...activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010. TABLE OF CONTENTS Executive Summary . 5 Introduction . 8 Methods 10 Conceptual Definitions . 10 Inclusion Criteria . 10 Identification of Studies that Met the Inclusion Criteria . 11 Classification of Studies . 11 Study Coding Process . 12 Data Analysis . 13 Results . 14 School-Based Physical Education Studies . 16 Recess Studies . 19 Classroom Physical Activity Studies . 21 Extracurricular Physical Activity Studies . 24 28 Summary . Overall Findings . 28 Findings for Physical Activity by Context . 29 Findings by Gender, Other Demographic Characteristics, and Research Design . 30 Strengths and Limitations of Review . 30 Implications for Future Research or Evaluation . 31 Implications for Schools . 32 References . 34 Appendices . 39 Appendix A: Database Search Terms . 39 Appendix B: Coding Sheet...
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...Annotated Bibliography Cynthia Beckner South University Online PSY2002: April 30, 2013 Topic 1: Early Childhood: 1). Linda Knight (2009). Dreaming of other spaces: What do we think about when we draw? The Psychology of Education Review, Vol. 33, No. 1, March 2009 The article focuses on the enhancement of the learning process during early childhood development by the engagement of adults with children as they draw, and the interpretations of these drawings. By being engaged with young children as they express themselves on paper, allows the visualization of the child’s “thought” process as they are drawing. Along with the many applications of childhood developmental theories, the interpretation of a young child’s doodling is now perceived through Deleuzians and Guattarians dreaming concepts and Foucauldians heterotopic space concepts (Knight, 2009). Foucault’s concept of heterotopic space suggests that the young drawer visits his own imaginary space while doodling. This is a place where the child is free to imagine, free to choose, and free to express. Deleuzian’s and Guattarian’s concept suggests the child be free to be chaotic and unpredictable. Being able to dream allows the child to disconnect from the work and make his own connections. Examining and interacting with a child and his artwork can give us insight to emotional, cognitive, and physical development to the child. To a small child, scribbling can aid in muscle coordination, emotional release and...
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...Effects of Technology on Classrooms and Students * Change in Student and Teacher Roles * Increased Motivation and Self Esteem * Technical Skills * Accomplishment of More Complex Tasks * More Collaboration with Peers * Increased Use of Outside Resources * Improved Design Skills/Attention to Audience Change in Student and Teacher Roles When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. The teacher's role changes as well. The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity. As students work on their technology-supported products, the teacher rotates through the room, looking...
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...obese, which is triple the rate it was in 1963 (American Heart Association, 2014). Childhood Obesity is not limited to the United States it is becoming more of a problem for every child all over the world. Childhood obesity is defined as having excess body fat, and being overweight means that having excess body weight from fat, muscle, bone water or a combination of these factors (CDC, 2013). A way to determine if a child is overweight is by using the body mass index chart. This chart can determine if a child is at an unhealthy weight, healthy weight, overweight, or obese (CDC, 2013). There are many health issues for those who are overweight or obese such as high blood pressure, high cholesterol, diabetes and more. There has been a lot of research conducted on childhood obesity from kindergarten to middle school, whether or not appetite is linked to obesity, and whether or not children should have bariatric surgery to remove the fat. Obesity is a major problem because it causes many health problems. Children that are overweight or obese are more likely to suffer from high blood pressure or high cholesterol (CDC, 2013). In a sample of obese children 70% hat at least one risk for cardiovascular disease (CDC, 2013). Children who suffer from obesity are also more likely to suffer from joint and bone problems (CDC, 2013). Being overweight or obese also leads to an increased risk of cancer which includes breast cancer, thyroid cancer, colon and more (CDC, 2013). A new study showed that...
