School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model     

Lorena Ortega  Lars-Erik Malmberg  Pam Sammons 《School Effectiveness & School Improvement》2018,29(2):308-337

This study investigates school effects on primary school students’ language and mathematics achievement trajectories in Chile, a context of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudinal design (3 time points, 4 cohorts) together spanning Grades 3 to 8 (n = 19,704 students in 156 schools). The magnitudes of school effects on students’ growth trajectories were found to be sizeable (generally larger than school effects in Western industrialised countries) and moderately consistent across school subjects. School composition effects on student achievement status were found for both school subjects. However, there was no evidence of composition effects on student achievement growth. The study provides new evidence on the size and nature of school effects in a developing country context based on state-of-the-art methods (i.e., accelerated longitudinal and growth curve models).  相似文献   

Assessing the impact of football-based health improvement programmes: stay onside,avoid own goals and score with the evaluation!     

Andy Pringle  Jackie Hargreaves  Lorena Lozano  Jim McKenna  Stephen Zwolinsky 《Soccer & Society》2014,15(6):970-987

Health improvement is an important strand of the Premier League’s ‘Creating Chances’ strategy. Through community programmes, professional football clubs offer health-enhancing interventions for a number of different priority groups at risk from a range of lifestyle-related health conditions. However, while national guidance recommends evaluating health improvement interventions, concerns remain about how to do this most effectively. This study aims to investigate the popularity of football-based health improvement schemes and assess the challenges associated with their evaluation. Adapted from existing methodologies, a semi-structured questionnaire was administered to an ‘expert’ sample (n?=?3) of football-led health evaluators. The sample was selected because of their experience and knowledge of performing evaluations of football-led health improvement programmes. Our ‘experts’ offered reasons for the popularity of football settings as channels for health improvement (including the reach of the club badge and the popularity of football), the justification for evaluating such schemes (including confirming effectiveness and efficiency) and the challenges of implementing evaluations (capacity, commitment and capability). Finally, a selection of key considerations for the evaluation of the impact of football-led health improvement programmes (obtaining expert guidance, building capacity and planning for evaluations) are discussed.  相似文献   

An online, interactive approach to teaching neuroscience to adolescents   总被引：1，自引：0，他引：1  

Miller L  Moreno J  Willcockson I  Smith D  Mayes J 《CBE life sciences education》2006,5(2):137-143

Most of today's students are skilled in instant messaging, Web browsing, online games, and blogs. These have become part of the social landscape and have changed how we learn and where we learn. The question becomes how to harness the attractiveness and ubiquity of electronic venues toward the goal of teaching neuroscience. At the Rice University Center for Technology in Teaching and Learning, a central focus is the creation of innovative materials that appeal to middle school students. A recent project was undertaken through a Science Education Drug Abuse Partnership Award (R25 DA15063) from the National Institute on Drug Abuse to inform adolescents about the neurobiology of substance abuse and the current research dealing with a class of drugs known as club drugs. Problem-based learning, multimedia pedagogy, and the National Science Content Standards were integrated to produce The Reconstructors, an episodic series available via the World Wide Web at http://reconstructors.rice.edu. A field test of students from five schools assessed the retention of content after "playing" The Reconstructors series titled Nothing to Rave About. Gain scores indicated that middle school students' knowledge about club drugs and the basic neuroscience concepts that explain their effects improved significantly.  相似文献   

The concurrence of the current postanalytical phase management with the national recommendations: a survey of the Working Group for Postanalytics of the Croatian Society of Medical Biochemistry and Laboratory Medicine     

Anja Jokic  Vladimira Rimac  Jelena Vlasic Tanaskovic  Sonja Podolar  Lorena Honovic  Jasna Lenicek Krleza 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(3)

