Effects of Collective Efficacy,Teamwork Attitudes,and Experience on Group Project Performance: Comparisons Between 2 Food Science Courses          下载免费PDF全文

Poppy Lauretta McLeod  Alicia Orta‐Ramirez 《Journal of Food Science Education》2018,17(1):14-20

The relationship between past teamwork and task‐related experiences, attitude toward teamwork, collective efficacy, and task performance among undergraduates (N = 298) assigned to group projects (N = 48) in 2 different Food Science courses was examined. The results of survey data collected at the beginning and end of the projects showed that past teamwork and task‐related experience predicted individual student efficacy at the end of the project, and that starting efficacy, but not attitudes toward teamwork, mediated that relationship. Convergence over time among team members’ efficacy, and diversity of past task‐related experiences was positively related to project grade, whereas diversity in past teamwork experiences was negatively related to project grade. The relationship between past experiences, attitude toward teamwork, efficacy, and grades did not differ between the 2 courses. Implications for practices of implementing group class projects are discussed.  相似文献   

Academic-Based and Aerobic-Only Movement Breaks: Are There Differential Effects on Physical Activity and Achievement?     

Alicia L. Fedewa  Elizabeth Fettrow  Soyeon Ahn  Minnah Farook 《Research quarterly for exercise and sport》2018,89(2):153-163

Purpose: This study investigated the academic achievement and physical activity differences between types of activity breaks implemented in elementary school classrooms. This study evaluated whether there was a difference between the impact of purely aerobic-based movement breaks and the impact of academic-based breaks on children’s academic achievement outcomes. Method: Participants included 460 children in 3rd grade through 5th grade at 4 elementary schools. There were 176 children in the schools that engaged in academic-based breaks and 284 in the schools that engaged in aerobic-only breaks. Schools were randomly assigned at the school level to implement either aerobic movement breaks with academic content infused within the breaks (“academic-based breaks”) or aerobic-only movement breaks without the addition of academic material (“aerobic-only breaks”) for approximately 10 min of activity per day. Math and reading achievement as well as children’s step counts were measured before and after the intervention. A mixed-effects (multilevel-growth) model, in which the repeated measures of individuals nested within a classroom are analyzed, was used to answer all posited research questions. Results: Small to moderate effect sizes (ES) indicating gains in reading achievement (ES = .13) and steps (ES = .33) were found for classrooms that used aerobic-only movement breaks compared with those that used academic-based breaks. Conclusions: The type of movement breaks that are implemented in classrooms may have differential outcomes for children’s achievement and activity levels. Results from the present study indicate that children who were given aerobic-only movement breaks had slightly larger gains in reading achievement and physical activity levels than children who were given academic-based breaks.  相似文献   

The influence of upper-body pre-cooling on repeated sprint performance in moderate ambient temperatures     

Cheung S  Robinson A 《Journal of sports sciences》2004,22(7):605-612

In this study, we examined the effects of upper-body pre-cooling before intermittent sprinting exercise in a moderate environment. Seven male and three female trained cyclists (age 26.8+/-5.5 years, body mass 68.5+/-9.5 kg, height 1.76+/-0.13 m, V O2peak 59.0+/-11.4 mL. kg(-1). min(-1); mean+/-s) performed 30 min of cycling at 50% V O2peak interspersed with a 10-s Wingate cycling sprint test at 5 min intervals. The exercise was performed in a room controlled at 22 degrees C and 40% relative humidity. In the control session, the participants rested for 30 min before exercise. In the pre-cooling session, the participants wore the upper segment of a liquid conditioning garment circulating 5 degrees C coolant until rectal temperature decreased by 0.5 degrees C. Rectal temperature at the start of exercise was significantly lower in the pre-cooling (36.5+/-0.3 degrees C) than in the control condition (37.0+/-0.5 degrees C), but this difference was reduced to a non-significant 0.4 degrees C throughout exercise. Mean skin temperature was significantly lower in the pre-cooling (30.7+/-2.3 degrees C) than in the control condition (32.5+/-1.6 degrees C) throughout exercise. Heart rate during submaximal exercise was similar between the two conditions, although peak heart rate after the Wingate sprints was significantly lower in the pre-cooling condition. With pre-cooling, mean peak power (909+/-161 W) and mean overall power output (797+/-154 W) were similar to those in the control condition (peak 921+/-163 W, mean 806+/-156 W), with no differences in the subjective ratings of perceived exertion. These results suggest that upper-body pre-cooling does not provide any benefit to intermittent sprinting exercise in a moderate environment.  相似文献   

Data-mining techniques in detecting factors linked to academic achievement     

Fernando Martínez Abad  Alicia A. Chaparro Caso López 《School Effectiveness & School Improvement》2017,28(1):39-55

In light of the emergence of statistical analysis techniques based on data mining in education sciences, and the potential they offer to detect non-trivial information in large databases, this paper presents a procedure used to detect factors linked to academic achievement in large-scale assessments. The study is based on a non-experimental, cross-sectional design and a sample of 18,935 high school students from 99 educational institutions in Baja California state (Mexico). The information was collected from ENLACE tests and context surveys given to students in Baja Caclifornia. Decision trees were used to apply classification techniques, and the results indicate that personal factors are most indicative of academic performance, followed by school-related and social factors. In conclusion, the paper discusses the similarities between the results obtained and those shown in literature, highlighting how simple decision trees allow a greater explanation and interpretation than other models and techniques.  相似文献   

Traumatic and stressful events in early childhood: can treatment help those at highest risk?     