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...Bullying at School What is Bullying and How Does It Differ in Boys and Girls? What is bullying?1 * An intentional act. The child who bullies wants to harm the victim; it is no accident. * Characterized by repeat occurrences. Bullying is not generally considered a random act, nor a single incident. * A power differential. A fight between two kids of equal power is not bullying; bullying is a fight where the child who bullies has some advantage or power over the child who is victimized. Strategies students use to bully others:1 * Physical - hitting, kicking, beating up, pushing, spitting, property damage, and/or theft. * Verbal - teasing, mocking, name calling, verbal humiliation, verbal intimidation, threats, coercion, extortion, and/or racist, sexist or homophobic taunts. * Social - gossip, rumor spreading, embarrassment, alienation or exclusion from the group, and/or setting the other up to take the blame. * Cyber or electronic - using the Internet, email or text messaging to threaten, hurt, single out, embarrass, spread rumors, and/or reveal secrets about others. Bullying and gender:2 * Boys tend to be physically aggressive. * Boys may be more accepting of bullying than girls. * Boys are more likely to both bully and be bullied than girls. * Girls tend to bully other girls indirectly through peer groups. Rather than bully a targeted child directly, girls more often share with others hurtful information about the targeted child...
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...(Spring 2003). Observation Report Kelly Koss Note to the reader: The names within this paper have been modified to protect the identities of the children involved in my observations. Observation #1: “John” and aggression Date and time: Wednesday April 16, 2003; 11:25-12:50 Setting: Playground for 1st/2nd grade recess 11:25-11:50, 3rd/4th grade 11:55-12:20, Kindergarten recess 12:25-12:50 Activities observed: Children climbing across the climbing rings, watching children pretend play at the tire mountain and under the large wooden play structure with the blue plastic slide. My interaction with the children: I spent a lot of time answering questions about my name and where I am from for the children. Example A: There was one child named “John” on the first recess who was racing across the rings with another child, lost the race and fell to the ground. He then started to cry and called himself a loser. I pulled him aside to try to talk to him to find out what was wrong. He kept telling me that he was a loser because he didn’t win the race and he never wins, and that “all my friends think I am a loser because I cry all the time. They make fun of me because I cry. They beat me up. I am a loser.” I tried to reassure him and tell him I did not think he was a loser. I explained how I thought one of the reasons he lost the race was because he had been climbing across the rings for most of recess was tired from racing. He continued to cry even after his friends came over and tried to...
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...Educational Debate Persuasive Paper As school teacher’s jobs become scarcer it is imperative that each student get the proper education and respective needs that they each deserve while in the classroom to ensure that the schools are committed to providing a better way of life for our future. Since there are so many students in one classroom it becomes difficult for teachers to work individually with each child. Recent research shows electronics to have a significant impact on student’s academic behavior in the classroom and at home. Techniques for creating an environment for students to advance in would be incorporating technology into their everyday hands on structured learning environment. With all the new technologies out there today from cell phones, to iPads it is extremely rare to see a child who is not plugged into technology. Just from looking around and watching children advance in computer or video games it is safe to say that technology has some form of lasting effect on the way children in this generation learn. If that same technology is put into the classroom environment of each child maybe just maybe there would be a positive change in the outcome of a students learning. ("Teen Ink", 2011). Technologies such as Smartboards are interactive computerized chalkboards. This device allows students and teachers to participate as they would in a normal classroom except with the ability to save lesson plans written on the Smartboard just as you would save items on a...
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...multi-ethnic, multi-cultural classrooms? • develop and use classroom rules and routines? • use classroom consequences that work? • design positive behavioral supports for challenging behaviors? • avoid career- and health-threatening frustration and burnout? The establishment and maintenance of safe and supportive classrooms that contribute to high quality student achievement are critical skills that are rarely taught at the university. Consequently, those skills must be crafted and honed “on the job.” Each school and each classroom presents its own unique challenges, and because every year brings a new group of students, teachers must become lifelong learners. The foundation of this learning lies in just a few research-supported principles and actions, TeachSafeSchools.com and the Melissa Institute for Violence Prevention and Treatment have condensed the information for ready consumption. Everything starts with TEACH: T.E.A.C.H. T – Tailor for diversity. Make it a point to know as much as possible about your students, including their diverse cultural, ethnic, behavioral, and learning characteristics, along with stressors they may experience outside of school. E – Encourage positive behavior. Aim for a 4:1 ratio of positive comments to negative corrections for all the students. A – Arrange the environment for success. Teach your behavioral expectations directly and immediately through collaboratively-established classroom rules and well...
