The association between classroom characteristics and student physical activity in physical education classrooms

Background. With the rapid rise in childhood obesity, physical activity participation among young children has become the subject of much recent attention. Physical education classes have been specifically targeted as a method of providing opportunities for all children to be active. Unfortunately, student participation in moderate-to-vigorous physical activity during these classes still falls far below the current recommendations. While some research to date has reported the levels of activity among elementary-aged children, research is limited on the relationship between these activity levels and the environmental characteristics that exist within the PE classroom. ^ Purpose. The purpose of this study is to examine the association between specific classroom characteristics and contextual characteristics (lesson context, class size, class location, teacher gender, and teacher encouragement for PA) with elementary aged children's moderate-to-vigorous activity during PE class. ^ Methods. A secondary analysis of 211 3rd, 4th and 5th grade physical education classes amongst 39 elementary schools in Harris County, TX and 35 elementary schools in Travis County, TX was conducted using cross-sectional data from the evaluation of a school-based health program. Lesson context and student activity levels were measured using a direct observation measurement tool. Additionally, these variables were further analyzed against a number of classroom characteristics to determine any significant associations. ^ Results. Overall, elementary PE classes are still participating in low levels of moderate-to-vigorous physical activity averaging only 38% of class time. Additionally, close to 25% of class time is spent in classroom management. Male directed classes spent significantly more time in game activities and female directed classes spent more time in fitness, knowledge, and skill activities. Classes that took place outdoors were more active and spent more time in games than those that took place indoors. Significant correlations were demonstrated between class size and time spent in management context. Time spent in management context was also correlated with time spent sitting and standing. Additionally, positive correlations were demonstrated between time very active and teachers that praised students and encouraged physical activity among their classes.^

Variables motivating parents to choose a specific type of private school

The purpose of this study was to investigate the reasons associated with parents' choices of specific types of private schools. The researcher hoped to determine if there were any significant differences in the reasons parents reported for enrolling their child in a specific private school. Studies in the past have explored why parents choose private schools. This study focused on why parents chose a specific type of private school, what were the variables involved, and were there any significant differences in the motivation of parents with children enrolled in different types of private schools.^ The study gathered data using a survey instrument which centered on 14 variables generally associated with the choice of private schools. The survey asked parents to rate the variables using a Likert type scale. The Likert rating was used because it does not require respondents to choose between variables. The general areas of emphasis were (a) academics, (b) religion and values/morals, (c) nurturing educational environment, and (d) proximity and convenience of the school. The survey also gather qualitative data in the form of comments volunteered by over a third of the respondents.^ The survey was mailed to 560 randomly selected families from 30 private high schools in a 50 mile radius of Miami, Florida. The 10 high schools, represented five types of private schools, Roman Catholic, Episcopal, Independent, Jewish, and Fundamentalist Christian. After four mailings a total of 401 surveys were returned for a rate 72%.^ Significant differences appeared as the data was analyzed using ANOVA and Tukey's HSD pairwise analysis. The variables showing significant differences between types of schools were (a) quality of instruction, (b) commitment of teachers, (c) emphasis on religion, (d) small class size, (e) well-defined academic goals, (f) proximity of the school's location, (g) preparation for desired secondary schools/colleges, and (h) convenience of school's operating schedule.^ Parents appeared to have specific reasons for choosing a particular private school. They appeared to look for a school that would satisfy the special needs of their child and would be compatible with their own values, morals, and personal philosophy. ^

The effect of an enriched learning community on success and retention in chemistry courses

Since the mid-1990s, the United States has experienced a shortage of scientists and engineers, declining numbers of students choosing these fields as majors, and low student success and retention rates in these disciplines. Learning theorists, educational researchers, and practitioners believe that learning environments can be created so that an improvement in the numbers of students who complete courses successfully could be attained (Astin, 1993; Magolda & Terenzini, n.d.; O'Banion, 1997). Learning communities do this by providing high expectations, academic and social support, feedback during the entire educational process, and involvement with faculty, other students, and the institution (Ketcheson & Levine, 1999). ^ A program evaluation of an existing learning community of science, mathematics, and engineering majors was conducted to determine the extent to which the program met its goals and was effective from faculty and student perspectives. The program provided laptop computers, peer tutors, supplemental instruction with and without computer software, small class size, opportunities for contact with specialists in selected career fields, a resource library, and Peer-Led Team Learning. During the two years the project has existed, success, retention, and next-course continuation rates were higher than in traditional courses. Faculty and student interviews indicated there were many affective accomplishments as well. ^ Success and retention rates for one learning community class ( n = 27) and one traditional class (n = 61) in chemistry were collected and compared using Pearson chi square procedures ( p = .05). No statistically significant difference was found between the two groups. Data from an open-ended student survey about how specific elements of their course experiences contributed to success and persistence were analyzed by coding the responses and comparing the learning community and traditional classes. Substantial differences were found in their perceptions about the lecture, the lab, other supports used for the course, contact with other students, helping them reach their potential, and their recommendation about the course to others. Because of the limitation of small sample size, these differences are reported in descriptive terms. ^

