The Experts below are selected from a list of 95028 Experts worldwide ranked by ideXlab platform
Kate Lambourne - One of the best experts on this subject based on the ideXlab platform.
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classroom based physical activity cognition and Academic Achievement
Preventive Medicine, 2011Co-Authors: Joseph E Donnelly, Kate LambourneAbstract:article i nfo Available online 31 January 2011 Background. There is increasing evidence for the association between physical activity, cardiovascular fitness, fatness, and cognitive function during childhood and adolescence. Evidence also suggests that these variables are linked to Academic Achievement. Classroom-based physical activity provides a viable approach to improve fitness, body mass index (BMI), cognitive function, and ultimately Academic Achievement. Methods. Studies examining the relation between physical activity, fitness, fatness, cognitive function, and Academic Achievement are described. The results of a large-scale, longitudinal, cluster randomized trial to examine the impact of classroom based physical activity on body mass index and Academic Achievement will be presented. Results. Overall, the data support the link between physical activity, cognitive function, and Academic Achievement. The role of physical activity in the classroom was also supported by the Physical Activity Across the Curriculum (PAAC) project. Physically active Academic lessons of moderate intensity improved overall performance on a standardized test of Academic Achievement by 6% compared to a decrease of 1% for controls (pb0.02). Body mass index increased less from baseline to 3 years in students with greater than 75 minutes of PAAC lessons per week (1.8 BMI) compared to students with less than 75 minutes of PAAC per week (2.4 BMI), pb0.00. Conclusions. Future research examining the effects of physically active Academic instruction is warranted. The impact of physically active Academic lessons of greater intensity may provide larger benefits for body mass index and Academic Achievement.
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Classroom-based physical activity, cognition, and Academic Achievement
Preventive Medicine, 2011Co-Authors: Joseph E Donnelly, Kate LambourneAbstract:There is increasing evidence for the association between physical activity, cardiovascular fitness, fatness, and cognitive function during childhood and adolescence. Evidence also suggests that these variables are linked to Academic Achievement. Classroom-based physical activity provides a viable approach to improve fitness, body mass index (BMI), cognitive function, and ultimately Academic Achievement. Methods: Studies examining the relation between physical activity, fitness, fatness, cognitive function, and Academic Achievement are described. The results of a large-scale, longitudinal, cluster randomized trial to examine the impact of classroom based physical activity on body mass index and Academic Achievement will be presented. Results: Overall, the data support the link between physical activity, cognitive function, and Academic Achievement. The role of physical activity in the classroom was also supported by the Physical Activity Across the Curriculum (PAAC) project. Physically active Academic lessons of moderate intensity improved overall performance on a standardized test of Academic Achievement by 6% compared to a decrease of 1% for controls (p
Joseph E Donnelly - One of the best experts on this subject based on the ideXlab platform.
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classroom based physical activity cognition and Academic Achievement
Preventive Medicine, 2011Co-Authors: Joseph E Donnelly, Kate LambourneAbstract:article i nfo Available online 31 January 2011 Background. There is increasing evidence for the association between physical activity, cardiovascular fitness, fatness, and cognitive function during childhood and adolescence. Evidence also suggests that these variables are linked to Academic Achievement. Classroom-based physical activity provides a viable approach to improve fitness, body mass index (BMI), cognitive function, and ultimately Academic Achievement. Methods. Studies examining the relation between physical activity, fitness, fatness, cognitive function, and Academic Achievement are described. The results of a large-scale, longitudinal, cluster randomized trial to examine the impact of classroom based physical activity on body mass index and Academic Achievement will be presented. Results. Overall, the data support the link between physical activity, cognitive function, and Academic Achievement. The role of physical activity in the classroom was also supported by the Physical Activity Across the Curriculum (PAAC) project. Physically active Academic lessons of moderate intensity improved overall performance on a standardized test of Academic Achievement by 6% compared to a decrease of 1% for controls (pb0.02). Body mass index increased less from baseline to 3 years in students with greater than 75 minutes of PAAC lessons per week (1.8 BMI) compared to students with less than 75 minutes of PAAC per week (2.4 BMI), pb0.00. Conclusions. Future research examining the effects of physically active Academic instruction is warranted. The impact of physically active Academic lessons of greater intensity may provide larger benefits for body mass index and Academic Achievement.
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Classroom-based physical activity, cognition, and Academic Achievement
Preventive Medicine, 2011Co-Authors: Joseph E Donnelly, Kate LambourneAbstract:There is increasing evidence for the association between physical activity, cardiovascular fitness, fatness, and cognitive function during childhood and adolescence. Evidence also suggests that these variables are linked to Academic Achievement. Classroom-based physical activity provides a viable approach to improve fitness, body mass index (BMI), cognitive function, and ultimately Academic Achievement. Methods: Studies examining the relation between physical activity, fitness, fatness, cognitive function, and Academic Achievement are described. The results of a large-scale, longitudinal, cluster randomized trial to examine the impact of classroom based physical activity on body mass index and Academic Achievement will be presented. Results: Overall, the data support the link between physical activity, cognitive function, and Academic Achievement. The role of physical activity in the classroom was also supported by the Physical Activity Across the Curriculum (PAAC) project. Physically active Academic lessons of moderate intensity improved overall performance on a standardized test of Academic Achievement by 6% compared to a decrease of 1% for controls (p
Jens Möller - One of the best experts on this subject based on the ideXlab platform.