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...multi-ethnic, multi-cultural classrooms? • develop and use classroom rules and routines? • use classroom consequences that work? • design positive behavioral supports for challenging behaviors? • avoid career- and health-threatening frustration and burnout? The establishment and maintenance of safe and supportive classrooms that contribute to high quality student achievement are critical skills that are rarely taught at the university. Consequently, those skills must be crafted and honed “on the job.” Each school and each classroom presents its own unique challenges, and because every year brings a new group of students, teachers must become lifelong learners. The foundation of this learning lies in just a few research-supported principles and actions, TeachSafeSchools.com and the Melissa Institute for Violence Prevention and Treatment have condensed the information for ready consumption. Everything starts with TEACH: T.E.A.C.H. T – Tailor for diversity. Make it a point to know as much as possible about your students, including their diverse cultural, ethnic, behavioral, and learning characteristics, along with stressors they may experience outside of school. E – Encourage positive behavior. Aim for a 4:1 ratio of positive comments to negative corrections for all the students. A – Arrange the environment for success. Teach your behavioral expectations directly and immediately through collaboratively-established classroom rules and well...
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...Hodges 1 [Amber Hodges graduated from Kalamazoo College in June 2003. She was a senior Sociology/Anthropology major and Psychology minor when she wrote this Observation Report in Spring of 2003]. Observation Report Amber Hodges Introduction Siefert et. al describe children’s play as intrinsically motivated, process oriented, creative and nonliteral, governed by implicit rules, spontaneous and self-initiated, and free from major emotional distress(1997 p. 221-222). For example, the rules of a made-up game that children play cannot be discerned from a rulebook that stands independently of the activity; rather, one can discern rules by either observing or being actively involved in the play process. For children, play is the arena where they ultimately control what is going on, through communication and negotiation with each other, and as such, it is an arena where they are able to gain mastery over problems in their life, learn adult skills and roles, and further develop cognitive abilities (Siefert 1997). But, often times, children do not have complete hold over their environments. They can’t shape what and how they play through their own design. Wardle introduces the concept of an environmental press, “the forces at work in a setting which shape the behavior of people in that setting” (1999 p. 245). One principle of the environmental press is that of progressive conformity, where people’s behavior tends to become congruent with the press of the environment. Accordingly, the...
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...Obama announced, “The physical and emotional health of an entire generation and the economic health and security of our nation is at stake” (M. Obama, 2010). The following paper will answer the question of why children become obese and offers possible solutions to prevent obesity. Without proper moderation and knowledge of nutritional values the current generation and future generations will continue to have their lives at risk. Exercise is also a key factor in attaining the correct body weight for the specific age and height of the child. It is important to prevent childhood obesity because it can cause many health problems for our children now and as they get older. Changing the following will decrease or maintain a healthy body weight: increase in activity, better nutrition, exercise and habits. Past generations were limited in technology, leading to youth spending more time physically playing outside. Today with so many technological options children no longer need to go outside to have fun. If children spent at least an hour doing a physical activity outside they will be one step closer to starting a healthier lifestyle. After school and on the weekends, children are inside playing video games and watching television. Technology has taken the place of the after school extracurricular activities. Research from the Department of Pediatrics at Louisiana State University...
