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No description available.

To capture a snapshot of the late-preterm academic phenotype in adolescence, and to address a research gap in empirical investigation, the researcher in the present study compared disability- and mathematics-related eighth-grade age outcomes of those born late-preterm (n = 330), to full-term (n = 5434) peers. Through an analysis of Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) the researcher in the present study examined the impact of late-preterm birth on disability-related school outcomes in adolescent-age, as measured by (1) presence of special education services; (2) presence of learning disability or other disability; (3) and presence of increased behavioral or attention needs. The researcher examined the impact of late-preterm birth on mathematics-related school outcomes in adolescent-age, as measured by (1) adolescent participant performance in mathematics; (2) adolescent participant engagement in mathematics; (3) and adverse adolescent participant outcomes in mathematics. The researcher found adolescent participants born late-preterm had greater risk of school report of provided special education services; parent report of disability; mathematics teacher report of attention-related adverse outcomes; and mathematics teacher report of decreased ability, incongruent with student's typical performance on ECLS-K standardized assessment.

The purpose of this study was to determine if the motivational profiles of male junior high weight-training students (n = 166) differ across levels of teacher and peer relatedness (high, low). The students' contextual motivation was measured using the Sport Motivation Scale II -Physical Education (SMS II-PE) pre- and post-intervention (high vs. low teacher-to-student relatedness). Situational motivation and relatedness measurements were assessed pre- and post-intervention using the Situational Motivation Scale-Physical Education (SIMS-PE), Amotivation Inventory-Physical Education Scale (AI-PE), and the Interpersonal Behavior Scale (IBS). Results revealed that situational motivation was not affected by the intervention in either group. Significant differences were observed in student's contextual motivation. That is, both within-groups contextual motivation increased. The notion of pre-existing contextual motivation and its relationship to interpersonal behavioral support and situational motivation are presented and explored.

Music is used and can be found in everyday life and throughout society. With many studies pointing towards music being a motivating stimulus for exercise, it is plausible that music would positively affect the physical activity rates of junior high school students in physical education classes. Thus, the purpose of this study was to examine the effects of popular music on physical activity rates, via pedometry, and enjoyment levels of junior high physical education students. There were 305 junior high physical education students that participated in the study with 151 being male and 154 being female. This was a quasi-experimental study using a two conditions, with and without music, by two activities, basketball and volleyball, cross-over design. It is found that across all grades and gender, more steps were taken with music in both activities versus without music. No statistically significant differences are noted in time in activity between activities with music than without. When comparing the level of enjoyment of the activities with music versus without across genders and all grades, the level of enjoyment is higher with music than without, though the difference is not statistically significant. While statistically significant differences can be found and attributed to the very nature of the differences between volleyball and basketball, there are also several statistical significances found that can be described and attributed to the intervention of the use of music during that activity. Therefore, if teachers are looking for a way for their students to increase step counts and increase the level of enjoyment their students feel throughout an activity, adding music to the background of the activity will help teachers to achieve those goals.

This study was conducted for the primary purpose of discovering the relationship of two personal variables to effective seminary teaching.It was hypothesized that:(1) There is no significant difference between seminary teachers whom the department considers as very effective (high-rated) and seminary teachers whose teaching effectiveness is questioned by the department (low-rated) in their ability to empathize with the self concept of their students.(2) there is no significant difference between seminary teachers who are high-rated and seminary teachers who are low-rated in their ability to sociempathise (perceive student's social status among peers).

The purpose of this case study was to investigate the relationship between the implementation of the District Professional Learning Community (DPLC) model of professional development and collective teacher efficacy and organizational trust at one middle school in a large urban school district. Data were collected from the following sources: Goddard & Hoy's (2003) CE Scale Form L, Hoy & Tschannen-Moran's (2003) Omnibus-T scale, six additional survey items used to explore teachers' perceptions of the DPLC model's influence on improving student literacy, and semi-structured focus group interviews. A series of analysis of variance (ANOVA) and chi-square tests were performed to analyze the survey data. Focus group interview data were examined using a priori codes, open codes, in vivo codes, and logic model analytics. The findings of this study revealed that the DPLC model has a positive impact on collective teacher efficacy and organizational trust at Central Florida Middle School. Additional statistically significant findings include: (a) increase in faculty trust in principal over time; (b) increase in faculty trust in colleagues over time; (c) greater increase in collegial trust among English Language Arts/Reading teachers as compared to other content area peers; (d) members of the DPLC Site Team report greater knowledge and utilization of learned literacy strategies as compared to non-members. Through this investigation of teacher perceptions, truths about organizational culture were revealed. The results of this study confirm and expand the research supporting the positive impact of distributed leadership practices and effective professional development on collective teacher efficacy and organizational trust.

There are two predominant sources of taxonomically useful morphological variability in the diverse tardigrade family Echiniscidae: the internal structure and surface sculpture of the cuticular plates covering the dorsum (sculpturing) and the arrangement and morphology of the trunk appendages (chaetotaxy). However, since the appendages often exhibit intraspecific variation (they can be reduced or can develop asymmetrically), sculpturing has been considered more stable at the species level and descriptions of new echiniscid species based solely on morphology are still being published. Here, we present a case study in which a detailed analysis of the morphology and multiple genetic markers of several species of the genus Viridiscus shows that cuticular sculpture may also exhibit considerable intraspecific variation and lead to false taxonomic conclusions. In a population collected from the eastern Nearctic, in the type locality of the recently described species V. miraviridis, individuals with transitional morphotypes between those reported for V. viridissimus and V. miraviridis were found. Importantly, all morphotypes within the viridissimus-miraviridis spectrum were grouped in a single monospecific clade according to rapidly evolving markers (ITS-1, ITS-2 and COI). Given the morphological and genetic evidence, we establish V. miraviridis as a junior synonym of V. viridissimus. This study explicitly demonstrates that a lack of DNA data associated with morphological descriptions of new taxa jeopardizes the efforts to unclutter tardigrade systematics. Additionally, V. perviridis and V. viridissimus are reported from Lâm Đồng Province in southern Vietnam, which considerably broadens their known geographic ranges.

The problem considered in this study arises from the different functions and objectives of the Junior college. From the time the Junior college was established to the present day, objectives, purposes and functions of this unique institution have been changing.Much has been recommended by music education organisations regarding the objectives of the Junior college music department. In 1938 a Junior college music committe submitted to the Music Educators National Conference the following objectives for the Junior college music department: 1. To meet the needs of the community in the enrichment of social living through; a) Ability to participate in some form of musical activity b) Ability to be an intelligent listener 3. To provide the necessary prerequisite courses for further study in the university or professional school 3. To equip the student of superior talent to undertake a musical career by providing so-called terminal course