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Academic Achievement

The Experts below are selected from a list of 95028 Experts worldwide ranked by ideXlab platform

Kate Lambourne – 1st expert on this subject based on the ideXlab platform

  • classroom based physical activity cognition and Academic Achievement
    Preventive Medicine, 2011
    Co-Authors: Joseph E Donnelly, Kate Lambourne

    Abstract:

    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.

  • Classroom-based physical activity, cognition, and Academic Achievement
    Preventive Medicine, 2011
    Co-Authors: Joseph E Donnelly, Kate Lambourne

    Abstract:

    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 – 2nd expert on this subject based on the ideXlab platform

  • classroom based physical activity cognition and Academic Achievement
    Preventive Medicine, 2011
    Co-Authors: Joseph E Donnelly, Kate Lambourne

    Abstract:

    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.

  • Classroom-based physical activity, cognition, and Academic Achievement
    Preventive Medicine, 2011
    Co-Authors: Joseph E Donnelly, Kate Lambourne

    Abstract:

    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 – 3rd expert on this subject based on the ideXlab platform

  • Accuracy of Teachers’ Judgments of Students’ Academic Achievement:
    , 2020
    Co-Authors: Anna Südkamp, Johanna Kaiser, Jens Möller

    Abstract:

    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.

  • accuracy of teachers judgments of students Academic Achievement a meta analysis
    Journal of Educational Psychology, 2012
    Co-Authors: Anna Südkamp, Johanna Kaiser, Jens Möller

    Abstract:

    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