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1
Loman, Susan E. "Changes in religious attitudes between Year 7 and Year 9." Thesis, Bangor University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409685.
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Phethean, Jill. "Plantar pressure distribution in 4 to 7 year olds." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26861/.
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Introduction This study focuses on the plantar pressure distribution patterns in children aged 4 to 7 years of age for the purposes of a better understanding of any age-related changes and from that a better understanding of age-related changes in foot function and structure. Method Ninety-eight children who achieved the correct age-related height, weight and locomotion skills; were born within a normal gestational period and had no gait abnormalities underwent plantar pressure analysis. Peak plantar pressure and plantar pressure time integral data were obtained from the: calcaneus, medial and lateral midfoot, each of the five metatarsal heads and hallux. Both longitudinal and crosssectional data were collected at 4, 5, 6 and 7 years of age. The data subsets were analysed to determine if there were any age-related changes. Results Prior plantar pressure data analysis found no significant difference between the left and right feet (p>0.05), no significant difference between males and females (p>0.05) and some evidence of a weak, positive correlation between plantar pressure data and body weight (r<0.5). There was no systematic change across the longitudinal and crosssectional plantar pressure data for the 4, 5 and 6 years olds. There were significant differences in the plantar pressure data between 4 and 7 years of age (p<0.05). Conclusion The two year interval between 4 and 6 years of age is too short a time period to observe systematic change in plantar pressures. Annual age increments are not a key marker for changes in plantar pressure between these ages. Changes between 4 and 7 years of age suggest that this window of time may be large enough to observe differences in plantar pressure. Xlll
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Nimmo, Elizabeth Frances. "Comparing Wait-Time Strategies in a Year 7 Mathematics Class." Thesis, University of Canterbury. Educational Studies and Human Development, 2009. http://hdl.handle.net/10092/3078.
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The use of formative assessment in the classroom is becoming a more widely used practice and acceptable way to support students’ learning. There are several different strands to the formative concept of assessment for learning as opposed to assessment of learning. This research project looks at one strand of formative assessment, namely, the use of wait-time in the classroom. Three wait-time strategies were investigated and examples of their use are provided in an upper primary situation with three students of lower ability and challenging behaviours. Findings from this brief study show no conclusive evidence to support either the widely recognised use of increased wait-time to support a learner’s needs or the opposing view that brief wait-time, when used with students with behavioural issues, might increase academic responses and improve on-task behaviours. The use of one of the strategies, that of ‘talking partners’, demonstrated a slight increase in academic responses with members of the focus group. This research project, together with limitations and further research suggestions, is discussed.
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Deckner, Sebastian Ephraim. "Issues of pupil motivation for language learning in year 7." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6173/.
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This thesis presents a study of the motivation of UK school pupils to learn a modern foreign language. The study involved 345 year 7 pupils learning either French or German in a large inner-city school based in an urban area in central England. Anecdotal evidence and personal experience suggested a widespread decrease in motivation for modern language learning during the course of year 7. The purpose of the study was to seek evidence substantiating or refuting the hypothesis of a motivational dip and to investigate factors that might affect any perceived changes in motivation. The research design was inspired by elements of the Dynamic Systems Approach (DSA), particularly the idea of attractors and repellers. This study attempted to incorporate elements of DSA through the design of two questionnaires, which were used to collect the data in the autumn of 2007 and spring/summer 2008. The data were analysed employing both quantitative and qualitative methodology and the findings suggested that there was indeed evidence of a motivational dip occurring within the time span under investigation. Contrary to discussions in the literature and wider society the drop in motivation could not be explained through the impact of individual factors, such as the teacher, nor did any combination of factors seem to suggest predictable outcomes. However, the findings did appear to confirm characteristics of a complex dynamic system present in the construct of motivation as suggested by DSA and provided evidence that particular factors may act as strong attractors and repellers. Further to this, the importance for motivation of feelings of belonging and emotional well-being in the classroom situation was strongly implied in the pupils’ responses, suggesting that current teacher training strategies and educational policies may need to be re-focused if this is confirmed in future research.
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Tew, Marilyn Wilson. "The lifeworld of Year 7 pupils : personal development and learning." Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/9c1153f4-7c25-4816-9f4e-ab2d3cc163ac.
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Hilton, Geoffrey J. "The effect of mini-documentary making on year 7 learner outcomes /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19155.pdf.
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Marshall, L. "Year 7 students' understanding of the relationship between area and perimeter." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/900.
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The aim of this study was to determine Year 7 students' understanding of the relationship between area and perimeter. This is an important part of the measurement strand of mathematics. Two methods of collecting data were used: a multiple-choice pencil-and-paper test item; and clinical interviews with a class of Year 7 students. Two Perth metropolitan government primary schools allowed access for the research to take place: one was used for the trial of the test item with eleven students; the students at the other school were given the validated test item followed, one week later, by clinical interviews. Analysis of the data suggested that students of this year level have a sound understanding of the concept of perimeter, but that their understanding of the area concept was not as well developed. There also did not appear to be a widespread understanding of the relationship between area and perimeter. Several categories of understandings and misunderstandings were identified, as were other areas of concern. The research highlights some interesting implications for teachers. A better understanding of their students' beliefs about the concepts of area, perimeter, and the relationship between the two, may influence teachers' decisions when planning for the teaching of these attributes of measurement
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Carter, Merilyn Gladys. "Year 7 students’ approaches to understanding and solving NAPLAN numeracy problems." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46648/1/Merilyn_Carter_Thesis.pdf.
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This study investigated how the interpretation of mathematical problems by Year 7 students impacted on their ability to demonstrate what they can do in NAPLAN numeracy testing. In the study, mathematics is viewed as a culturally and socially determined system of signs and signifiers that establish the meaning, origins and importance of mathematics. The study hypothesises that students are unable to succeed in NAPLAN numeracy tests because they cannot interpret the questions, even though they may be able to perform the necessary calculations. To investigate this, the study applied contemporary theories of literacy to the context of mathematical problem solving. A case study design with multiple methods was used. The study used a correlation design to explore the connections between NAPLAN literacy and numeracy outcomes of 198 Year 7 students in a Queensland school. Additionally, qualitative methods provided a rich description of the effect of the various forms of NAPLAN numeracy questions on the success of ten Year 7 students in the same school. The study argues that there is a quantitative link between reading and numeracy. It illustrates that interpretation (literacy) errors are the most common error type in the selected NAPLAN questions, made by students of all abilities. In contrast, conceptual (mathematical) errors are less frequent amongst more capable students. This has important implications in preparing students for NAPLAN numeracy tests. The study concluded by recommending that increased focus on the literacies of mathematics would be effective in improving NAPLAN results.
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Pardue, Karen. "Learning together : the impact of interprofessional education among first-year health profession students." Diss., NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/7.
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Bartlett, Roger J. "Secret codes: Hiragana instruction in year six." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36653/7/__qut.edu.au_Documents_StaffHome_StaffGroupR%24_rogersjm_Desktop_36653_Digitised%20Thesis.pdf.
