Association between socio-economic status and physical activity is mediated by social support in Brazilian students     

Amanda M. George  Alexsandra da Silva Bandeira  Valter Cordeiro Barbosa Filho  Linda E. Rohr  Adair da Silva Lopes 《Journal of sports sciences》2019,37(5):500-506

This study evaluated whether the relationship between socioeconomic status (SES) and moderate-to-vigorous physical activity (MVPA) is mediated by social support of peers and parents. A cross-sectional study included students (n = 1182) aged 11 to 18 years who were recruited in 2014 from public schools in Fortaleza, Brazil. Participants completed a questionnaire to assess all variables. Mediation analyses were performed to determine the role of parental support and peer support on the relationship between SES and MVPA. Also, moderated-mediation analyses with estimating of conditional indirect effects were performed in order to identify whether gender is a moderator of the mediating effect. A positive and significant association between SES and MVPA was found among Brazilian students, and social support of parents and peers were significant mediators of this relationship. Conditional indirect effects showed that both parental and peer support had a significant indirect effect among boys; only parental support had a significant indirect effect among girls. These results suggest that improving social support can help reduce the impact of SES on physical activity among Brazilian adolescents.  相似文献   

Book Review     

Brett Nielsen  Steve Badgley  Sharon Hay  Peter Nayler  Daryl Whitney  Mark Sheridan 《Education and Information Technologies》2000,5(2):143-145

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Group Dynamics and Individual Roles: A Differentiated Approach to Social-Emotional Learning     

Daryl Dugas 《Clearing house (Menasha, Wis.)》2017,90(2):41-47

Differentiated instruction is a set of strategies to help teachers meet each child where he or she is in order to improve students' engagement, lead them to do their best work, and maximize their success. This article describes a differentiated classroom management approach based in group dynamics which focuses on the development of group norms and roles. By teaching students about task and social-emotional roles, and about positive and negative roles, this approach provides venues for talking about student misbehaviors in a constructive way, helps students understand roles as something they choose rather than something they are, and gives every student new ways to shine in class by helping them discover their own unique roles that can contribute positively to the whole classroom group.  相似文献   

Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities     

Patterson MB  Mellard D 《Learning disabilities research & practice》2008,29(3):133-144

Contrasting adult literacy learners with and without specific learning disabilities This study of 311 adult education (AE) learners found 29% self-reported having a specific learning disability (SLD). Significant differences in demographic, academic, and life experience variables between the adult learners with and without SLD included: prior participation in special education, having both an SLD diagnosis and a high school diploma, low reading scores, middle age, and negative perceptions about limitations due to reading abilities. A post-hoc regression analysis found SLD status significantly contributes to variance in reading level when controlling for age and IQ. From these findings we conclude that SLD status should be considered an educationally relevant variable in adult education that warrants a diagnostic or clinical teaching approach.  相似文献   

B.F. Schaetti, S.J. Ramsey and G.C. Watanabe, Making a World of Difference. Personal Leadership: A Methodology of Two Principles and Six Practices , Flying Kite Publications, Seattle, Washington (2008).     

Adair Linn Nagata   《Int J Intercult Relat》2011,35(2):268-270

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The role of ethnicity in choosing and leaving science in highly selective institutions     

Rogers Elliott  A. Christopher Strenta  Russell Adair  Michael Matier  Jannah Scott 《Research in higher education》1996,37(6):681-709

This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions.  相似文献   

Allocating credit and blame in science     

Chubin DE 《Science, technology & human values》1988,13(1-2):53-63

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The effects of microcomputer-based laboratory exercises on the acquisition of line graph construction and interpretation skills by high school biology students     

D. Daryl Adams  John W. Shrum 《科学教学研究杂志》1990,27(8):777-787

Effects of microcomputer-based laboratories and level of cognitive development on tenth-grade biology students' ability to construct and interpret line graphs was investigated. Fortysix students enrolled in general biology classes at a rural high school volunteered to participate in the study. These students were administered instruments to assess level of cognitive development and line-graphing ability. Ten students that scored between zero and three and ten students that scored between six and ten on the graphing assessment were chosen to participate in the study. The 20 students were then assigned to either experimental or conventional groups to achieve a matched design with relation to gender and line-graphing ability. Statistical analysis of the data indicated no effect due to instructional method on graph-interpretation abilities. An instructional effect was demonstrated for graph-construction tasks (p < 0.10) with the conventional group outperforming the microcomputer-based laboratory group. Effect sizes of ?1.01 and 0.48 were found for graph-construction and -interpretation skills, respectively. Effects related to cognitive development were indicated with those students classified as high cognitive development outscoring those classified as low (p < 0.10) This was true for both graph-construction and graph-interpretation tasks. No two-way interactions were found.  相似文献   

WormBase: A Model Organism Database     

Michelle Dubaj Price  Daryl D. Hurd 《Medical reference services quarterly》2019,38(1):70-80

WormBase is an open-access model-organism database that provides current and accurate genetic information of C. elegans and related nematodes. Users can search WormBase by several fields, including a gene or human disease. A special feature of the database is the inclusion of micropublications, peer-reviewed data that may go unpublished in traditional venues.  相似文献   

‘You don't need a degree to get a coaching job’: investigating the employability of sports coaching degree students     

Edward Thomas Hall  Daryl T. Cowan  Will Vickery 《Sport, Education and Society》2013,18(8):883-903

ABSTRACT

Though highly popular, degree-level sports coaching qualifications are in their infancy, and it remains that ‘an individual intending to become an accredited coaching practitioner can only do so by undertaking their sport's national governing body (NGB) coaching award(s)’ [Nelson et al., 2006, p. 254. Formal, nonformal and informal coach learning: A holistic conceptualisation. International Journal of Sports Science & Coaching, 1(3), 247–259]. Consequently, little is known about the development of HE sports coaching students’ employability. This study critically investigates sports coaching students’ degree-study motives, development of employability skills and perceptions of career prospects as graduates. Survey data and follow-up interviews from two U.K. post-92 universities reveal tensions between liberal and vocational philosophies of university education and concerns about the graduate labour market. Critical incidents and missed opportunities in students’ development of key skills for coaching during and outside of university are also discussed.  相似文献