Métodos cuantitativos para el registro de procesos y contextos en la investigación educativa

Los avances tecnológicos y metodológicos permiten formular nuevas preguntas de investigación fundamentales y aplicar nuevos diseños de estudios en la investigación educativa. Este artículo revisa los métodos emergentes empleados para el registro de los procesos de aprendizaje y enseñanza en el tiempo —las secuencias de eventos de aprendizaje— que tienen lugar en contextos múltiples. Para este fin, se emplean los conceptos de investigación nomotética e ideográfica utilizando el cubo de Cattell (1952), que identifica a las personas, las variables y el tiempo como las tres dimensiones clave para describir diseños de estudios. En la investigación educativa es importante tener en cuenta una cuarta dimensión —el contexto— dadas las estructuras anidadas (p. ej. díadas alumno- profesor, relaciones entre pares, grupos de alumnos, aulas, profesores y colegios) en las que se produce el aprendizaje y la enseñanza. Existen varios métodos cuantitativos que permiten a los investigadores: a) determinar la calidad de la medición (p. ej. el análisis de factores, los modelos de respuesta a ítems), b) en secuencias de puntos temporales (p. ej. modelos autorregresivos), c) en estructuras multinivel complejas (p. ej. modelos multinivel, modelos de efectos aleatorios), empleando también estimadores sólidos en estudios de n pequeña (p. ej. modelos bayesianos). Se invita a los investigadores en educación a diseñar estudios apropiados para modelos multinivel con datos clasificados jerárquicamente o con clasificación cruzada, y a pensar en términos de procesos de aprendizaje intraindividuales.Open Access Technological and methodological advances enable new substantive research questions to be posed, and new study designs to be implemented, in educational research. In this paper I review emerging methods relevant for capturing learning and teaching processes over time —the sequences of learning events— which take place in multiple contexts. To do so, the concepts of nomothetic and ideographic research are traced through the use of Cattell’s (1952) cube, posing persons, variables and time as the three key dimensions for determining study-designs. For educational research, a fourth dimension —context— is important to consider given the nested structures (e.g. student-teacher dyads, peerrelations, student-groups, classrooms, teachers, and schools) learning and teaching occurs in. Several developments of quantitative methods enable researchers to a) establish quality of measurement (e.g. factor analysis, item response models), b) across sequences of time-points (e.g. autoregressive models), c) in complex multilevel structures (e.g. multilevel models, random effects models), also using estimators which are robust for small-n studies (e.g. Bayesian models). Educational researchers are encouraged to design studies fitting multilevel models for hierarchically and cross-classified data, and to think in terms of intraindividual learning processes

Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom: A within-person experiment.

AIM We investigated the dose-response relationship between acute physical activity (PA) intensity during physical education (PE) lessons (dose), and task behaviour and learning experiences in the classroom after PE (response), and mediation effects of acute PA on-task behaviour via learning experiences. METHOD A total of 78 children (Mage  = 9.30 years; 43 females) took part. Participants reported learning experiences (tiredness, positive and negative affect) during one afternoon per week for 6 weeks. Their task behaviour was observed (on-task, active off-task and passive off-task) during two classroom lessons. Between the classroom lessons, they took part in a PE lesson, with experimentally induced PA intensity (low, medium and high). Accelerometers were worn for 24 h leading up to and during every intervention afternoon. Participants completed self-reports three times per classroom lesson, both before and after PE. Intra- and interindividual differences in PA, task behaviour and learning experiences were analysed with multilevel structural equation models. RESULTS Moderate PA directly increased on-task behaviour and reduced passive off-task behaviour, whereas light PA increased active off-task behaviour and reduced on-task behaviour. We found no direct effects of vigorous PA or mediated effects of any PA intensity on-task-related behaviour. However, a greater positive affect during PE indirectly led to more on-task and less passive off-task behaviour. Regularly active children reported less tiredness in the classroom. CONCLUSION PE lessons can increase on-task behaviour and reduce both passive and active off-task behaviours. Positive affect and tiredness are indirectly involved in the impact of PA on task-related behaviour. The greatest benefits were found for moderate PA and for PE lessons, which left children feeling positive. Moreover, regular participation in moderate-to-vigorous PA leads children to feel less tired during school lessons

Sibling effects on problem and prosocial behavior in childhood: Patterns of intrafamilial "contagion" by birth order