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Mastering hiragana at the primary school level is a challenge for beginning Japanese learners and developing techniques for easing the task is continual. The inherent meaningfulness of the subject matter is acknowledged to be an important factor in the learning, assimilation and retention of new material. This study examined the incorporation of meaningfulness in hiragana instruction by comparing two classes of eleven year olds engaging with hiragana for the first time. One group received symbol instruction organised around known vocabulary, whereas instruction was organized by consonant-family for the second group. The study was undertaken to determine the instruction1s impact on the recognition, decoding and recall of hiragana, the learning strategies employed and the affective response to the task. Both groups undertook formative tests and a post test involving symbol recognition and formation. Four groups of students participated in focus group interviews.
The reading theories underpinning the study were the interactive model developed by Ehri (1998) and the interactive compensatory model developed by Stanovich (in Samuels & Kamil, 1988). Both models hold that beginning readers use 'bottom-up' and 'top-down' processes when reading but the Stanovich model proposes that the reader compensates for weak skills or knowledge in one area of the model by relying on other sources of knowledge. A student may have weak grapho-phonemic skills and therefore support the need to extract meaning from the text by using world knowledge.
Test results indicated that whereas the two groups had equal success in learning the script, one instructional method was not more statistically significant than the other in facilitating hiragana decoding and recall. The focus group interviews indicated that the students were overwhelmed by the novelty and by the scale of the task. Students in both groups primarily relied on rote learning techniques, foregoing more meaningful strategies that had been modelled and encouraged. The results suggest that for young beginning students, hiragana instruction needs to acknowledge individual learning styles and provide a range of 'hooks' to facilitate item decoding, of which meaningfulness is only one.
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Tilbrook, David Michael William. "Attachment,conduct disorder and perspective taking in 7-9 year old boys." Thesis, Open University, 2000. http://oro.open.ac.uk/58088/.
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The perspective taking ability of children with aggressive behaviour problems was explored, by comparing them with non-aggressive children on tasks involving the prediction of emotion and behaviour on hypothetical short story vignettes. Their ability to correctly predict emotion and behaviour in emotionally charged, personally involving tasks was investigated, and linked with their security of attachment and verbal intelligence. Contrary to what was predicted, the aggressive children were not observed to perform poorly on complex emotionally charged, personally involving vignettes. Also, security of attachment was not seen to relate to performance on vignettes. The ability to provide explanations of responses which incorporated a coherent description of the differing and false beliefs held by different characters correlated with verbal intelligence and tentatively with security of attachment. The two groups showed significant differences on all sub-scales of a measure of abnormal social behaviour and two out of three sub-scales of a measure of security of attachment. The results do not present a clear picture, but suggest that verbal intelligence is associated with perspective taking and understanding of emotion. A consideration of methodological issues suggests that the short story vignettes suffer from poor reliability and possibly poor validity. The findings are discussed with relation to other literature, in particular an alternative theory of the development of emotion understanding that emphasizes the role of coherent psychological discourse by the caregiver. The role of disorganised attachment in childhood aggression is also discussed. Implications for clinical practice are considered and suggestions for future research are outlined.
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George, Rachel. "Numeracy development of 6-7 year old children with specific language impairment." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020393/.
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McLeod, Sharynne, Alison Holm, Sharon Crosbie, Barbara Dodd, Barbara W. Hodson, Michelle Morrisette, Judith A. Gierut, et al. "Comparison of Ten Interventions for a 7-year-old with Unintelligible Speech." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2075.
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The management of speech impairment of unknown origin in children requires SLPs to make important clinical decisions around assessment, analysis, diagnosis and intervention. Ideally, clinicians should be guided in their decision making by evidence. Over thirty years ago, this was a relatively straightforward task. Most children’s speech problems were assessed, analysed and treated from an articulation perspective. Since the paradigm shift from articulation to phonology, clinical decision making has become more challenging. This challenge is in part due to the increase in possible approaches. This short course will outline the application of ten intervention approaches to one child and will conclude with a description and outcomes of one intervention approach Internationally recognized phonologists and speech researchers will present ten intervention approaches for Jarrod, a seven-year-old boy with highly unintelligible speech. Each theoretical framework will be outlined, followed by relevant methods of assessment and recommendations for intervention based on analysis data. Videos of the child during assessment will be shown to help participants understand his speech sound system. The intervention that was implemented will be summarized and results will be provided. Participants in this session will have opportunities to compare major phonological evaluation and intervention approaches currently being used in Australia, America, Canada, and England.
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Sanseviro, Michael Lenard. "Student Government Presidents' Perceptions of their Role in Institutional Decision-Making at a Two-Year Public College." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/eps_diss/7.
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This qualitative study investigated the roles students play in institutional decision-making, and in particular how the students perceive both what their roles should be and what their roles actually are. Five Student Government Association (SGA) presidents, serving sequential one-year terms from 1999 to 2004 at one campus of a multi-campus two-year public college located in a large metropolitan area in the southeast, were interviewed. The qualitative research methodology employed thematic analysis to describe the students' perceptions in the context of both the letter and spirit of policy implementation regarding institutional decision-making. Through analysis of interviews, institutional documents, and documents at the statewide system level, this investigation explored a wide array of variables that affect the roles students play in institutional decision-making. Framed through a critical lens, this study argues that student involvement in institutional decision-making is necessary to engage students as active citizens capable of civil discourse that results in informed action for the benefit of the community in which the citizens are engaged, perpetuating a democratic society. However, this is not what the students perceived from their experiences in institutional decision-making. Based on the data, this study concludes that students play an advisory role at best, but more frequently are co-opted into serving the desired ends of the administration in a hegemonic fashion. This study offers both suggestions for praxis, and raises questions for further research, in an attempt to reconcile the tensions between the corporatization of higher education and the cultivation of democracy.
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Andersson, Kristin. "Explicit and implicit comparison of English and Swedish in English course books for year 7 and year 11 in Sweden." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47873.
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This paper compares and contrasts how linguistic transfer has been incorporated in English course books for year 7 and year 11 in Swedish schools. This study has focused on finding explicit and implicit reference to transfer and interference in English course books for Swedish students by identifying references from the authors where they have pointed to similarities and differences between Swedish and English. The results of the study showed that comparisons between the languages were used in all books, but explicit references were more common than implicit references. Of the four different linguistic levels (pronunciation, grammar, vocabulary, pragmatics) examined in this study, grammatical comparisons were the most frequent. However, the authors of the books for year 7 used more comparisons between the languages than the authors of the year 11 books. One conclusion that can be drawn from the present study is that it is up to the authors of the course books to decide to what extent they should compare and contrast the two languages, since the national curricula for the subject English give no indications of how the subject of transfer should be dealt with in language acquisition.Den här uppsatsen jämför hur lingvistisk överföring behandlas engelska kursböcker för årskurs 7 och årskurs 11 i svenska skolor. Studien har fokuserat på att undersöka i vilken mån författarna uttryckligen eller underförstått refererat till överföring och transfer genom att identifiera var kursböckerna innehåller information om likheter och skillnader mellan svenska och engelska. Resultaten från denna studie visar att sådana jämförelser mellan språken fanns i alla böcker, men att uttrycklig jämförelse var det vanligast sättet för författarna att visa på likheter och skillnader. Av de fyra olika lingvistiska nivåer som användes i denna studie (uttal, grammatik, ordförråd, pragmatik), förekom jämförelse av grammatik mest. Författarna till böckerna för årskurs 7 använde sig mer av jämförelser mellan språken än författarna till böckerna för årskurs 11. En slutsats som man kan dra av denna studie är att det är upp till författarna själva att bestämma i vilken mån de ska jämföra de två språken, eftersom läroplanen för ämnet engelska inte ger någon information om hur överföring ska hanteras i språkinlärning.