IntroductionThe detection and prevention of errors in the postanalytical phase can be done through the harmonization and standardization of constituent parts of this phase of laboratory work. The aim was to investigate how well the ongoing management of the postanalytical phase corresponds to the document “Post-analytical laboratory work: national recommendations” in Croatian medical biochemistry laboratories (MBLs).Materials and methodsAll 195 MBLs participating in the national external quality assessment scheme, were invited to undertake a part in a survey. Through 23 questions the participants were asked about management of the reference intervals (RI), delta check, reflex/reflective testing, postanalytical quality indicators and other parts of the postanalytical phase recommended in the national recommendations. The results are presented in numbers and percentages.ResultsOut of 195 MBLs, 119 participated in the survey, giving a response rate of 61%. Not all of the respondents provided answers to all the questions. Delta check has not been used in 59% (70/118) of the laboratories. Only 22/113 (20%) laboratories use reflex and/or reflective testing. In 53% of the laboratories, critical results were reported within 30 minutes of the confirmation of the results. In 34% (40/118) of the laboratories, turnaround time and reporting of critical results are two most often monitored postanalytical quality indicators.ConclusionThe results showed the critical results reporting and monitoring of postanalytical quality indicators are in the line with the recommendations. However, the management of RI verification, the use of delta check and reflex/reflective testing still must be harmonized among Croatian MBLs.  相似文献   

Science in Quarantine: Academic Physics in Spain (1750–1900)     

Moreno González  Antonio 《Science & Education》1998,7(3):281-300

The incorporation of Physics as a subject matter in secondary school and universities was a long and controversial process. First, because of religious tensions; later, due to political tensions that, in some way, also had to do with religious belief. In 1857 the Faculties of Sciences were created in Spain. From that time onward the problems for the teaching of physics diminished considerably. At the same time, the first steps were taken toward the development of research in the physical sciences.  相似文献   

The signed algorithm and its bugs     

Terezinha Nunes  Constanza Moreno 《Educational Studies in Mathematics》1998,35(1):85-92

Deaf children consistently lag behind their hearing cohorts in mathematics achievement tests. It has been hypothesized that their difficulty is a consequence of their lack of covert counting strategies and reliance on memorized verbal facts. We investigated the acquisition of an alternative method to solve sums, the signed algorithm, by six profoundly deaf primary school children. Similarly to the acquisition of the written algorithm by hearing children, deaf children's calculation errors with the signed algorithm were found to be systematic and related to the structure of the numeration system in British Sign Language. These results can be used to examine better ways of teaching arithmetic to deaf children and illustrate in a novel way the role of systems of signs in mathematical cognition.  相似文献   

How I Use Multicultural Education to Impact Student Learning and Develop Critical Thinking Skills     

Marisol Moreno 《Multicultural Perspectives》2015,17(3):152-154

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The effects of expressions of fear induced by background music on reading comprehension     

Agnes S.K. Wong  Matthew Moreno  Samantha Burns  Earl Woodruff 《Journal of Research in Reading》2023,46(2):143-162

Background

Research has suggested that background music can have a positive or negative effect that can influence the affective state of individuals. Although research has demonstrated that fear negatively influences our cognitive performance, there is a research gap in understanding the combined effects of different background music tempo and fear in influencing reading comprehension performance.

Methods

Data were collected from 70 participants enrolled at a public university in Canada. Participants were required to listen to background music of varying speeds with three conditions (no music, slow music and fast music). We adopted a cross-sectional multi-level modelling approach for the main analyses, and further analyses using t-test and ANOVA.

Results

Results indicated that expression of fear was not a significant predictor of participants' reading comprehension performance (Model 1). However, when music condition was added (Model 2) in addition to expression of fear, a significant relationship between reading comprehension performance and music condition was found, showing better reading comprehension performance in the slow music condition than in the no music condition. Furthermore, there was a significant interaction effect between music condition and expression of fear on reading comprehension performance (Model 3). Importantly, not all individuals were affected by the music to the same extent, with the possibility that baseline level of fear being the key issue in influencing comprehension performance.

Conclusions

Considering both expression of fear and music condition is required to understand the combined effects on cognitive performance. Expression of fear during cognitive tasks such as reading could be an essential signal that interventions should be applied. Such strategies may be especially beneficial for task performers with higher baseline levels of fear and possibly provide us with insights for best practice and research implications in the field of reading comprehension among individuals with special needs.

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