We investigated longitudinal relations between siblings' problem and prosocial behavior, measured by the Strengths and Difficulties Questionnaire, among different sibship sizes in the UK's Millennium Cohort Study. We identified 3436 families with two children and 1188 families with three children. All children (cohort members and their older sibling [OS]) had valid data on behavior at two time points (in 2004 and 2006). Using structural equation model, we found that for internalizing and externalizing problems, OSs (MOS1  = 6.3 years, MOS2  = 9.1 years at T1) exerted a dominant effect on younger siblings (Mage  = 3.12 years at T1; 49.7% boys) across sibship sizes. For prosocial behavior, there was OS dominance in two-child families and youngest sibling dominance in three-child families

Students’ observed engagement in lessons, instructional activities, and learning experiences

In order to expand previous intraindividual studies of student engagement we investigated students' observed engagement (i.e., on- and off-task behaviour), instructional activities (i.e., teacher-led whole class, individual work, pair-work, student-teacher interaction, assessment, and ”other”), and self-reported learning experiences (cognitive engagement, difficulty, competence, emotional engagement, positive and negative emotions), within lessons during one calendar week. Eighteen fourth and fifth grade target students (Mage=10.1, SD=0.44) were observed every 30 sec during two to four lessons each day for five school days (engagement and instructional activities), on average 66.05 times per lesson (SD=19.16, Range=15-80, nobs=14,994) between 9-18 lessons during a week. Simultaneously, students provided 1-3 electronic questionnaire self-reports per lesson (Mself_report=35.1, SD=12.6, Range=19-52, nself_report=631). We regressed observed engagement (0 = off-task, 1 = on-task) on self-reported learning experiences using 3-level (time-points nested in lessons, nested in students) Bayesian logistic regression models in brms. Observed engagement diminished during lessons, and was predicted by higher cognitive engagement, and instructional activities. As compared to teacher-led instruction, engagement was higher during individual tasks, teacher-supported tasks, and assessments. Overall self-reported and observed engagement within lessons converged, supporting their use in intraindividual research

Individual Differences in the Effects of Physical Activity on Classroom Behaviour

Background: Promoting physical activity (PA) in children is associated with a wide range of desired outcomes. With children increasingly not meeting recommended levels of activity, the school setting offers many opportunities to improve this. Increasing children’s on-task behaviour is of particular importance to teachers, and while it has previously been suggested that PA can improve classroom behaviour, a consensus on the dose-response relationship of PA content, and its interaction with children’s individual differences, is yet to be reached. This study aimed to investigate this relationship more closely and assess the differences between objective and subjective measures of PA intensity. Method: Data was collected from 76 primary school-aged children (M age = 9.3 years, SD = 0.7 years; 46 females). The PE lesson intervention followed a 3 (intensity: low, medium, high) by 2 (complexity: low, high) within-person design. Children’s task-behaviour was observed pre- and post-the intervention PE lesson during “business as usual” classroom lesson. PA was measured objectively with wrist-worn accelerometer devices for 24 h before the intervention, and subjectively rated on a five-point Likert scale after each intervention lesson. Results: The results indicated a difference in subjective and objective measures of PA intensity on children’s on-task behaviour. Objective measures positively predicted task-behaviour at moderate to high intensities, whereas subjective ratings were beneficial only at sub-maximal intensity. Findings suggested that boys’ on-task behaviour improved at higher intensities, whereas girls were also responsive to lower intensity lessons. Less active children showed more improvement in on-task behaviour after a range of lessons, whereas more active children only benefited from the highest intensity lessons. Finally, children exhibiting the highest levels of off-task behaviour improved their on-task behaviour after all intervention lessons. Conclusion: The findings suggest that higher intensities of PA have a generally positive effect on children’s subsequent behaviour, although certain individual characteristics make children more responsive to lower PA intensities. Furthermore, passive off-task behaviours were less prevalent after lower-intensity PA. Thus, individual differences, as well as the target behaviour, are important factors to take into account when designing optimal PE lessons for improving classroom behaviour

The role of study engagement in university students' daily experiences : A multilevel test of moderation

The present study investigated the dynamic nature of students' daily experiences and general study engagement using intra-individual assessment. More specifically, we examined individual differences in the relationship between university students' task-specific value and situational emotions and, further, whether first-year study engagement would moderate this association during the first two years of studies. Intra-individual state assessments were conducted via mobile phone-based experience sampling method (ESM) during participants' first (N = 72) and second (N = 56) academic years, resulting in 3089 and 2912 fully completed state questionnaires. In both years, students were asked five times a day over two weeks how important they perceived their current activity and their positive and negative emotions. Using multilevel structural equation modeling, we found that, on average, a higher perception of task-specific value was associated with higher positive emotions and lower negative emotions within individuals. However, individual differences were detected in the value-emotion relations especially during the second academic year. Finally, the findings indicated that overall study engagement, measured at the beginning of the first academic year, predicted between-person differences in these within-person relationships both years.Peer reviewe