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Goalen, Sarah. "An exploration of a mindfulness intervention with 7 and 8-year-old children." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-a-mindfulness-intervention-with-7-and-8yearold-children(257e6fbb-9db1-4421-92f3-fa9fa9658f54).html.
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Mindfulness has been defined as having three core aspects: active attention which leads to awareness, a regard for the present rather than the future or the past and an approach that is non-judgemental and accepting (Hooker and Fodor, 2008). Mindfulness has been used to treat adults and children in a clinical setting with presenting issues such as anxiety and difficulties related to poor self-regulation. The current research aimed to explore the effect of mindfulness on self-regulation and the feasibility of using mindfulness in a mainstream primary setting as a preventative, universal measure.The research used an exploratory, mixed methods design and included a comparison group. The intervention was developed collaboratively by the researcher and class teacher and included mindfulness activities taken from Mindfulness for Schools (Cattley and Lavelle, 2009). The children in the intervention group took part in a mindfulness activity 3-4 times a week for 8 weeks, in 10 – 15 minute sessions, straight after lunch.The qualitative data was obtained using semi-structured interviews and researcher observations. The semi-structured interviews, which were transcribed and analysed using thematic analysis, provided information on the pupils’ and teacher’s perceptions of the intervention. Meanwhile, the researcher observations triangulated data on participant engagement as well as providing information on the fidelity of the intervention and formative feedback for the teacher. Observations and semi-structured interviews were also completed with the comparison class to establish the comparability of the two classes. Quantitative data was gathered using a self-regulation measure developed from questionnaires cited in Bandy and Moore (2010). The questionnaire was administered to both classes before and after the 8 week intervention to explore changes in self-regulation within and between groups. The data is reported using descriptive statistics and inferential parametric statistics.Both teacher and pupil interviews highlighted increased feelings of calm and levels of attention immediately following mindfulness activities. Data from the pupil interview suggested that the children involved in the intervention enjoyed many of the activities and were able to suggest times when they might find mindfulness activities useful. Information gathered from the interviews with the class teacher suggested that the development and delivery of mindfulness activities was appropriate and feasible in a mainstream, primary setting. While changes on the self-regulation scale could be considered positive, in that there was an overall decrease in mean scores in the intervention group, the decrease was not significant and so likely to be due to chance. In summary, the qualitative data indicated that mindfulness activities had a small but positive impact on the emotional, behavioural and cognitive awareness in a group of year 3 children in a mainstream primary setting. However, adapting mindfulness activities to make delivery feasible for a teacher in a mainstream primary setting may reduce the effectiveness of the intervention. Recommendations for EPs and future research are discussed.
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Zirngast, Wendy Margaret, and n/a. "The relationship of drawing skills to visual perceptual abilities in year 7 students." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061112.123539.
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The aim of this field study was to investigate
the relationship between visual perceptual processes
and drawing ability in Year 7 students in the
Australian Capital Territory.
A random sample of five classes from five High
Schools, consisting of 113 year 7 students, was tested
for their ability in representational and memory
drawing, and a sample of good drawers was chosen by a
panel of five Independent judges.
The drawing ability of the "Good" Drawers Sample
was tested by means of Field's Visual Information
Transformation Test (VIT), and the visual perceptual
processes were tested using MacGregor's Perceptual
Index.(MPI) A statistical analysis of the ranked
scores was made using the Kruskal Wallis Analysis of
Variance, the Spearman Rho rank order correlation, and
the Mann Whitney U Test.
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Farrin, Jane Mary. "A comparison of basic processing speed in 7 and 11 year-old children /." Title page, abstract and contents only, 1991. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsf246.pdf.
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Schuckard, Eeuwe. "Functional Asthma Severity and Impulsive Behaviour in 6 and 7 Year-old Children." Thesis, University of Canterbury. College of Education, 2007. http://hdl.handle.net/10092/1705.
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There is evidence that children with asthma exhibit more externalizing behaviour problems than other children. Impulsive behaviours can mark the onset and severity of externalizing behaviour problems. The present paper reports an exploratory examination of relationships between functional asthma severity and impulsivity in 6 and 7 year old children with asthma (N = 16). Participants with varying functional asthma severity were recruited at age 5 from a larger community study (the Children’s Learning Study). Parents completed items from three subscales of the Connors’ Parent Rating Scale-Revised (CPRS-R), the Hyperactive-Impulsive, Conners’ Global Index: Restless-Impulsive and the DSM-IV Hyperactive-Impulsive subscales. Children completed the Two Choice Paradigm (TCP), a computer program measuring delay aversion type impulsive behaviours. Mean (SD) CPRS-R Hyperactive-Impulsive, Conners’ Global Index: Restless-Impulsive and DSM-IV Hyperactive-Impulsive subscale scores were 59 (11), 56 (10) and 59 (10) respectively. There was no correlation between functional asthma severity and delay aversion or CPRS-R subscale scores and there was no evidence of a trend for such a relationship. Preliminary investigations conducted with a small sample of 6-7 year-old children with asthma thus suggest that functional asthma severity is not related to impulsivity.
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Wittber, Zoe. "Primary students’ engagement with the visual arts and their transition into Year 7." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1986.
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Visual Arts education is fundamental to an effective school curriculum for primary and secondary students. It provides students with opportunities for expression and personal growth, essential to a holistic education. Recently, in Perth, Western Australia (WA) several secondary Visual Arts educators expressed what they saw as a significant deficit in the outcomes of Making and Responding in Visual Arts, evidenced in their Year 7 students who had recently graduated from primary school. Consequently, this research investigated the extent of Year 7 students’ prior Visual Arts experiences upon entry into secondary school.
The research engaged a qualitative research approach to gather rich narratives regarding Visual Arts experiences from both primary and secondary teachers. These teachers reflected on their own perceptions of Visual Arts education in contemporary Perth. This project provided new insights into the current state of Visual Arts education in the eastern suburbs of Perth. In particular, it identified what Visual Arts exposure the students have within primary education and, subsequently, implications for the secondary context. Although this is a relatively small study, the findings reinforce that there is a Visual Arts education deficit in local primary schools, particularly in the generalist classrooms investigated.
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Baturo, Annette R. "Year 6 students' cognitive structures and mechanisms for processing tenths and hundredths." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/14769/7/14769_Digitised%20Thesis.pdf.
