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Barr-Anderson DJ Neumark-Sztainer D Schmitz KH Ward DS Conway TL Pratt C Baggett CD Lytle L Pate RR 《Research quarterly for exercise and sport》2008,79(1):18-27
The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls. 相似文献
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Hannah H. Schertz Samuel L. Odom Kathleen M. Baggett John H. Sideris 《Early childhood research quarterly》2013
The purpose of this study was to determine effects of the Joint Attention Mediated Learning (JAML) intervention on acquisition of joint attention and other early social communication competencies for toddlers with autism spectrum disorders (ASD). Twenty-three parents and their toddlers were randomly assigned to JAML or a control condition. Observational assessments were collected at pretest, posttest, and follow-up sessions, while standardized developmental measures were collected at pre- and posttest. Significant intervention-×-time interactions, favoring the intervention group, occurred for the observational measures Focusing on Faces and Responding to Joint Attention, with both having large effect sizes that maintained at follow-up. In addition, significant intervention-×-time effects, also favoring the JAML group were found for receptive language on the Mullen Scales of Early Learning and the Communication sub-domain of the Vineland Adaptive Behavior Scale. The observational measures Turn-Taking and Initiating Joint Attention and the Expressive Communication measure on the Mullen, while not showing significant differences between groups, revealed moderate effect sizes favoring the JAML group, suggesting that a study with more power could well detect significant differences on all of the measures. Findings support a focused, developmentally sequenced, systematic, and family aligned approach that targets preverbal social communication development within parent–child relationships. 相似文献
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ABSTRACT For the past several years, the adoption of social media platforms has increased significantly as academic libraries have emphasized the importance of finding new ways to promote collections and services. Recently, many libraries have embraced Historypin and Pinterest because of their specific focus on images. This article examines the impact of these platforms on digital libraries and explains how each affects the discovery and access of digital collections. 相似文献
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Sharon Baggett 《Educational gerontology》2013,39(1):21-31
Results of the Children's Attitudes Toward the Elderly Test (CATE) with an older adult volunteer project in the public school setting indicate that interaction alone between elders and children may not change attitudes. Inherent age biases in attitude tests and implications for planning a volunteer program in an effort to change attitudes are shown to be important predictors of the outcome of such programs. 相似文献
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Patricia Baggett Andrzej Ehrenfeucht 《Educational technology research and development : ETR & D》1983,31(1):23-32
This study shows that when viewers watching an educational movie are presented simultaneously with information in two media-visual
and verbal /auditory, there is no competition fa resources. When encoding information in one medium, one is not hindered from
encoding information in the other; even when visual and linguistic information are presented sequentially, doubling study
time, the extraction of information is not increased. College students appear to be good dual media processors.
This work was supported by the Office of Naval Research, Contract #N00014-78-C0433, and National Institute of Mental Health
postdoctoral fellowship #5 F32 MH07588-02, to the first author. Some of the results were presented at the 1980 annual meeting
of the Psychonomics Society in St. Louis. We thank Agda Bearden for helping with data collection and scoring and R. Michael
Perry for implementing the computer package for data analysis. Requests for reprints should be sent to Patricia Baggett, Psychology
Department, University of Colorado, Campus Box 345, Boulder, Colorado, 80309. This report is #108 of the Institute of Cognitive
Science’s Technical Report Series. 相似文献
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Hannah Carson Baggett 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):641-667
The purpose of this qualitative study was to explore five world language teachers’ beliefs about their students, their attributions about student enrollment, and their reported teaching practices. Findings represent a continuum of critical practice in that three teachers appeared to espouse deficit thinking and stereotypes about students of color, and color-evasiveness or colorblindness as an approach to teaching. Two teachers appeared to espouse beliefs that may be more representative of inclusive classrooms, and these teachers reported advocacy work for certain student groups and efforts to develop students’ critical consciousness in their classrooms. Findings are contextualized via critical lenses, and implications for language teacher education and policy are discussed. 相似文献
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