Musikundervisning förverkligas på ojämlika villkor i årskurserna 1-6 i Finlands svenskspåkiga skolor

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Våra dialekter

Våra dialekter Innehållsförteckning – Inledaren: Stolthet och identitet av Pia Prost – Finlands svenska dialekter mår bra av Thure Malmberg – Abborrar, strömmingsnät, sjömän och en droppe i havet av Carola Ekrem – Dialektgränsen i Skärgårdshavet av Ann-Marie Ivars – För dig som vill lära dig hootsjärskå! av Ulla Mattsson-Wiklén – Lokalblad på Korpo ger dialekthistorier nytt liv av Ida-Kajsa Johansson – Svenska spår i skärgårdskommunen Gustavs av Charlotte von Haartman – På Bärgöijen av Pia Prost – ”Tig, det får man på Kökar det” av Kristin Mattsson – Hälsningar från Nöute av Kristin Mattsson – Havet tog bror och barn men livsglädjen är kvar av Thure Malmberg – Skärgårdsfotografen Bo Isomaa – Marinbiologin moderniseras av Anna Törnroos-Remes och Erik Bonsdorff – Skyddsfonden för Skärgårdshavet av Tove Holm – Kött på förvittrade ben av Kasper Westerlund – Bokhörnan: Spång över gränsälv i nordiskt nålsöga – 40 år av nordiskt skärgårdssamarbete – historien 2008–2017 av Lars Nyberg – Skärgårdens historia av Christian Pleijel – De vill använda vatten två gånger av Christian Pleijel – Skärinytt – Sista bilde

Polymorphisms in Plasmodium falciparum chloroquine resistance transporter and multidrug resistance 1 genes: parasite risk factors that affect treatment outcomes for P. falciparum malaria after artemether-lumefantrine and artesunate-amodiaquine.

Adequate clinical and parasitologic cure by artemisinin combination therapies relies on the artemisinin component and the partner drug. Polymorphisms in the Plasmodium falciparum chloroquine resistance transporter (pfcrt) and P. falciparum multidrug resistance 1 (pfmdr1) genes are associated with decreased sensitivity to amodiaquine and lumefantrine, but effects of these polymorphisms on therapeutic responses to artesunate-amodiaquine (ASAQ) and artemether-lumefantrine (AL) have not been clearly defined. Individual patient data from 31 clinical trials were harmonized and pooled by using standardized methods from the WorldWide Antimalarial Resistance Network. Data for more than 7,000 patients were analyzed to assess relationships between parasite polymorphisms in pfcrt and pfmdr1 and clinically relevant outcomes after treatment with AL or ASAQ. Presence of the pfmdr1 gene N86 (adjusted hazards ratio = 4.74, 95% confidence interval = 2.29 - 9.78, P < 0.001) and increased pfmdr1 copy number (adjusted hazards ratio = 6.52, 95% confidence interval = 2.36-17.97, P < 0.001 : were significant independent risk factors for recrudescence in patients treated with AL. AL and ASAQ exerted opposing selective effects on single-nucleotide polymorphisms in pfcrt and pfmdr1. Monitoring selection and responding to emerging signs of drug resistance are critical tools for preserving efficacy of artemisinin combination therapies; determination of the prevalence of at least pfcrt K76T and pfmdr1 N86Y should now be routine

The quality of different types of child care at 10 and 18 months. A comparison between types and factors related to quality.

The quality of care offered in four different types of non-parental child care to 307 infants at 10 months old and 331 infants at 18 months old was compared and factors associated with higher quality were identified. Observed quality was lowest in nurseries at each age point, except that at 18 months they offered more learning activities. There were few differences in the observed quality of care by child-minders, grandparents and nannies, although grandparents had somewhat lower safety and health scores and offered children fewer activities. Cost was largely unrelated to quality of care except in child-minding, where higher cost was associated with higher quality. Observed ratios of children to adults had a significant impact on quality of nursery care; the more infants or toddlers each adult had to care for, the lower the quality of the care she gave them. Mothers' overall satisfaction with their child's care was positively associated with its quality for home-based care but not for nursery settings