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This study explored the cognitive functioning of Year 6 students in the domain of decimal-number numeration, particularly with the intention of: (a) comparing the knowledge structure of proficient and semiproficient students with respect to tenths and hundredths knowledge; (b) constructing frameworks and models which explain the structural knowledge differences of proficient and semiproficient students with respect to tenths and hundredths; and (c) drawing implications for instruction. Forty- five students (12 high proficient, 12 semiproficient, 8 medium proficient, 8 medium semiproficient, 5 low proficient) were identified for semistructured individual interviews (Burns, 1994). The interview was informed by the numeration model and, as a consequence, incorporated tasks relating to position and order, to multiplicativity, and to the unitisation and reunitisation of decimal fractions. The interview results revealed that: (a) knowledge of position and order differentiated between high- performing (high proficient, high semiproficient, medium proficient) and low-performing (medium semiproficient, low proficient) students; and (b) availability and accessibility of multiplicativity tasks were the major factors which differentiated performance amongst the high-performing students. As a result of analyses of students' interview responses and the knowledge subcomponents of the decimal-number taxonomy, structural models that represented the cognitions and connections held by the composite performance categories for position/order, multiplicativity, and unitisation/reunitisation were constructed. From a comparison of the structural models, cumulative models that combined findings for each performance category across position/ order, multiplicativity, and unitisation/reunitisation were constructed. The cumulative models represented the two domains involved in decimal-number numeration understanding, namely, whole numbers and fractions, with multiplicativity represented as the structural knowledge that unifies and integrates the structural knowledge of position/order and unitisation/reunitisation. The models were used to draw implications for instruction in decimal numbers and mathematics generally.
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Norman, Lynn Purcell Witte James E. "Prediction of nursing student performance in first year coursework." Auburn, Ala., 2006. http://repo.lib.auburn.edu/Send%208-7-07/NORMAN_LYNN_17.pdf.
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Freire, Alejo. "Face processing in 4- to 7-year-olds, can children figure out configural information?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22306.pdf.
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Casey, Polly. "Family functioning in surrogacy families : perspectives from mothers, fathers, and 7-year old children." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608072.
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McNamara, Eoin. "Pedometer-determined physical activity levels and adiposity amongst Year 7 students in Tower Hamlets." Thesis, Queen Mary, University of London, 2013. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8702.
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Background: Tower Hamlets is a socioeconomically disadvantaged borough, home to the UK’s largest South Asian population, a group at increased risk of obesity-related diseases. Previous studies in this population have reported high levels of adiposity and inactivity. No borough-wide study has been conducted objectively measuring physical activity patterns. This study aimed to investigate pedometer-determined activity levels of Tower Hamlets' schoolchildren, their association with adiposity and differences according to ethnicity and socioeconomic status (SES). The study was preceded by reviews investigating the association between step counts and adiposity in children and investigating the validity of pedometers as a measure of physical activity in young people. Methods: Participants were recruited from Tower Hamlets' secondary schools (n=884; 584 boys, 300 girls). A pedometer was worn for 7 days. Internationally recognised mean daily step count cut-offs (boys = 15000, girls = 12000) were used to define activity level. Body mass index (BMI), bioelectrical impedance analysis (BIA)-determined percentage body fat (%bf) and waist circumference (WC) were all measured. Children were classified as being of normal weight, overweight or obese according to international cut-off points. A questionnaire was administered to establish socioeconomic status and ethnicity. Results: A total of 884 schoolchildren were recruited (66% boys, 34% girls). Of this, 657 (74%) provided a full set of pedometer, anthropometric and socio-demographic data. Sixty-five percent of all participants were South Asian and 55% received free school meals. Significant differences in anthropometric variables were observed according to gender, ethnicity and school. The prevalence of overweight/obesity ranged widely for boys (35%, 53% and 65%) and girls (33%, 55% and 55%) according to BMI, %bf and WC, respectively. The majority of participants provided 4 or 5 days of activity data, with 15% providing data for 7 days. Inactivity was high, 83% of boys and 72% of girls failed to meet the minimum recommended daily step counts. Activity was greater during the week compared to the weekend and those that were most active during the week were also more active at the weekend. Boys (11580±3560) took significantly more steps than girls (10062±3239) and differences were also observed between schools. No significant differences in activity levels were observed according to ethnicity, SES or adiposity levels. Conclusion: The vast majority of schoolchildren in Tower Hamlets fail to reach current physical activity recommendations, irrespective of ethnicity or socioeconomic class. Inactivity is greater at the weekend. The prevalence of overweight/obesity is also higher than national averages. Intervention strategies to increase physical activity and tackle overweight/obesity in this cohort are required.
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Lunham, Claire Louise. "An illuminative process evaluation of a year 7 ‘Primary Ethos’ initiative for vulnerable pupils." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/444/.
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Vol. 1 This volume presents research into educational approaches for supporting young people at secondary transfer. The volume consists of a critical literature review and an empirical study, supplemented with an introductory chapter and concluding commentary. The review explores a 'continuity vs discontinuity' debate and examines previous research into the 'Primary Ethos' approach for maintaining continuity at secondary transfer. The review reveals a clear need for further Primary Ethos evaluations which look beyond impact, and which seek to elicit the views of the pupils and other key stakeholders. The empirical study reports on an illuminative process evaluation of a West Midland secondary school's Year 7 ‘Foundation Group’ initiative for low attaining pupils. With the evaluation’s primary purpose being to inform initiative development and organisational learning, the RADIO model (Knight and Timmins, 1995) was used. Following the identification of 5 collaboratively negotiated process questions, semi-structured interviews were conducted with pupils, staff and the Head teacher. Data analysis resulted in the identification of 'supportive factor' themes, areas for development, and issues pertinent to the school. The researcher concludes by suggesting that the application of an attachment theory perspective may be useful in providing a framework for future exploration of Primary Ethos initiatives. Vol. 2 This volume presents five independent ‘Professional Practice Reports’ (PPRs) which reflect work undertaken by a Trainee Educational Psychologist for the purposes of an Applied Educational and Child Psychology Doctoral training programme with the University of Birmingham (2006-2009). The first paper, 'An account of a Trainee Educational Psychologist’s involvement in a planned change process in an organisation' (Chapter 2), describes how a primary school Head teacher and Special Educational Needs Coordinator (SENCO) were supported with addressing the emotional and psychological implications of an impending change process. The second paper, 'Working with a complex emotion in children and young people: a critique of ‘Anger Management’' (Chapter 3), reflects upon the theoretical perspectives relating to anger and critiques the most common approach to dealing with anger in children and young people: Cognitive Behavioural Anger Management. The third paper, 'A critique of the issues relating to the implementation of a Multi-Agency Social Communication Difficulties (SCD) Assessment Protocol' (Chapter 4), critiques some of the issues surrounding the implementation of a new Multi-Agency Social-Communication Difficulties protocol for primary aged pupils within a West Midlands Local Authority. The fourth paper, 'Reflections on the work of an Educational Psychology Service’s Critical Incident Response Team (CIRT)’ (Chapter 5), reflects on the work of the CIRT in relation to the literature and research base on critical incident response, crisis intervention and trauma work with schools. Finally, the fifth paper, 'Fostering Inclusion through Circles and Strengths (FITOS): A critique of the process issues relating to the design, implementation and evaluation of a longitudinal pilot project in a primary school' (Chapter 6), critiques the process issues relating to the design, implementation and evaluation of an intervention (FITOS) specifically tailored to address a primary school’s concerns regarding a lack of empathy amongst pupils for pupils with special educational needs. In order to draw the volume together the five papers are supplemented with an introductory chapter (Chapter 1) which provides the reader with contextual information, reflects on how the work has contributed to the author's developing role as an Applied Educational Psychologist and comments on the actual or potential worth of the PPRs in contributing to the knowledge base and practice of the Educational Psychology profession.
