,23(4):299-314

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The role of inhibitory functioning in children’s reading skills     

Josephine N. Booth  James M.E. Boyle 《Educational Psychology in Practice》2009,25(4):339-350

Executive functions, including inhibition, have been implicated in children’s reading ability. This study investigates whether children’s performance on an inhibition task is more indicative of reading ability than a measure of another executive function, that is, planning. Fifty‐three male participants were administered a reading test and tests of inhibition and planning not requiring a verbal response. Regression analyses revealed that only inhibition significantly predicted reading. Previous inconsistencies may reflect the modality of the tasks used to measure inhibition. Therefore non‐verbal measures may have highest utility for educational psychologists.  相似文献   

Adaptive capacity in the Pacific region: a study of continuous professional development for in-service teachers in Kiribati     

Tess Martin  Ian Thomson 《Asia-Pacific Journal of Teacher Education》2018,46(1):6-21

This study of I-Kiribati secondary school teachers used a project-based approach to investigate the notions of school-based and collaborative learning as a suitable model for in-service teacher continuous professional development (CPD). The design and methodology adopted by the study framed the argument that since collaborative behavior is integral in Kiribati and Pacific community daily life it could be a suitably applied in the workplace to promote effective learning. At the same time the study was designed to investigate a system of learning for teachers in Kiribati that would address their needs, in particular being school-based. The study revealed that cultural influences in Kiribati such as: the role of leaders, respect for elders and secret knowledge have a strong influence on teacher behavior both inside and outside the classroom. The recommendations concur with research literature that suggests developing effective policy and practices in the Pacific region must be driven by and strongly reflect cultural practices, values and beliefs. Importantly, the notion that some cultural practices may conflict when applied in different settings provides an added dimension to the body of literature.  相似文献   

Measures of indigenous achievement in Canada     

Tess Miller 《Diaspora, Indigenous, and Minority Education》2018,12(4):182-200

The practice of measuring Indigenous achievement dates back to the early 1960s. Since then, Indigenous people have been subjected to a number of different standardized assessments intended to capture indicators of their well-being. Unfortunately, little attention has been given to the cultural appropriateness of subjecting Indigenous people to instruments designed for non-Indigenous populations. Subsequently, there has been reluctance for some Indigenous jurisdictions to participate in standardized large-scale assessments that have now become commonplace throughout the world. The purpose of this literature review was to consolidate literature reporting on the different types of assessments and corresponding outcomes used to measure achievement of Indigenous students in Canada and to synthesize more recent documents reporting on assessment practices and Indigenous student achievement. The outcome of this examination of literature provides insight into how achievement has been measured in the past and how we might transition toward culturally responsive assessment for the future.  相似文献   

Teacher perceptions of inclusive education in the Cook Islands     

Angela Page  Christopher Boyle  Kathy McKay  Sofia Mavropoulou 《Asia-Pacific Journal of Teacher Education》2019,47(1):81-94

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Game-based career learning support for youth: effects of playing the Youth@Work game on career adaptability     

Hans G. K. Hummel  Elizabeth A. Boyle  Sif Einarsdóttir  Arna Pétursdóttir  Aurel Graur 《Interactive Learning Environments》2018,26(6):745-759

Choosing a career is one of the most important decisions that youth has to take but many young people find this a hard issue to engage with. Current career counselling practice does not appear very compelling or motivating to young people. Professional games could provide a more engaging and motivating way of acquiring professional awareness and competence for career decision making and learning. We present the design and effects of playing a game that aims to increase career awareness and adaptabilities in youth (13–19 years). In a Randomized Controlled Trial, 93 high school students from Iceland and Romania were asked to carry out career-oriented activities, with half playing an interactive game and the other half performing a paper-and-pencil version of the same activities. The students were compared on career adaptability, career learning and career awareness scores before and after these interventions. Main results show that engaging players in these career-oriented activities has short term effects on outcome scores for career adaptabilities and for perceptions of career learning competences. Students who played the game report significantly faster growth on career adaptabilities that deal with “concern”, “control” and “confidence”. It can therefore be concluded that introducing game-based learning in career decision support for youth is a promising endeavour.  相似文献   

Encounters with identity: reflexivity and positioning in an interdisciplinary research project     

Aisling O’Boyle 《International Journal of Research & Method in Education》2018,41(3):353-366

This paper discusses researcher identity, positioning, and reflexivity as they relate to the experience of a researcher on an interprofessional research project. The project collected video recordings of students and healthcare professionals in university and clinical settings. During the process of data collection, ‘conversations’ emerged between the researcher and participants. They occurred before and after recordings took place and outside of the planned methods of data collection. These unaccounted-for-encounters between the researcher and participant produced a negotiated understanding of who each other were and how it related to the research process. But dichotomous notions of insider and outsider identity seemed too fixed to examine the social construction of knowledge produced in these encounters. This paper examines the methodological reflections on those unaccounted-for-encounters, which emerged as instances of participant focussed reflexivity. It aims to demonstrate how positioning can offer a more refined means with which to highlight the processes and practices which participants and researchers undertake in interaction. These researcher–participant encounters were sites of knowledge construction transversing professional and educational territories and transient opportunities for negotiated intersubjectivity. As such, they highlight the role that positioning can play in not only individual methodological matters but for multidisciplinary, interdisciplinary, or transdisciplinary research teams.  相似文献   

Evidence for the Efficacy of Systemic Models of Practice from a Cross‐sectional Survey of Schools’ Satisfaction with their Educational Psychologists     

James M. E. Boyle  Tommy MacKay 《Educational Psychology in Practice》2007,23(1):19-31

A follow‐up cross‐sectional survey of the involvement of educational psychologists in pupil support in mainstream primary and secondary schools was conducted using questionnaires employed in a study carried out 10 years previously. The questionnaires were sent to the head teachers of 112 primaries and 24 secondaries in four education authorities. Ninety‐one of the primaries (81%) and 21 of the secondaries (87%) responded. The findings reveal significantly higher levels of satisfaction with the current contributions of educational psychologists compared with the earlier surveys, with over 70% of head teachers valuing the input of their school’s psychologist. While schools value, and the majority of psychologists offer, the traditional role of individual assessment, the findings also indicate changes in psychologists’ practice and in schools’ expectations, with significant and highly‐valued increases in the number of educational psychologists involved at strategic level in primary and secondary schools and in research and development in primaries over the last 10 years. Implications for schools and for psychological services are considered.  相似文献