Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks

This study examined teachers’ zone of proximal development for classroom physical activity breaks by assessing teachers’ knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n=346 teachers) took part in a short online survey. Descriptive statistics were calculated and chi-square analyses were used to identify differences between districts. Almost all teachers utilized classroom physical activity to some extent. A third of teachers who stated they implemented classroom physical activity, experienced barriers to implementation. A majority of teachers were interested in learning more about classroom physical activity. There were significant differences between districts on the number of days per week classroom physical activity was integrated, the frequency of collaboration that occurred between teachers, the percentage of teachers who experienced barriers, and preferred delivery method of professional development. These findings support the importance of identifying teachers’ zone of proximal development to increase the use of classroom physical activity breaks. Understanding teachers’ knowledge and capacity for implementing classroom physical activity breaks can allow educational professionals to shift the implementation of classroom physical activity beyond sporadic use by isolated teachers and schools to a more systematic and consistent delivery across classrooms and throughout districts

Career Development of College Women: Expectations of Work and Relationships

Applied Behavioral Studie

They just need to move: Teachers\u27 perception of classroom physical activity breaks

The purpose of this study was to explore 1) perceptions of preschool-8th grade teachers\u27 in regard to classroom physical activity (PA) and 2) multiple levels of factors impacting preschool-8th grade teachers\u27 ability to implement PA into the classroom. Sixty preschool-8th grade teachers from five school districts participated in semi-structured interviews following a guide developed from constructs of the social ecological model. All teachers implemented classroom PA but had varied levels of confidence for implementation. Teachers identified barriers to implementation and requested additional classroom PA resources. Furthermore, they identified collaboration with other teachers as an underutilized resource for promotion of classroom PA

Perceptions of Classroom Physical Activity

Background: Few children meet the physical activity (PA) recommendations. One new and innovative ways school have tried to improve this is through classroom PA. Studies have found that incorporating opportunities for classroom PA can not only increase PA but also increase children’s time on-task as well as academic scores. However little is known about teachers’ perceptions of.classroom PA Purpose: The purpose of the study was to determine teacher’s perceptions regarding classroom PA. Methods: Four school districts in a metropolitan Midwest City were recruited to participate. Twelve teachers from each district took part in a semi-structured interview over the phone(n=48). Data were analyzed using the process of immersion/crystallization. Results: Factors from all five levels of the socio-ecological model impacted teachers’ perceptions. Conclusion: Results provide preliminary evidence that teachers have a positive view of classroom PA. Future strategies to improve the use of classroom PA will be discussed

Utilization of Classroom Physical Activity Breaks

Historically within schools, physical education and recess periods have been utilized as the primary times for children to obtain some portion of physical activity (PA) recommendations during the school day. Due to academic pressure, opportunities for physical education and recess periods have been reduced. Fewer than 5% of schools require daily physical education and fewer than 12% require daily recess. Additional PA opportunities are needed throughout school day. PURPOSE: The overall purpose of this study was to examine teachers’ utilization of classroom PA breaks. METHODS: 332 Elementary school teachers from five school districts in a Midwest city were recruited to complete an online survey. RESULTS: A majority of elementary school teachers from the school districts were utilizing classroom PA breaks and were interested in learning more about implementing them in their classroom. DISCUSSION: Future research is needed on the most effective methods to increase classroom teachers’ knowledge about and use of classroom PA breaks. Additionally, further analysis is warranted to examine differences between school districts

Brain Blasters: A Pilot Study Designed to Enhance the Utilization of Classroom Physical Activity

Utilizing classroom physical activity (PA) resources in one method to increase PA and has been found to improve on-task behavior as well as academic performance. Based on surveys/interviews with teachers in the Omaha metro a pilot program entitled Brain Blasters was developed. The program focused on increasing teachers\u27 knowledge of classroom PA resources and ways to overcome reported barriers for utilizing PA in their classrooms. The pilot was executed in two elementary classrooms in the Omaha metro area. The pilot consisted of identifying a PA champion within each school to promote the program, conducting a 45-minute training, sending weekly resource emails and providing resources in teachers\u27 school mailboxes. The evaluation consisted of quantitative and qualitative measures. Results found teachers had a positive view of the project and the majority found the resources to be helpful. Future classroom PA promotion efforts should work with school personnel to identify the best methods for delivering resources to each particular school

Do Perceptions of Classroom Physical Activity Breaks Vary by Size of School District?