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Sakpakornkan, Narumon. "The mathematics curriculum and pupils' thinking processes : learning to solve algebraic problems in year 7 and year 8 in England and Thailand." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/2827/.
Full textAbstract:
Previous studies of pupils' learning of algebra have been inclined to study errors in given answers. The present study attempts to investigate pupils' thinking processes in the early stages of learning algebra by examining and comparing responses made by English and Thai pupils to the researcher's algebra test. The research was conducted among pupils during their "normal" lessons in secondary school algebra. Pupil participants were in the first two years of secondary education. Data collection included lesson observations, interviews, and the researcher's algebra test. The thinking processes were first categorised from the interview data to provide a framework for analysing pupils' written responses to the researcher's test. Later, a codebook was kept in which pupils' responses to the researcher’s test were coded. The study goes on to analyse the outcomes from this coding procedure. The research indicates that the differences in the way pupils think appear to be closely related to the teaching and curriculum provided. In both countries, success in algebra is dependent on having good arithmetic skills. Also the reluctance of pupils to use algebra to solve easy problems results in algebraic skills being inadequately developed to solve more difficult problems. An implication for practice is that the Thai school should consider the bearing which the understanding of simplification of like terms has upon a pupil's ability to solve linear equations. Both schools could consider ways of making effective use of patterns and sequences to develop algebraic thinking. The codebook developed in this research could serve as a tool for mathematics teachers in helping them to understand the complexity of their pupils thinking processes in solving algebraic problems. An investigation involving more schools in other settings could follow this.
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Dahlman, Peder. "Geografi i årskurs 7-9 : En undersökning av högstadieelevers tankar om och attityder till ämnet Geografi." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-82453.
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I föreliggande C-uppsats i Geografi söker jag ta mig an ett avgränsat ämnesområde i skolans värld genom att undersöka vad högstadieelever tänker och känner inför ämnet Geografi. Syftet med undersökningen är således att undersöka högstadieelevers tankar om och attityder till skolämnet Geografi. Undersökningens material och bakgrundsdata har inhämtats med hjälp av enkäter som elever i årskurs 7-9 vid en medelstor högstadieskola i staden Nybro i Småland har besvarat. Sammanlagt har ett sjuttiotal högstadieelever varit delaktiga i att delge sina tankar om skolämnet Geografi. Frågeställningarna som jag har utgått ifrån är följande: Vilka är elevernas tankar om, och attityder till, skolämnet Geografi? Vad har elevernas tidigare undervisning i Geografi omfattat? Hur uppfattar eleverna skolämnet Geografi – är ämnet viktigt, gillar eleverna Geografi? Vad anser eleverna vara det viktigaste att lära sig i Geografi? Att ha Geografi varje termin/läsår eller att ha Geografi varierande termin/läsår, vad anser eleverna fungerar bäst för dem? Hur rangordnar eleverna Geografi i förhållande till övriga SO-ämnen? Undersökningen ger vid handen att eleverna rankar ämnet Geografi högt. Resultaten visar dock att pojkar och flickor rangordnar SO-ämnena olika; pojkarna rankar bland annat Geografi högre än vad flickorna gör. För att med säkerhet kunna svara på varför det är just så, skulle förslagvis en longitudinell studie av elevernas attityder och tankar behöva utföras, vilket dessvärre inte ryms inom ramarna för denna undersökning, men som eventuellt skulle kunna komma att genomföras i framtiden.
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Galle, Marcus Edward. "Integration of multiple and asynchronous acoustic cues to word initial fricatives and context compensation in 7-year-olds, 12-year-olds and adults." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1320.
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For any speech category there are multiple sources of information (both acoustic and contextual) that are relevant to categorization. Complicating matters further, these sources of information are not always available simultaneously, but present themselves over the course of several hundred milliseconds. These features of spoken language complicate an already difficult task, and raise three important questions: 1) how do listeners weight different cues to the same speech category, 2) how do listeners integrate asynchronous information during speech perception and 3) how do listeners cope with contextual variability. While these questions have been explored, to varying degrees, with adults, there have been very few attempts to explore these questions from a developmental perspective. Furthermore, some of the more complex interactions between these factors remain uncharted territory even in the adult literature. For example, while adult listeners compensate for context when categorizing speech, and utilize acoustic cues as soon as they become available, we still do not know how this process is affected by context.
This dissertation addresses these lingering issues by assessing 7-year-olds', 12-year-olds' and adults' perception of the /s-ʃ/ contrast (one that is influenced by multiple acoustic cues and context) using eye-tracking and the visual world paradigm. This work demonstrates that there is considerable development between 7 and 12 years of age for the /s-ʃ/ contrast in terms of real-time cue integration, cue-weighting and context compensation, and that development likely continues beyond these ages. In addition, the adult work demonstrates, for the first time, a pattern of real-time cue integration in which listeners' (both adult and child) buffer acoustic cues. Finally, several hypotheses are considered that may account for these findings, including the possibility that the unique developmental pattern of fricative perception may play an important role in understanding why adults buffer this contrast, and the implications of buffered speech perception are discussed.
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Weddell, Di, and n/a. "The relationship of colour systems to the perceptual discrimination of colour in Year 7 students." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061110.113934.
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Colour mixing is fundamental to learning to paint. Students in visual
art classes in secondary schools face problems in manipulating paint
and discriminating colour. The kinds of base paints to be presented
to students could be an important factor in learning about colour
relationships and pigments.
The purpose of this study was to determine whether Year 7 students
generating colour mixes with paint using a triad of magenta, cyan
and yellow were able to mix and discriminate more colours than if
they used a triad of red(scarlet red), blue (ultramarine light) and
yellow (lemon yellow) which is a base triad commonly used in
schools.
The Weddell Colour Discrimination Test was developed for use in
this study which was a test that involved colour mixing with paint.
The study used quasi-experimental designs for both a pilot study and
a main study.
Results indicated a significant difference in the ability to mix paint
advantage of groups that used cyan , magenta and yellow.
Implications for the use of particular colour triads in art classrooms
and methods of teaching colour theory have emerged from this
study. The Weddell Colour Discrimination test instrument developed
in this study could be useful as both a diagnostic tool and a teaching
tool as well as a data gathering method for further research.
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Walrond, Kathryn. "Inspiration, concept mapping and inquiry : supporting higher order thinking for Year 7 and 8 students." Thesis, University of Canterbury. School of Sciences and Physical Education, 2004. http://hdl.handle.net/10092/2766.
Full textAbstract:
This thesis discusses the effects of integrating concept mapping using the computer
programme Inspiration into a cooperative inquiry unit. The research was undertaken as a
case study, with four Year Seven and Eight students comprising the case study group.