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...Child Study Cynthia Machol ED603 – Human Growth & Development University of New Haven March 28, 2011 Introduction As a future teacher it is important to be able to understand the physical, cognitive, and emotional changes that students are going through. Teachers must be versed in the basis of all areas of development. Teachers have a huge responsibility to give their students a positive, enlightening classroom in which they can blossom physically, cognitively, and emotionally. A teacher that understands their students’ physical development may find it easier to identify a possible cause to a problem a child is having in school. Understanding the stages of cognitive development is of the utmost importance. Knowing a child’s starting point is essential for a teacher so they can plan the right way to help move the child through their zone of proximal development. It is a teacher’s job to promote thinking abilities in their students. By asking higher order questions a teacher will help in their cognitive development. A child’s development of personality and self-esteem is important to not only their schooling, but in their whole life. A teacher can help their students establish this personality and give them multiple ways to develop their sense of self. My purpose in this child study is to be able to analyze an individual child’s physical, emotional, and cognitive development and determine how the changes she is going through will affect her learning and behavior. ...
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...Elementary School Teacher Research Paper An Elementary teacher is responsible for instructing students in school from grades K-5. They create lesson plans, administer praise and constructive criticism, instruct students on subjects such as science, literature, and math, and create a well-rounded, comprehensive instructional program. Tasks: The primary responsibilities consist of a large list. They must create instructional for use in the classroom. They have to plan, prepare, and distribute instructional activities. Create a positive climate for the students to learn in. Meet the course and student-wide performance goals. Participate in on-going training sessions. Create lesson plans and modify accordingly throughout the year. Maintain the grade books. Grade papers and perform other administrative duties as needed. Create projects in order to enhance lectures. Read and stay abreast of current topics in education. Create lesson plans. Utilize various curriculum resources. Utilize curricula that reflect the diverse educational, cultural, and linguistic backgrounds of the students served. Observe and evaluate student’s performance. Manage student behavior in the classroom by invoking approved disciplinary procedures. Conditions: The general working conditions can be quite ideal depending on certain circumstances. You get summer off, and always are out of the school building around 5pm, depending on how late you plan to stay at the school after class session has ended for...
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...This naturalistic observational study was done to assess the behavior of two groups. The girls were insistent that they expressed less aggression than their male counterparts. For this study we are assuming age similarities and surrounding environmental conditions being equal. This study was done in during recess sessions over the course of a week on school property. Breaking this study into the simplest definitions will assist in determining the accuracy of this study and help to explain the observation in a sensible manor enabling the undereducated to understand the results. The mean is considered the average. Or the sum of all scores divided by the number of scores used. For girls the total score is 49 divided by 10 or 4.9. The boys the total score is 51 divided by 10 or 5.1. Once again this would seem to indicate that the boys are more aggressive. The mode is the most frequently appearing score in the distribution of numbers. These numbers are presented for analysis as below. For girls 1 show up 1 time, 4 show up 4 times etc…. 1-1, 4-4, 5-2, 7-2, 8-1, therefore the mode for girls is 4. For boys 2-1, 3-2, 5-4, 6-1, 8-1, 9-1 therefore the mode is 5. By this simple analysis it would appear that boys are more aggressive. The median score is determined by the exact middle of the scores laid out from lowest to highest. Using the same information, the exact middle for girls is 4.5 and for boys it would be 5.0, Indicating that boys are more aggressive. ...
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...(cell); E-mail: jgreenfi@fiu.edu, Office Place and Hours: EC 3660 or classroom; 6:25 – 7:40 pm Friday and by appointment. Textbook: Harris, C. E., Pritchard, M. S., Rabins, M. J., James, R., and Englehardt, E. Engineering Ethics, Cases and Concepts, (5th Edition), Wadsworth, Cengage Learning, 2014, ISBN 978-1-133-93468-4 Grading: 1) Final examination. No make-up examination will be offered unless it is an emergency excused by a medical doctor. Final exam is worth 40% of grade. FEEDS students must take final exam at scheduled time in class. 2) Group paper/presentation. Group paper/presentation is worth 40% of grade. FEEDS students must present their group paper in person in class. 3) Homework. Homework is worth 20% of grade. 1 Aug 29 Introduction 2 Sept 5 Codes of Ethics-ASCE and NSPE 3 Sept 12 Chapter 1-Making the Case –Topics for group papers due 4 Sept 19 NO CLASS (Watch Henry’s Daughters DVD) 5 Sept 26...
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