The Relationship Between Motor Skill Proficiency and Body Mass Index in Preschool Children     

Samuel W. Logan  Kristin Scrabis-Fletcher  Christopher Modlesky  Nancy Getchell 《Research quarterly for exercise and sport》2013,84(3):442-448

Abstract

The purpose of this study was to examine the relationship between motor proficiency and body mass index (BMI) in preschool children. Thirty-eight children ages 4–6 years had their BMI calculated and were assessed using the Movement Assessment Battery for Children-2 (MABC-2; Henderson, Sugden, & Barnett, 2007). These data were analyzed in two ways. The correlation between BMI and MABC-2 percentile ranks was calculated. Next, the groups were subdivided based on BMI status (high, M = 85.5; medium, M = 49.8; low, M = 10.8), and compared using t tests to determine if differences existed in MABC-2 percentile ranks. No significant relationship existed between MABC-2 and BMI percentile ranks (r = -.237). However, significant differences in MABC-2 percentile ranks existed between high and low (p = .042), and high and medium (p = .043) groups. These results suggest that preschool children classified as overweight or obese may have lower motor proficiency than their normal weight and under weight peers. This study indicates there is a direct relationship between motor proficiency and BMI in the preschool population.  相似文献   

Prejudice is price of AIDS awareness     

Patel T 《New scientist (1971)》1995,148(2007):9

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Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review     

Tara E. Higgins  Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521

Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.

Tara E. HigginsEmail:

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Comparison of three instructional strategies in food and nutrition education: developing a diet plan for a diabetic case     

Aubteen Darabi  Shirin Pourafshar  Rinki Suryavanshi  Thomas ‘Logan’ Arrington 《International Journal of Science Education》2016,38(7):1197-1211

This study examines the performance of dietitians-in-training on developing a diet plan for a diabetic patient either independently or after peer discussion. Participants (n?=?58) from an undergraduate program in food and nutrition were divided into two groups based on their prior knowledge before being randomly assigned into three conditions: (1) peer discussion with just-in-time information (JIT information), (2) peer discussion without JIT information), and (3) independent performers. The learners’ performance in the three conditions was analyzed. The results presented here describe the role of prior knowledge and JIT information across the conditions and the interaction of the two factors as well as the instructional implications of the findings.  相似文献   

France's troubled transplant trade     

Patel T 《New scientist (1971)》1993,139(1880):12-13

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Math fluency is etiologically distinct from untimed math performance, decoding fluency, and untimed reading performance: evidence from a twin study     

Petrill S  Logan J  Hart S  Vincent P  Thompson L  Kovas Y  Plomin R 《Journal of learning disabilities》2012,45(4):371-381

The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance.  相似文献   

Quantile Regression in the Study of Developmental Sciences     

Yaacov Petscher  Jessica A. R. Logan 《Child development》2014,85(3):861-881

Linear regression analysis is one of the most common techniques applied in developmental research, but only allows for an estimate of the average relations between the predictor(s) and the outcome. This study describes quantile regression, which provides estimates of the relations between the predictor(s) and outcome, but across multiple points of the outcome's distribution. Using data from the High School and Beyond and U.S. Sustained Effects Study databases, quantile regression is demonstrated and contrasted with linear regression when considering models with: (a) one continuous predictor, (b) one dichotomous predictor, (c) a continuous and a dichotomous predictor, and (d) a longitudinal application. Results from each example exhibited the differential inferences which may be drawn using linear or quantile regression.  相似文献   

Co-thought gestures: Supporting students to successfully navigate map tasks     

Tracy Logan  Tom Lowrie  Carmel M. Diezmann 《Educational Studies in Mathematics》2014,87(1):87-102

This study considers the role and nature of co-thought gestures when students process map-based mathematics tasks. These gestures are typically spontaneously produced silent gestures which do not accompany speech and are represented by small movements of the hands or arms often directed toward an artefact. The study analysed 43 students (aged 10–12 years) over a 3-year period as they solved map tasks that required spatial reasoning. The map tasks were representative of those typically found in mathematics classrooms for this age group and required route finding and coordinate knowledge. The results indicated that co-thought gestures were used to navigate the problem space and monitor movements within the spatial challenges of the respective map tasks. Gesturing was most influential when students encountered unfamiliar tasks or when they found the tasks spatially demanding. From a teaching and learning perspective, explicit co-thought gesturing highlights cognitive challenges students are experiencing since students tended to not use gesturing in tasks where the spatial demands were low.  相似文献   

Relations among home literacy environment,child characteristics and print knowledge for preschool children with language impairment     

Brook E. Sawyer  Laura M. Justice  Ying Guo  Jessica A.R. Logan  Stephen A. Petrill  Katherine Glenn‐Applegate  Joan N. Kaderavek  Jill M. Pentimonti 《Journal of Research in Reading》2014,37(1):65-83

To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with language impairment. HLE was conceptualised as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with research on children with typical language. Literacy teaching did not predict print knowledge, which diverges from research on children with typical language. No interactions between the HLE and child characteristics were significant, but language ability and print interest play a role in understanding individual differences in literacy development.  相似文献   

Component processes in reading: shared and unique variance in serial and isolated naming speed     

Jessica A. R. Logan  Christopher Schatschneider 《Reading and writing》2014,27(5):905-922

Reading ability is comprised of several component processes. In particular, the connection between the visual and verbal systems has been demonstrated to play an important role in the reading process. The present study provides a review of the existing literature on the visual verbal connection as measured by two tasks, rapid serial naming and isolated (or discrete-trial) naming speed, as they relate to reading ability. For each identified study, a secondary data analysis was conducted using the provided correlations between serial naming, isolated naming, and reading. The same analysis was repeated for average population-level correlations among these constructs using meta-analytic weighting techniques. Results suggested that isolated naming acts as a suppressor variable in the relation of serial naming with reading, indicating that there exists at least one cognitive component of the serial naming task that is predictive of reading but is not shared with isolated naming speed. The effect has several implications for understanding the underlying cognitive components reading ability, which are discussed.  相似文献