The proj ect examined how the students used concept mapping as part of the cooperative
inquiry process. Higher order (metacognitive) leaming outcomes ofthis integration were
analysed. Implications and recommendations for future teaching and leaming were also
identified.
Findings demonstrated that while concept mapping, the students used the concept map as
a Mindtool. Critical thinking was stimulated through the negotiation and ongoing
adjustment of information links and organisation in the evolving concept maps.
One student demonstrated an aware level of metacognitive thinking during the concept
mapping process. Three of the students demonstrated an aware level of as a result of
questioning during post-unit interviews.
The case study group performed as a cooperative leaming group throughout the inquiry.
They demonstrated commitment to each other and to the group's success. It is probable
that well developed cooperative skills had a positive impact on the cooperative concept
mapping process and the role of the concept map as a Mindtool for the group.
In this study the classroom teacher demonstrated trust in and had high expectations for
the behaviour and learning of the students in the case study group. These students
increasingly managed their own time and the necessary resources for completing the
inquiry. They were often given choices about when and where to work and often worked
unsupervised by the classroom teacher. The researcher refers to choice theory in
suggesting effects of these contextual features on the behaviour and learning of the case
study group were significant and warrant further investigation.
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Hughes, Diana Mildred. "A longitudinal study of the development of writing in 4 to 7 year old children." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244193.
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Stainthorp, Rhona Winifred. "A longitudinal study of the development of reading strategies in 7 to 11 year children." Thesis, University College London (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308819.
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El, Majzoub Nada. "SUPPORT SERVICES AND PROGRAMMATIC INTERVENTIONS FOUR-YEAR INSTITUTIONS HAVE IN PLACE TO ASSIST AND GRADUATE STUDENTS WITH LOW ACADEMIC CREDENTIALS: A MIXED METHODS STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/7.
Full textAbstract:
This mixed methods study investigates the influence of student characteristics and institutional support services and interventions on graduation rates. Regression analysis was conducted using a dataset constructed from multiple publically available resources to estimate graduation rates. Regression results showed High School Grade Point Average to be the highest estimator of graduation rates, among other student and institutional characteristics. The results confirmed existing findings on the influence of student pre-college and demographic characteristics on graduation rates for students with academic needs. Content analysis of survey data from office of support service personnel at public four-year institutions shows institutions implement a wide array of support services, with a focus on Summer Bridge Programs to support college readiness in underprepared students. Content analysis of interviews with Academic Support Staff indicates institutions focus attention on students with low academic credentials through support services and interventions practiced in unique ways at the institutional level. Findings from the study were used to construct a model for use by institutions to improve support services and programs provided to students with low academic credentials regardless of their pre-existing characteristics.
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Westerståhl, Maria. "Physical activity and fitness among adolescents in Sweden with a 20-year trend perspective /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-636-7/.
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Dunbar, Rachel B. "Finding Their Way: A Critical Ethnography of Five African American Women Educators' Early Experiences to Develop Into Culturally Relevant Pedagogues." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/ece_diss/7.
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ABSTRACT FINDING THEIR WAY: A CRITICAL ETHNOGRAPHY OF FIVE OF AFRICAN AMERICAN WOMEN EDUCATORS’ EARLY EXPERIENCES TO DEVELOP INTO CULTURALLY RELEVANT PEGAGOGUES by Rachel Beatrice Dunbar Teacher education programs have been charged with the responsibility to equip all teachers to work successfully in increasingly diverse elementary classrooms around the nation (NCES, 1996). However, the composition of the nation’s teaching force has not kept pace with these changes. Additionally, there is concern that many Pre-service teachers are ill prepared to work with culturally diverse students, partly because teacher education programs (TEPs) often adopt a monocultural, one-size-fits-all approach to preparation, ignoring race, class, and gender considerations (King & Castnell, 2001). African American women who seek preparation are greatly impacted by this singular approach to teacher education, which influences the way in which they experience their training. Consequently, they are often underserved in TEPs (Cozart & Price, 2005). It has been argued that TEPs will have to broaden their approaches to preparation by using a culturally relevant approach to teaching (Gay & Kirkland, 2003). Given the necessity for teachers to be equipped to meet the needs of culturally diverse learners in the classroom, it is imperative that TEPs are designed to cultivate culturally appropriate practices within Pre-service teachers. The purpose of this qualitative study was to explore the nature of the diversity preparation of five African American women and their teaching experiences following the completion of their teacher education training. The critical ethnographic case studies that developed were theoretically framed in Culturally Relevant Pedagogy (Ladson-Billings, 1995), Black Feminist Thought (Collins, 1990), and Womanism (Phillips, 2006). Data were collected from classroom observations, individual, and group interviews. Using a system of open coding (Strauss & Corbin, 1998), data analysis resulted in the emergence of three overarching themes: a) the formal diversity preparation offered by the university, b) the women’s individual perspectives of cultural relevance, and c) the ways in which the women incorporated their perspectives into their classroom practices. The experiences the young women encountered significantly influenced their understandings of culture and its impact on learning for diverse student populations. The results of this study suggest the need for teacher educators to reconsider how TEPs are structured to better prepare minority Pre-service teachers in the future to teach culturally diverse students.
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Cohen, Victoria. "Tracking the early number skills performance of 5- to 7-year-old students : a longitudinal study." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3149.
Full textAbstract:
This longitudinal study tracks how 5- to 7-year-olds perform with early number skills. The aim of this study is to diagnose at-risk mathematics students by distinguishing the skills that, if not mastered by the end of Kindergarten, lead to greater difficulty in mathematics in 1st grade. This study’s methodology is mixed as it follows an exploratory and inductive path in light of its use of a hypothesis, an interpretive path in light of its interest in the individual student, and a positivist path in light of its focus on developing rules from analyzed data. An oral diagnostic test based on a comprehensive collection of early number skills was used to test students as Kindergarteners and again as 1st graders. The test results created benchmarks, revealing how the majority of the students performed with early number skills. The test results also revealed that each early number skill is highly, moderately, or minimally predictive in terms of student placement by the end of 1st grade. When comparing the individual skill scores of each Kindergarten student to his/her total test results of 1st grade, the predictive power of each skill emerged. Performing poorly with skills that are minimally predictive did not seem to have an impact on how the Kindergarten student finished in 1st grade; performing poorly with moderately predictive skills had a greater impact on 1st grade placement; performing poorly with highly predictive skills in Kindergarten increased the likelihood that the student would finish in the lower attaining group in 1st grade. A third result of the test showed that certain skills serve as preconditions for other skills; success with certain skills usually meant success with other skills. These connections between skills point to a learning model called in this study “simultaneous pathways,” indicating that there are connections between certain skills, and that students can be learning on several pathways simultaneously. The impact of the predictive power of early number skills is that diagnosis becomes more effective. Early diagnosis means early remediation which may prevent at-risk students from falling further behind their peers. The benchmarks developed by this research will help teachers assess their students because they will know the general skill level of Kindergarteners and 1st graders. This oral diagnostic test informs curriculum development. If test results show that students are missing the skills that are highly predictive, teachers can address those gaps in order to insure mastery.