Academic and nonacademic experiences that affect first-generation college student attrition

The purpose of this qualitative study was to explore the academic and nonacademic experiences of self-identified first-generation college students who left college before their second year. The study sought to find how the experiences might have affected the students' decision to depart. The case study method was used to investigate these college students who attended Florida International University. Semi-structured interviews were conducted with six ex-students who identified themselves as first-generation college students. The narrative data from the interviews were transcribed, coded, and analyzed. Analysis was informed by Pascarella, Pierson, Wolniak, and Terenzini's (2004) theoretical framework of important college academic and nonacademic experiences. An audit trail was kept and the data was triangulated by using multiple sources to establish certain findings. The most critical tool for enhancing trustworthiness was the use of member checking. I also received ongoing feedback from my major professor and committee throughout the dissertation process. The participants reported the following academic experiences: (a) patterns of coursework; (b) course-related interactions with peers; (c) relationships with faculty; (d) class size; (e) academic advisement; (f) orientation and peer advisors; and (e) financial aid. The participants reported the following nonacademic experiences; (f) on- or off- campus employment; (g) on- or off-campus residence; (h) participation in extracurricular activities; (i) noncourse-related peer relationships; (j) commuting and parking; and (k) FIU as an HSI. Isolationism and poor fit with the university were the most prevalent reasons for departure. The reported experiences of these first-generation college students shed light on those experiences that contributed to their departure. University administrators should give additional attention to these stories in an effort to improve retention strategies for this population. All but two of the participants went on to enroll in other institutions and reported good experiences with their new institutions. Recommendations are provided for continued research concerning how to best meet the needs of college students like the participants; students who have not learned from their parents about higher education financial aid, academic advisement, and orientation.

Estimating Dynamic Treatment Effects from Project STAR (Working Paper 36)

This paper considers the analysis of data from randomized trials which offer a sequence of interventions and suffer from a variety of problems in implementation. In experiments that provide treatment in multiple periods (T>1), subjects have up to 2^{T}-1 counterfactual outcomes to be estimated to determine the full sequence of causal effects from the study. Traditional program evaluation and non-experimental estimators are unable to recover parameters of interest to policy makers in this setting, particularly if there is non-ignorable attrition. We examine these issues in the context of Tennessee's highly influential randomized class size study, Project STAR. We demonstrate how a researcher can estimate the full sequence of dynamic treatment effects using a sequential difference in difference strategy that accounts for attrition due to observables using inverse probability weighting M-estimators. These estimates allow us to recover the structural parameters of the small class effects in the underlying education production function and construct dynamic average treatment effects. We present a complete and different picture of the effectiveness of reduced class size and find that accounting for both attrition due to observables and selection due to unobservable is crucial and necessary with data from Project STAR

Causes of teachers’ turnover intentions in Swedish schools : A qualitative research

Purpose – The purpose of this paper is to explore the causes of teachers' turnover intentions in selected Swedish schools. Research methodology – This research took the form of a qualitative research. Semi-structured interviews were used to explore the causes of teachers' turnover intentions within the schools selected for this study. The sample was composed by 9 teachers that work in Säter. In order to provide a different yet meaningful perspective, a further interview with the Säter school department has been conducted. Results – Several of the results were coherent with the literature: elements such as motivations to teach, administrative support, workload, class size and collaboration were found to be related to teachers’ turnover intentions and therefore confirmed the previous studies. However, factors like salary, mentoring, autonomy, physical conditions and orderly environment were not found to have a connection with the respondents’ turnover intentions, hence constituting a result that did not confirm the literature. Originality – This thesis extended the previous research related to the causes of teachers’ turnover intentions by focusing on Sweden, which had not been investigated yet to that matter. The Swedish context appears particularly worth researching because of both the particularity of its decentralized educational system and the widespread turnover intentions of teachers.

