Reviews in Brief: Charleston Briefings: Trending Topics for Information Professionals. www.charlestonbriefings.com     

Darby Orcutt 《资料收集管理》2018,43(1)

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Validation of the swimming competence questionnaire for children     

Derwin K. C. Chan  Alfred Sing Yeung Lee  Duncan J. Macfarlane  Martin S. Hagger  Kyra Hamilton 《Journal of sports sciences》2020,38(14):1666-1673

ABSTRACT

Two studies were employed to test the reliability and validity of the Swimming Competence Questionnaire (SCQ) among primary school children. Study 1 was a cross-sectional survey in 4959 primary school children. Study 2 was a pre-post-test quasi-experiment among 1609 primary school children who underwent a 20-lesson learn-to-swim programme. In Study 1, exploratory structural equation modelling revealed excellent goodness-of-fit and scale reliability for a two-factor model comprising distance and skill factors, which supported the construct and convergent validity. SCQ scores were significantly and positively correlated with swimming outcomes (i.e., self-efficacy, intention, swimming frequency), which supported SCQ’s concurrent and criterion validity. Average variance extracted for the SCQ factors exceeded cut-off criteria supporting discriminant validity. In Study 2, pre-test SCQ scores correlated significantly and positively with the SCQ scores, self-efficacy, intention, and swimming frequency at post-test, which supported SCQ’s test-retest reliability and predictive validity. Positive intraclass correlation between SCQ scores and coach ratings at post-test provided evidence for SCQ’s inter-rater reliability. SCQ scores significantly improved at post-test, which supported SCQ’s ecological validity. In conclusion, findings indicate that the SCQ is a valid and reliable measure to assess primary school children’s swimming competence, in terms of swimming distance and basic water survival skills.  相似文献   

Co-existing Notions of Research Quality: A Framework to Study Context-specific Understandings of Good Research     

Langfeldt  Liv  Nedeva  Maria  Sörlin  Sverker  Thomas  Duncan A. 《Minerva》2020,58(1):115-137

Minerva - Notions of research quality are contextual in many respects: they vary between fields of research, between review contexts and between policy contexts. Yet, the role of these co-existing...  相似文献   

Working Together: Integrating Computational Modeling Approaches to Investigate Complex Phenomena     

Bielik  Tom  Fonio  Ehud  Feinerman  Ofer  Duncan  Ravit Golan  Levy  Sharona T. 《Journal of Science Education and Technology》2021,30(1):40-57

Journal of Science Education and Technology - Complex systems are made up of many entities, whose interactions emerge into distinct collective patterns. Computational modeling platforms can provide...  相似文献   

Data‐driven refinements of a genetics learning progression     

Moraima Castro‐Faix  Ravit Golan Duncan  Jinnie Choi 《科学教学研究杂志》2021,58(1):3-39

Learning progressions are theoretical models that describe learning of scientific ideas and practices over time. These hypothetical progressions need to be tested and refined in order to productively inform instruction and assessment. In this paper, we report our attempts to revise a learning progression in genetics. In particular, we focused on two constructs that embody core ideas in classical genetics and one molecular construct. The revisions are based on analysis of pre‐ and postinterview data obtained from sixty 11th grade students before and after they engaged in a 10‐week unit that addressed these concepts. We found that while many of the students held ideas that aligned with the progression, there were several distinct dimensions of student reasoning that were not captured and led to substantial revisions of the constructs including: (a) the splitting of the construct dealing with meiosis (E) into two subconstructs (E1‐physical passage of genetic information and E2 – the role of sex cells), (b) the addition of new levels to constructs dealing with the universal nature and organization of the genetic code (A) and construct (F). For Construct A, the lower levels were expanded to include ideas about the localization of DNA in cells and to include ideas about the composition of DNA that were not captured in the progression. Revisions to Construct F included the expansion of existing levels and the addition of modes of inheritance such as codominance and incomplete dominance. The research we present offers insights about a methodological approach that can be used to test and refine progressions, as well as insights about student learning in genetics as we further describe and expand the stepping‐stone ideas in the progression and discuss further the multidimensional nature of learning progressions.  相似文献   

Dispute, dissent and the place of health promotion in a "disrupted tradition" of health improvement     

Duncan P 《Public understanding of science (Bristol, England)》2004,13(2):177-190

Dispute over the nature and purpose of health promotion has characterized the development of this field of activity in recent times. This paper explores such disputes and offers an explanation for them. I argue that health promotion and related fields (such as public health and health education) share in a "disrupted tradition." I assert that "health promotion" can be seen as the term presently favored by some to represent an extensive "tradition of protecting and improving the health of the public." Its relative favor and currency can be ascribed to a degree of power shift between competing groups operating with separate conceptions of health, away from biomedicine and towards more socially rooted understanding. Relative degrees of power and influence possessed by these groups at different historical times have contributed to the "disruption" of the tradition. Understanding this disruption helps explain a number of historiographical and theoretical problems besetting the field.  相似文献   

Incorporation of Cross‐Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate Students’ to Develop Information Literacy,Critical Thinking,and Communication Skills          下载免费PDF全文

Courtney A. Crist  Susan E. Duncan  Laurie M. Bianchi 《Journal of Food Science Education》2017,16(3):81-91

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Rhymes and phonemes in the common unit task: replications and implications for beginning reading     

Philip H. K. Seymour  Lynne G. Duncan  Fiona M. Bolik 《Journal of Research in Reading》1999,22(2):113-130

Theorists and practitioners in the field of reading development are currently debating the importance of rhymes and phonemes in beginning reading. In a recent study, Duncan, Seymour and Hill (1997) provided evidence that explicit or meta- awareness of sound is closely linked to reading strategy. Meta-awareness was measured by asking beginning readers to identify the ‘common unit’ shared by two spoken words. Results showed that meta-awareness of phonemes emerged prior to meta-awareness of rhyme, and that reading strategy followed a similar small-to-large progression. This study reports on a replication of the ‘common unit’ task which includes modifications to the original procedure (randomisation of conditions, increased practice, removal of positional references from instructions). The results confirm the pattern observed in the original study. Beginning readers learning by a mixed method can identify shared phonemes but not shared rimes in the common unit task. The implications of this and similar replications are discussed.  相似文献   

Of Charlatans,Sorcerers, Alchemists,Demagogues, Profit-Mongers,Tyrants and Kings: Educational Reform and the Death by a Thousand Cuts     

Duncan Waite 《The Urban Review》2016,48(1):123-148

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Modeling the impacts of child care quality on children's preschool cognitive development   总被引：3，自引：0，他引：3  

Duncan GJ;National Institute of Child Health  Human Development Early Child Care Research Network 《Child development》2003,74(5):1454-1475

The National Institute of Child Health and Human Development (NICHD) Study of Early Child Care compared 3 statistical methods that adjust for family selection bias to test whether child care type and quality relate to cognitive and academic skills. The methods included: multiple regression models of 54-month outcomes, change models of differences in 24- and 54-month outcomes, and residualized change models of 54-month outcomes adjusting for the 24-month outcome. The study was unable to establish empirically which model best adjusted for selection and omitted-variable bias. Nevertheless, results suggested that child care quality predicted cognitive outcomes at 54 months, with effect sizes of .04 to .08 for both infant and preschool ages. Center care during preschool years also predicted outcomes across all models.  相似文献