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Bhojwani, Petula Louise. "Multimodal literacies : 6-7 year old boys remembering, redesigning and remaking meaning in home and school." Thesis, University of Nottingham, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555265.
Full textAbstract:
Drawing on data collected over the course of one academic year from a sample group of ten, 6-7 year-old boys, this research focuses closely on examples of the production and development of multimodal texts produced by six of the boys in and out of school. Though analysis of the boys' drawings, their play and their talk about their cultural lives, the thesis tracks the boys' development over the year. In particular, it charts the ways in which the boys developed their composition skills and built their capacity to represent ideas, manipulate modes and combine and transfer elements from onscreen worlds and experiences to paper. The thesis explores the implications of the boys' increasing skill and sophistication in moving between modes and manipulating signs for literacy teaching in school. It argues for the importance of recognising popular cultural texts in school and calls for a re-evaluation of the definition of school text production.
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Meehan, S. K. "Exploring the friendship experiences of year 7 students with a visual impairment in mainstream secondary schools." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573084.
Full textAbstract:
A mixed-methods concurrent triangulation study was conducted between September 2010 and May 2012, which involved exploring the friendship experiences of Year 7 students with a visual impairment (VI) in mainstream secondary schools. In line with an impetus towards inclusive education policy, over half of visually impaired students in England are now educated in mainstream settings. However, little research currently exists in England regarding the social experiences of this population in such settings. It was hoped that this -'~-" -" - study would provide new insights into their experiences to inform future practice in supporting aspects of their social and emotional development, and social inclusion. Semi- structured interviews were undertaken with participants to explore their experiences of friendship. The interviews were transcribed and analysed using interpretative phenomenological analysis (IPA), which aims to explore lived experiences. Repertory grids, which are grounded in personal construct psychology, were completed with participants in the quantitative aspect of the study and aimed to explore how participants construed friendship as a result of their experiences. Each repertory grid was subject to a principal components analysis (peA). The results of the two interviews were triangulated and are presented case by case in order to retain that which was particular to each participant. A discussion of patterns of convergence and divergence is also provided for the group as a whole. The researcher provides a discussion of these findings in relation to literature and theory, and explicates the impact of the research for future directions in working with students with a VI and the role that Educational Psychologists can play in this.
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Fleitlich-Bilyk, Bacy W. "The prevalence of psychiatric disorders in 7-14 year olds in the south east of Brazil." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397175.
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Rutherford, Zoe Hope. "School day intervention opportunities for increasing 7-11 year old children's moderate to vigorous physical activity." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6020/.
Full textAbstract:
The development and maintenance of healthy physical activity behaviours from an early age is a priority for public health in the UK. Schools provide a number of different opportunities (time inside and outside of the curriculum) and resources in the form of space, equipment and staff for children to learn and develop healthy behaviours, at a time when they are most receptive to behaviour change. The overall aim of the thesis was to identify the different opportunities within the school context whereby children could be physically active and use theoretically driven, whole school interventions to optimise and subsequently increase healthful physical activity. Study 1 demonstrated that primary schools wishing to use pedometers within their curricula can be confident that the EZ-V model is sufficiently accurate to measure physical activity in the form of steps taken (r=0.897). Using the EZ-V pedometer, Study 2 demonstrated that feedback from pedometers along with information on how children can be physically active during the school day, can significantly increase children's mean daily steps-min"' compared to feedback alone or control groups over the course of a school week. Furthermore, boys were significantly more active than girls across each treatment group. Study 3 explored the affect of the primary school travel plan (TP) on the moderate to vigorous physical activity (MVPA) of 7-11 year olds during the winter and summer season. In order to examine the impact of the TP, schools were separated into schools deemed to have an Established TP (implemented for at least 2 years) or `New' schools (i. e., had just drafted their TP and were in the first year of its implementation). Children in the New TP schools accumulated 7.24 (winter) and 24.11 (summer) more minutes of MVPA (5.2% and 15.66% respectively) throughout the day compared with those in the Established TP school children (F(1,35=) 0.955, p=0.207, d=0.33). Overall, children were more active during the summer by 7.81 minutes (F(I, 35) = 0.089, p=0.768, d=0.1). The final study examined the affect of a 12 week, multi-component, whole school intervention which aimed to increase children's school day MVPA. Following baseline physical activity measures via accelerometry, intervention components consisting of a Health Week, Playtime Pals and a Pedometer Challenge were delivered sequentially over the first 6 weeks. Subsequent accelerometer data were collected after each intervention was delivered at 2,4,6 and 12 weeks. Results showed that from baseline to follow-up, children increased their MVPA by 6.57 minutes during the school day, which according to the Q statistic was likely to be beneficial. Results from the Pedometer Challenge found that boy s' mean pedometer steps"day-' were significantly higher than girls' (F(I, 95)= 9.987, p=0.002, d=0.65) and overall, mean pedometer steps-day"' significantly increased from week one to week five (F(,, 93)= 5.845, p=0.018, d=0.24). When the lowest and highest active 50% groups were compared, children in the lowest active 50% group significantly increased their steps from week one to week five (F(l, 47)= 20.847, p=0.000, d=0.93), while the highest active 50% did not (F(1,47)= 0.000, p=0.990, d=0). Furthermore, boys in the highest active 50% group were found to accumulate significantly more steps than the girls, in the highest active 50% group (F(I, 46)= 14.701, p=0.000, d=0.81), while there was no significant difference between the boys' and girls' pedometer steps in the lowest 50% group (F(l, 46)= 0.456, p=0.503, d=0.14). The overall findings of the thesis suggest that schools can successfully optimise the different opportunities during the school day in order to increase children's physical activity, but that larger, controlled and longitudinally designed studies are needed to confirm cause and effect. Most importantly, these changes may have most impact in the least active boys and girls. Interventions such as this should therefore be targeted at the least active children to ensure that they benefit as much as possible from the opportunity to increase their daily physical activity.
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Schoeman, Fransien. "The relationship between socioeconomic status and neuropsychological performance in 7-10 year-old South African children." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12655.
Full textAbstract:
Includes bibliographical referencesSocioeconomic status (SES) plays a significant role in neuropsychological performance, with several empirical research studies reporting that low-SES children score more poorly on cognitive tasks than do high-SES children, even when IQ is statistically controlled. However, cognitive ability is not depressed across the board among low-SES children. Rather, abilities have been linked to specific neurocognitive systems. However, in South Africa there is a lack of local research focusing specifically on the link between SES and children's neuropsychological performance. The aim of the current study, therefore, was to investigate the relationship between SES and neuropsychological performance in a sample of South African children (divided into three SES-based groups) between the ages of 7- and 10-years old, with specific focus on the domains of attention, memory, and executive functioning. In addition, I aimed to provide preliminary normative data, stratified by age and SES, for the test battery used in this study.
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Orloski, Alexandria. "Effects of Monosodium Glutamate on Objective and Perceived Satiety Among 7- to 9- Year Old Children." Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/342581.
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Public HealthM.S.