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Accuracy of Teachers' Judgments of Students' Academic Achievement:
2020Co-Authors: Anna Südkamp, Johanna Kaiser, Jens MöllerAbstract:This meta-analysis summarizes empirical results on the correspondence between teachers’ judgments of students’ Academic Achievement and students’ actual Academic Achievement. The article further investigates theoretically and methodologically relevant moderators of the correlation between the two measures. Overall, 75 studies reporting correlational data on the relationship between teachers’ judgments of students’ Academic Achievement and students’ performance on a standardized Achievement test were analyzed, including studies focusing on different school types, grade levels, and subject areas. The overall mean effect size was found to be .63. The effect sizes were moderated by use of informed versus uninformed teacher judgments, with use of informed judgments leading to a higher correspondence between teachers’ judgments and students’ Academic Achievement. A comprehensive model of teacherbased judgments of students’ Academic Achievement is provided in the Discussion.
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accuracy of teachers judgments of students Academic Achievement a meta analysis
Journal of Educational Psychology, 2012Co-Authors: Anna Südkamp, Johanna Kaiser, Jens MöllerAbstract:This meta-analysis summarizes empirical results on the correspondence between teachers' judgments of students' Academic Achievement and students' actual Academic Achievement. The article further investigates theoretically and methodologically relevant moderators of the correlation between the two measures. Overall, 75 studies reporting correlational data on the relationship between teachers' judgments of students' Academic Achievement and students' performance on a standardized Achievement test were analyzed, including studies focusing on different school types, grade levels, and subject areas. The overall mean effect size was found to be .63. The effect sizes were moderated by use of informed versus uninformed teacher judgments, with use of informed judgments leading to a higher correspondence between teachers' judgments and students' Academic Achievement. A comprehensive model of teacher-based judgments of students' Academic Achievement is provided in the Discussion. Supplemental materials: http://dx.doi.org/10.1037/a0027627.supp
Anna Südkamp - One of the best experts on this subject based on the ideXlab platform.
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Accuracy of Teachers' Judgments of Students' Academic Achievement:
2020Co-Authors: Anna Südkamp, Johanna Kaiser, Jens MöllerAbstract:This meta-analysis summarizes empirical results on the correspondence between teachers’ judgments of students’ Academic Achievement and students’ actual Academic Achievement. The article further investigates theoretically and methodologically relevant moderators of the correlation between the two measures. Overall, 75 studies reporting correlational data on the relationship between teachers’ judgments of students’ Academic Achievement and students’ performance on a standardized Achievement test were analyzed, including studies focusing on different school types, grade levels, and subject areas. The overall mean effect size was found to be .63. The effect sizes were moderated by use of informed versus uninformed teacher judgments, with use of informed judgments leading to a higher correspondence between teachers’ judgments and students’ Academic Achievement. A comprehensive model of teacherbased judgments of students’ Academic Achievement is provided in the Discussion.
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accuracy of teachers judgments of students Academic Achievement a meta analysis
Journal of Educational Psychology, 2012Co-Authors: Anna Südkamp, Johanna Kaiser, Jens MöllerAbstract:This meta-analysis summarizes empirical results on the correspondence between teachers' judgments of students' Academic Achievement and students' actual Academic Achievement. The article further investigates theoretically and methodologically relevant moderators of the correlation between the two measures. Overall, 75 studies reporting correlational data on the relationship between teachers' judgments of students' Academic Achievement and students' performance on a standardized Achievement test were analyzed, including studies focusing on different school types, grade levels, and subject areas. The overall mean effect size was found to be .63. The effect sizes were moderated by use of informed versus uninformed teacher judgments, with use of informed judgments leading to a higher correspondence between teachers' judgments and students' Academic Achievement. A comprehensive model of teacher-based judgments of students' Academic Achievement is provided in the Discussion. Supplemental materials: http://dx.doi.org/10.1037/a0027627.supp
Huisheng Tian - One of the best experts on this subject based on the ideXlab platform.
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Historical Development of Academic Achievement Assessment
Academic Achievement Assessment, 2018Co-Authors: Huisheng TianAbstract:Academic Achievement refers to students’ learning outcome of a school curriculum. It is a crucial indicator of education quality. Academic Achievement assessment is an essential means by which education quality is evaluated and guaranteed. Since the beginning of school education, there has been examination of student performance, a form of Academic Achievement assessment to some extent. But in the context of modern education, Academic Achievement assessment has specific features of its own. This specificity lies in its close connection with people’s efforts to promote equity and quality in education, to adjust education policy, as well as to make classroom interventions.
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The Philosophical Foundation of Academic Achievement Assessment
Academic Achievement Assessment, 2018Co-Authors: Huisheng TianAbstract:The process of evaluation is often based on people’s understanding of value and their subsequent orientation regarding value. Academic Achievement assessment falls within the range of education evaluation; therefore, to understand its nature, one must first familiarize with the value of Academic Achievement assessment and clarify its axiological foundation. This is the prerequisite of establishing the value orientation and actualization mechanism of Academic Achievement assessment.
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Overview of Academic Achievement Assessment
Academic Achievement Assessment, 2018Co-Authors: Huisheng TianAbstract:As a professional activity, Academic Achievement assessment carries special implication and significance. It centers on why to conduct the assessment, what to assess, what techniques and methods to employ, who to organize and implement the assessment, and how to use assessment results to improve teaching activities. In other words, study on Academic Achievement assessment shall address the following issues: the purpose, content, techniques and methods, organizer, and application of assessment findings.
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Organization and Implementation of Academic Achievement Survey
Academic Achievement Assessment, 2018Co-Authors: Huisheng TianAbstract:After the development of test tool and the establishment of questionnaire, the Academic Achievement survey will be turned to the stage of organization and implementation, which includes actual tests, analysis as well as the reporting of levels and influencing factors of the students’ Academic Achievement.