Background: Classroom physical activity (PA) breaks offers a way for schools to increase children\u27s PA, improve time on-task, and improve academic scores. Professional development delivery models, technology infrastructure, and opportunities for collaboration are influenced by school district size. These factors may impact teachers\u27 perceptions of instructional issues, including PA. However, little is known on how the size of school districts may impact teachers\u27 perceptions of classroom PA. Purpose: The purpose of this study was to explore if teachers\u27 perceptions of classroom PA vary based on district size. Method: Sixty teachers from five school districts (1 large public, 3 medium (2 public, 1 private), and 1 small public) took part in a semi-structured interview. Data were analysed through the process of immersion/crystallization. Results: There were a few key differences between districts. The largest district more often reported integrating PA into reading and writing while all other districts most often incorporated PA into math. Additionally, the largest district more often incorporated classroom PA 1-2 times/day while other districts more frequently reported utilizing PA 3+ times/day. The medium-sized public districts were most likely to incorporate classroom PA during transitions between subjects and to utilize online video resources (e.g., GoNoodle) compared to other districts who were more likely to incorporate PA during instruction and incorporated more general movement (e.g., stretching). Interestingly, the smallest district reported the least amount of teacher collaboration in regards to discussing classroom PA with their colleagues. Conclusion: Results provide evidence that teachers have positive view of classroom PA but there are differences on teachers\u27 perfaction

Genetic prescreening of a candidate for laser refractive surgery identifies risk for inadequate tissue response: a case report

BACKGROUND: Inadequate response to corneal laser refractive surgery, e.g., ectatic corneal diseases, may not be identified by conventional examinations, hence creating therapeutic uncertainty. Herein we demonstrate the application of genetic prescreening to augment preassessment for corneal laser refractive surgery and highlight the ability to prevent the possibility of enrolling a subject at risk for developing ectatic corneal diseases. CASE PRESENTATION: Preoperative tests were performed alongside deoxyribonucleic acid (DNA) sequencing of 75 genes specific to the structure and health of the eye of a 44-year-old Caucasian male candidate for corneal laser refractive surgery. The patient had no medical, family, or psychosocial history, nor symptoms that could lead to suspect any corneal abnormalities, and conventional preoperative tests confirmed that no corneal abnormalities were present. The sequencing results uncovered rare DNA variants within the ADGRV1, PTK2, ZNF469, and KRT15 genes. These variants were considered potential risk factors for inadequate response in the patient post corneal laser refractive surgery. Subsequent reevaluation with three different last-generation corneal tomographers identified in the left eye a “warning” for a deformity of the posterior profile of the cornea. CONCLUSIONS: Genetic prescreening identifies potential risk of inadequate response to corneal laser refractive surgery where current technologies in use may lead to a hazardous predictive diagnostic uncertainty

Density functional calculations of nanoscale conductance

Density functional calculations for the electronic conductance of single molecules are now common. We examine the methodology from a rigorous point of view, discussing where it can be expected to work, and where it should fail. When molecules are weakly coupled to leads, local and gradient-corrected approximations fail, as the Kohn-Sham levels are misaligned. In the weak bias regime, XC corrections to the current are missed by the standard methodology. For finite bias, a new methodology for performing calculations can be rigorously derived using an extension of time-dependent current density functional theory from the Schroedinger equation to a Master equation.Comment: topical review, 28 pages, updated version with some revision