Size and year class composition of catch, age and growth of yellowfin tuna in the Eastern Tropical Pacific Ocean for the years 1954-1958

ENGLISH: Data on the size composition of catch for the years 1954-1958 have been studied to determine year class composition, age and growth of yellowfin tuna in the Eastern Tropical Pacific Ocean. Direct age determination of tropical tunas has not yet proven reliable; however, this analysis has shown that the length-frequency distributions themselves are adequate to determine year class structure and growth rates. Absolute age has been estimated by comparing the average time of spawning with the time at which age groups initially appear in the catch. SPANISH: Los datos sobre la composición del tamaño de la pesca durante los años 1954-1958 han sido estudiados con el objeto de determinar la composición de las clases anuales, la edad y el crecimiento del atún aleta amarilla en el Océano Pacífico Oriental Tropical. Las determinaciones directas de la edad de los atunes tropicales no han probado todavía ser de confianza; sin embargo, este análisis ha demostrado que las distribuciones de la frecuencia de las longitudes son adecuadas para determinar la estructura de las clases anuales y de las tasas de crecimiento. La edad absoluta ha sido estimada mediante la comparación de la época promedio de desove con la epoca en que los grupos de edades comienzan a aparecer en la pesca.

Size and year class composition of catch, age and growth of yellowfin tuna in the Eastern Tropical Pacific Ocean, 1951-1961

ENGLISH: Analysis of yellowfin tuna size-composition data encompassing data for purse-seiners and baitboats, and including data collected prior to the Commission's sampling program, has permitted a more careful examination of variations in growth rates of yellowfin year classes. SPANISH: El análisis de los datos de la composición de tamaños del atún aleta amarilla correspondiente a los que provienen de los barcos rederos y de carnada, e incluyendo datos recolectados previamente al programa de muestreo de la Comisión, ha permitido un examen más cuidadoso de las variaciones en las tasas de crecimiento de las clases anuales del atún aleta amarilla.

An intercomparison of bio-optical techniques for detecting dominant phytoplankton size class from satellite remote sensing

Satellite remote sensing of ocean colour is the only method currently available for synoptically measuring wide-area properties of ocean ecosystems, such as phytoplankton chlorophyll biomass. Recently, a variety of bio-optical and ecological methods have been established that use satellite data to identify and differentiate between either phytoplankton functional types (PFTs) or phytoplankton size classes (PSCs). In this study, several of these techniques were evaluated against in situ observations to determine their ability to detect dominant phytoplankton size classes (micro-, nano- and picoplankton). The techniques are applied to a 10-year ocean-colour data series from the SeaWiFS satellite sensor and compared with in situ data (6504 samples) from a variety of locations in the global ocean. Results show that spectral-response, ecological and abundance-based approaches can all perform with similar accuracy. Detection of microplankton and picoplankton were generally better than detection of nanoplankton. Abundance-based approaches were shown to provide better spatial retrieval of PSCs. Individual model performance varied according to PSC, input satellite data sources and in situ validation data types. Uncertainty in the comparison procedure and data sources was considered. Improved availability of in situ observations would aid ongoing research in this field.

Influence of light in the mixed-layer on the parameters of a three-component model of phytoplankton size class

Phytoplankton size structure is an important indicator of the state of the pelagic ecosystem. Stimulated by the paucity of in situ observations on size structure, and by the sampling advantages of autonomous remote platforms, new efforts are being made to infer the size-structure of the phytoplankton from oceanographic variables that may be measured at high temporal and spatial resolution, such as total chlorophyll concentration. Large-scale analysis of in situ data has revealed coherent relationships between size-fractionated chlorophyll and total chlorophyll that can be quantified using the three-component model of Brewin et al. (2010). However, there are variations surrounding these general relationships. In this paper, we first revise the three-component model using a global dataset of surface phytoplankton pigment measurements. Then, using estimates of the average irradiance in the mixed-layer, we investigate the influence of ambient light on the parameters of the three-component model. We observe significant relationships between model parameters and the average irradiance in the mixed-layer, consistent with ecological knowledge. These relationships are incorporated explicitly into the three-component model to illustrate variations in the relationship between size-structure and total chlorophyll, ensuing from variations in light availability. The new model may be used as a tool to investigate modifications in size-structure in the context of a changing climate.