Background: Monosodium glutamate (MSG) imparts umami taste associated with proteins and is known to act as a flavor-enhancer. Several adult studies and a recent study of infants suggests that MSG may also have beneficial effects on appetite by promoting satiety. This research is the first to assess effects of MSG on perceived and objective satiety among children. Methods: A between-subjects design (MSG+ or MSG-) was used to evaluate the effect of adding MSG to a soup pre-load on subsequent satiety among children aged 7-9 years. Children were randomly assigned to experimental condition (MSG+ or MSG-). Perceived hunger and fullness were evaluated prior to and following consumption of the pre-load using a Visual Analogue Scale (VAS). Objective satiety was assessed using weighed food intake methods at an ad libitum meal following the preload. Results: Children in the MSG+ condition showed greater decreases in perceived hunger following the consumption of the pre-load than children in the MSG- condition (F=4.05, p<0.05). Total energy intake at the ad libitum meal did not vary by MSG condition. Conclusions: The results of this study provide evidence that MSG may reduce perceived hunger among 7- to 9- year old children.
Temple University--Theses
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Bate, Chloë C. "Relationships between oral language, oral narrative, spelling and writing development in 7-9 year old children." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15946/.
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Quist, Noel. "Performance on Natural Dissemblance Tasks in 7-11 Year-Old, Language-Impaired and Typically Developing Children." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1426.
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Studies over the past several years have shown that children with language impairment (LI) have greater difficulty in social situations than typically developing children. More specifically, studies have shown that children with LI have more difficulty with dissemblance. This study was conducted to assess whether these children are less likely to dissemble in real-life situations. Forty-four children aged 7 to 11 years (22 LI and 22 typically developing) were presented with four situations designed to elicit dissemblance. Their reactions were scored and compared. The results of this study showed subtle differences between children with LI and typically developing children. Children with LI were more likely to display emotions, and the typically developing children were more likely to have non-committal and dissembled responses. These tasks were pilots, and further research is suggested.
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Liao, Daosheng. "Children's EFL Motivation: An investigation of 7-12 year old students in training schools in China." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/112.
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English training schools in China are a new EFL phenomenon and infromation about EFL for 7-12 year old students is also new. There appears to be little research done regarding their motivation to learn EFL, and this constitutes a gap in theory addressing this area. This research attempts to fill the gap by investigating the factors that affect the motivation of learners in this age group. Questionnaires wers administered to 200 students and the responses were analysed to establish the motivational factors associated with learning English in training schools in Xi'an, China.
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Liao, Daosheng. "Children's EFL motivation an investigation of 7-12 year old students in training schools in China /." Connect to thesis, 2004. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0044.html.
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El, Khouri Alice. "Elevers attityder till och intresse för skolämnet geografi – årskurs 7-9 ; Pupils' Attitudes to and Interest for the Subject of Geography – School year 7-9." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36585.
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SammanfattningSyftet med detta examensarbete är att undersöka vad några elever i årskurs 7-9 har för attityder till skolämnet geografi. För att kunna ta reda på detta har jag valt att använda mig av en enkätundersökning som innefattar två olika delar, den första innehåller 20 frågor om vad eleverna är intresserade av och den andra innehåller 10 påståenden om ämnet geografi som eleverna får ta ställning till. I resultatet visar det sig att eleverna i årskurs 7-9 är mest intresserade av naturkatastrofer, som till exempel, tsunamis, jordbävningar m.m. Däremot finner eleverna inget intresse av växter i deras närområden och det ekologiska jordbruket. Slutsatsen är att eleverna tycker att ämnet geografi är ett viktigt ämne i skolan samtidigt som de har lärt sig mer om var olika länder, städer ligger snarare än andra delar ur geografin.
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Noguera, Teresa. "Supporting children's narrative composition : the development and reflection of a visual approach for 7-8 year-olds." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6427.
Full textAbstract:
At the heart of present literacy, and narrative, learning paradigms are the "literate behaviours" usually associated with aspects of learning to encode and decode print. These paradigms have been criticized for placing written and verbal language in a privileged position. Furthermore, whilst an increasing number of theorists and educators are asking for the inclusion of multimodal approaches to learning narrative, current curricula, and the research that informs it, continue to be founded on "verbocentric" approaches and linear forms of narrative expression. Through the development and evaluation of a curricular approach to narrative learning for 7-8 year-olds based on the visual arts, this study aims to ascertain whether there is a need for broader conceptions of narrative as well as for complementary modes of narrative composition than those currently being used in primary schools. Documentation in the form of the children‘s painted narratives and transcripts of the children's oral accounts of their narratives was the major component of data collection. Individual and small group interviews and participant observation were supplementary sources to assist in the interpretation of the narrative paintings the children composed. The children‘s narratives were analysed using a narratological semiotic model, which divides narrative into 'discourse' and 'story' and distinguishes between the 'content' and 'form' of each of these elements.
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Hookenson, Kaia Vivian. "Programming of stress regulation in 5 - 7 year old children by maternal gestational mood and antidepressant use." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/48579.
Full textAbstract:
Of particular importance to mental health across the life span is our capacity to regulate neuroendocrine responses to stressful events via the hypothalamic pituitary adrenal (HPA) axis. Prenatal exposure to maternal depression/anxiety may be among the earliest adverse experiences shown to influence the developing HPA system, possibly via changes in fetal serotonergic signaling. In addition, the developmental impact of prenatal exposure to serotonin reuptake inhibitor (SRI) antidepressants is often undistinguishable from prenatal maternal mood. The molecular mechanisms underlying how serotonin (5-HT) influences the development of the HPA stress system remain unclear, but may involve epigenetic mechanisms such as DNA methylation.
This thesis explored whether prenatal exposure to SRIs and maternal depressed/anxious mood are associated with altered HPA stress reactivity, characterized by variable basal and stress-induced cortisol concentrations in 5 - 7 year-old children. Furthermore, the methylation status in promoter regions of NR3C1 1F (encodes the glucocorticoid receptor) and SLC6A4 (encodes the serotonin transporter) at birth and at 5 - 7 years of age was evaluated and the relationship to children’s cortisol patterns was assessed.
Prenatal exposure to SRIs and higher 3rd trimester maternal depressed/anxious mood were associated with reduced cortisol stress responses at 5 - 7 years. Higher NR3C1 1F methylation at 5 - 7 years was associated with higher diurnal cortisol concentrations and a reduced cortisol stress response. Children exposed to mothers with higher 3rd trimester and concurrent anxious mood exhibited lower SLC6A4 methylation, compared to children exposed to higher 3rd trimester maternal anxious mood alone. Furthermore, children with higher SLC6A4 methylation at birth exhibited a reduced cortisol stress response.
These findings suggest that the relationship between early life experiences and altered stress responses in early childhood may be moderated by epigenetic mechanisms involving the serotonergic and HPA regulatory systems. In addition, an interactive relationship between pre- and postnatal maternal mood with cortisol stress responses and methylation status at 5 - 7 years suggests that an early adverse environment may confer sensitivity toward altered HPA activity and regulation, and that the postnatal environment may shift the HPA stress response towards vulnerability or resilience to stress-related disorders across the lifespan.Medicine, Faculty of
Obstetrics and Gynaecology, Department of
Graduate