Effects of Forced Exercise on Spontaneous Activity and Body Weight of Adult Rats     

Jerome Zuckerman  G. Alan Stull  David L. Kelley 《Research quarterly for exercise and sport》2013,84(3):625-631

Abstract

Adult male Wistar rats (N = 47) were divided at random into four groups for a 9-week experimental period. The 11 animals in Group I were permitted spontaneous activity in addition to swimming 15 minutes per day, 5 days per week. The 10 animals in Group II ran on a treadmill for 15 minutes per day, 5 days per week in addition to spontaneous activity. The 12 animals in Group III were permitted spontaneous activity but engaged in no forced exercise, and the 14 animals in Group IV were restricted to their cages during the entire experimental period. Results indicated that Group I engaged in more spontaneous activity than did Groups II and III, and Group II was more active than Group III. Group IV was significantly heavier than Groups I, II, and III, but the latter groups did not differ in body weight.  相似文献   

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours     

Jeanette Lyn Fung Choy  Glen O’Grady  Jerome I. Rotgans 《Instructional Science》2012,40(1):159-172

Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed.  相似文献   

Turning Around Five At‐Risk Elementary Schools     

H. Jerome Freiberg  Neil Prokosch  Edward S. Treister  Terri Stein 《School Effectiveness & School Improvement》2013,24(1):5-25

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Instructional and School Effects on Students' Longitudinal Reading and Mathematics Achievements     

Jerome V. D'Agostino 《School Effectiveness & School Improvement》2013,24(2):197-235

For this study, Prospects, a data set on schools and students in the United States collected during the early 1990s, was used to examine the effects of instructional and school organizational characteristics on the longitudinal mathematics and reading achievements of students from either a first- or third-grade cohort. Three schooling models were tested using hierarchical linear modeling (HLM) while controlling for parental socioeconomic (SES) status. Factors and variables that represented instructional and school features were derived from teacher and principal responses to survey items. These features had direct and interactive effects on mathematics achievement, supporting both an environmental and interactive model of schooling. Further, schools characterized by teacher collegiality, support for innovation, principal leadership, goal agreement, and community support contained teachers who employed important instructional strategies more effectively, and students who had the highest mathematics gains over the observed period.  相似文献   

Disconnecting knowledge and understanding from human values: a critique of National Curriculum development     

Lee Jerome  Gary Clemitshaw 《Curriculum Journal》2013,24(1):19-41

This research was prompted by the developing political discourse proposing the teaching of Britishness and British values in the context of the United Kingdom. This discourse will be reviewed in the first part of the article, in the context of previous work which has sought to assess how Britishness and related concepts might be promoted through education. The second part will be based on questionnaire responses from a sample of students following post-graduate initial teacher training programmes in a number of higher education partnerships. It indicates that, while political discourse and educational policy have sensitised trainee teachers to the agenda, there remains a deep uncertainty and misgiving about this as an educational objective.  相似文献   

TEACHING AS PRESENCE AND THE EXISTENTIAL CURRICULUM     

Jerome W. Berryman 《Religious education (Chicago, Ill.)》2013,108(4):509-534

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Adolescents' Perceptions of Opportunities in the U.S. South: Postracial Mirage or Reality in the New Black Mecca?     

Jerome E. Morris  Sara E. Woodruff 《Peabody Journal of Education》2013,88(3):404-425

The scholarly community has eagerly assessed adults' perspectives on race and opportunity in the “postracial” era. Noticeably absent are studies that probe youths' perceptions of social and educational opportunity within this era, given the relationship between education and upward mobility, and the symbolism embodied in Obama's 2008 election as the first African-American president of the United States. This paper uses data drawn from a four-year longitudinal study that examined the educational experiences of Black adolescents in Metro Atlanta, Georgia—referred to as the “New Black Mecca.” Interview data from a subset of 75 Black adolescents participating in an ethnographic study, and 1,329 surveys from a racially diverse group of adolescents across three different high schools, capture: (a) how Black adolescents embraced meritocratic notions of opportunity—while inheriting a social awareness of race-based opportunities, (b) Black adolescents' use of destigmatization strategies to thwart prejudice, and (c) the protective role a predominantly Black suburban context plays in mitigating the effects of day-to-day encounters with racial discrimination.  相似文献   

Child sexual abuse prevention education: A review of school policy and curriculum provision in Australia     

Kerryann Walsh  Donna Berthelsen  Jan M. Nicholson  Leisa Brandon  Judyann Stevens  Jerome N. Rachele 《牛津教育评论》2013,39(5):649-680

The past four decades have seen increasing public and professional awareness of child sexual abuse. Congruent with public health approaches to prevention, efforts to eliminate child sexual abuse have inspired the emergence of prevention initiatives which can be provided to all children as part of their standard school curriculum. However, relatively little is known about the scope and nature of child sexual abuse prevention efforts in government school systems internationally. This paper assesses and compares the policies and curriculum initiatives in primary (elementary) schools across state and territory Departments of Education in Australia. Using publicly available electronic data, a deductive qualitative content analysis of policy and curriculum documents was undertaken to examine the characteristics of child sexual abuse prevention education in these school systems. It was found that the system-level provision occurs unevenly across state and territory jurisdictions. This results in the potential for substantial inequity in Australian children’s access to learning opportunities in child abuse prevention education as a part of their standard school curriculum. In this research, we have developed a strategy for generating a set of theoretically-sound empirical criteria that may be more extensively applied in comparative research about prevention initiatives internationally.  相似文献   

‘Little prisoners of city streets’: London elementary schools and the School Journey Movement, 1918–1939     

Hester Barron 《History of education》2013,42(2):166-181

This article examines the experience of the ‘school journey’, an educational fieldtrip of a fortnight’s duration, as practised in London’s interwar elementary schools. Established historical debates over perceptions of the countryside in interwar Britain have previously failed to discuss the messages promoted in schools. This article demonstrates that an idyllic notion of the rural countryside often influenced school practice, but that there was little attempt to link this explicitly to a wider ideological message around national identity or patriotism. Although exposure to the countryside was seen as undoubtedly beneficial, school journeys were not uncritical of rural life. They also encompassed a much wider range of purposes, being an opportunity to study different industries and local heritage, or foster contact with local people. Furthermore, they provided an unequalled opportunity for increased supervision by teachers, and thus a valuable chance to counter the perceived moral ill-effects of a child’s usual working-class environment.  相似文献   

Professional Development of Nonformal Environmental Educators Through School-based Partnerships     

Deborah L. Bainer  Diane Cantrell  Pat Barron 《The Journal of environmental education》2013,44(1):36-45

Abstract

Although natural resource professionals are adept at managing resources, they often lack the skills and the desire to fulfill their roles as nonformal environmental educators. School-based partnerships are a potential vehicle for enhancing skills for delivering environmental education. Research shows that teachers benefit from partnerships, but the benefits of partnering for nonformal educators are unknown. This exploratory study investigated (a) if partnerships enable natural resource professionals to better perform their roles as nonformal environmental educators, and (b) if partnerships benefit natural resource agencies and their employees in other ways. Widespread development was self-reported during interviews, both in environmental education practices and in workplace-related job performance, especially in interpersonal skills, thinking and basic skills, and managing resources and information.  相似文献