Ghosh Ippen C  Harris WW  Van Horn P  Lieberman AF 《Child abuse & neglect》2011,35(7):504-513

Objective

This study involves a reanalysis of data from a randomized controlled trial to examine whether child-parent psychotherapy (CPP), an empirically based treatment focusing on the parent-child relationship as the vehicle for child improvement, is efficacious for children who experienced multiple traumatic and stressful life events (TSEs).

Methods

Participants comprised 75 preschool-aged children and their mothers referred to treatment following the child's exposure to domestic violence. Dyads were randomly assigned to CPP or to a comparison group that received monthly case management plus referrals to community services and were assessed at intake, posttest, and 6-month follow-up. Treatment effectiveness was examined by level of child TSE risk exposure (<4 risks versus 4+ TSEs).

Results

For children in the 4+ risk group, those who received CPP showed significantly greater improvements in PTSD and depression symptoms, PTSD diagnosis, number of co-occurring diagnoses, and behavior problems compared to those in the comparison group. CPP children with <4 risks showed greater improvements in symptoms of PTSD than those in the comparison group. Mothers of children with 4+ TSEs in the CPP group showed greater reductions in symptoms of PTSD and depression than those randomized to the comparison condition. Analyses of 6-month follow-up data suggest improvements were maintained for the high risk group.

Conclusions

The data provide evidence that CPP is effective in improving outcomes for children who experienced four or more TSEs and had positive effects for their mothers as well.

Practice implications

Numerous studies show that exposure to childhood trauma and adversity has negative consequences for later physical and mental health, but few interventions have been specifically evaluated to determine their effectiveness for children who experienced multiple TSEs. The findings suggest that including the parent as an integral participant in the child's treatment may be particularly effective in the treatment of young children exposed to multiple risks.  相似文献   

Governing student assessment: administrative rules,silenced academics and performing students     

Alicia M. Evans 《Assessment & Evaluation in Higher Education》2011,36(2):213-223

In this paper, the author reports on an analysis of an Australian university’s assessment procedure. The procedure – a major governance document of the university – is deconstructed by way of a Foucauldian discourse analysis in order to consider how students and academics are governed. There were three major findings. The dominant discourse operating in relation to student assessment was that of administration; a finding consistent with previous work in this area and at other universities. The main subject position in this discourse of administration is one of silence for the academic and of a performer for the student, one who is rewarded with the award of a degree if the performance is satisfactory. The passion to learn and to teach is nowhere to be found in this administrative discourse, one not unique to the said university, indeed one that flourishes in Western universities today.  相似文献   

If PLOS ONE were really 101 different specialized journals: A proposed approach to the evaluation of multidisciplinary megajournals     

Rafael Repiso  Alicia Moreno‐Delgado  Daniel Torres‐Salinas 《Learned Publishing》2020,33(2):96-103

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Environmental Education as Facilitator of the Use of Ecological Information: A case study in Mexico     

Alicia Castillo  Salvador García-Ruvalcaba  Luis M. Martínez R. 《Environmental Education Research》2002,8(4):395-411

Ecological research is expected to provide a scientific basis on which environmental management decisions can be taken. Environmental education is seen as raising environmental awareness among human populations and as a provider of the knowledge, values, attitudes and skills needed to protect the environment. This article proposes that in the context of developing countries such as Mexico, one role for environmental education is to facilitate the utilisation of ecological information in the solution of problems. In order to outline how this can work in practice, a case study is used to outline the role of environmental education as the linkage between science (its institutions, actors and products) and different sectors of society involved in the management of ecosystems, their resources and the services they provide.  相似文献   

Strategies of Number Sense in Pre-service Secondary Mathematics Teachers     

Rut Almeida  Alicia Bruno  Josefa Perdomo-Díaz 《International Journal of Science and Mathematics Education》2016,14(5):959-978

This paper presents some results of an investigation on the number sense of a group of pre-service secondary teachers from Spain. The objective of this research was to analyze students’ use of strategies associated to number sense and compare them with those obtained in a previous study with pre-service primary teachers in Taiwan, (Yang, Reys & Reys, International Journal of Science and Mathematics Education, 7, 383–403, 2009). Pre-service secondary teachers showed lower success than pre-service primary teachers in a number sense test. Nevertheless, these last based their reasoning mainly on rules and algorithms, while pre-service secondary teachers used more strategies of number sense. In an attempt to delve into the low success shown by of Spanish pre-service secondary teachers, some students were interviewed. Those interviews showed that a deeper work on number sense in the training of these students is needed.  相似文献   

Argentina an application of HPT and labor union reactions     

Alicia M. Rojas 《Performance Improvement》1999,38(3):16-19

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