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Research proposal presentation

Transcript: The perceived value of PE Aims: To identify the current research regarding PE and academic performance To propose a research idea that addresses some of the limitations highlighted in previous research PE is under threat Time allocated to PE Looming cuts in curriculum time for PE Stereotypical view - PE takes time away from academic subjects Research Question and how it builds upon current knowledge and understanding The Question... Does time allocated to Physical Education affect academic performance in UK secondary school children? Research Hypothesis This study hypothesises that the more time allocated to PE the higher pupils academic performance will be (due to an increase in physical activity). What do we know already? Evidence is starting to suggest that PA could be linked with improvements in brain function and cognition (Thomas et al, 1994). Shephard (1997) - PA increases cerebral blood flow; enhancing nutrient intake, changing hormonal levels and increases arousal Linder, (1999) – PA increases concentration and reduces boredom in lessons Hervet, (1952) – PA increases attendance and improves behaviour Cotman, Berchtold &Christie (2007) - PA promotes healthy neurons = increased memory For Coe et al. (2006) 55 minute reduction in classroom based time, reallocated to PE = no difference in Maths English and Science scores over two semesters Shephard (1997) – 14% reduction in classroom time = 15.5% increase in academic performance in Maths, English Science and French grades Tremarche, Robinson and Graham (2007) - extra time can be allocated to PE successfully at the expense of academic classroom time, without a negative effect on academic performance Dwyer et al. (2001) - 210 min a week reduction in classroom time no difference in maths and reading scores Against Carlson et al. (2008) – 5 year study, recorded mins per week students were active, no relationship between time active and academic performance Yu et al, (2006) Girls have lower participation rates but achieve more academically Daley & Ryan (2000) no significant relationship existed between academic performance in Maths, English and Science scores and the amount of PE. – Negative correlation therefore more PE would have a detrimental effect Research has lacked a PE focus Many studies focus on PA levels as well as PE which can undermine the value of PE. Hervert (1952) a heavily cited article – added vitamin supplements and looked at other factors Many interventions conducted over a short period of time. Etnier et al., (1997) suggest that effects are only sustained over a long period of PA. Research unable to exclude other factors Keinänen et al. (2000) many studies do not take into account other factors for PE and effect of academic performance Such as attendance and gender Bailey et al (2006) – The research comes from small-scale studies, based on self-administered and self-evaluated designs Our research... Will build upon existing research that exists from outside of the UK Can easily be spread out over a wide range of schools Allows for high amounts of detail in any one school Uses predetermined measures removing self-administered designs, methods and bias Focuses specifically on time allocated to PE and academic performance (GCSE performance) Removes underlying factors that have been identified as reducing the validity of other studies Approaches to the question Research Paradigm Positivistic view Achieving direct knowledge Directly observable Population and Sample Case Study All year 11 pupils (males and females) within one school Minimises the effect of confounding variables Ethical Considerations Ethical Clearance Consent Confidentiality Data Storage Right to withdraw Data collection Retrospective view of the number of hours pupils participate in PE per week Core PE + GCSE PE (if applicable) Data on all pupils’ grades in Maths, English and Science will be received from the school In addition, if each pupil achieved 5 A*-C grades will be noted Data analysis Comparison of the amount of time allocated to PE and the GCSE grades pupils achieve. Statistical Package for the Social Sciences (SPSS) Individual letter grades will be converted to numeric data: A*=8, A=7, B=6, C=5, D=4, E=3 F=2, G=1 U/X=0 GCSE PE (Yes=0 & No=1), and gender (Males=0 & Females=1) Use an ‘independent t test’ to find the differences between means of the two experimental conditions Limitations Lacks generalisability Changing time for lessons; lessons lost to exams etc. and days off not considered Intensity of physical activity in lessons/ effort levels not considered Involvement in extra-curricular PE was not taken into account No consideration for CVA – do those taking GCSE PE have more CVA in all subjects? Self-administered questionnaires of pupils’ participation in PE An interpretivistic approach Frazer and Lawley (2000:8) state; ‘If the problem is well-defined and specific, and information on attitudes and opinions are required, then a questionnaire with many closed

Proposal template

Transcript: The Impact of Self-Grading on Middle School English Students’ Writing Skills Angelica Smith - University of Maryland Abstract Superficial teacher feedback on writing assignments combined with little to no student effort to reflect on any feedback keeps students from the opportunity to refine essential metacognitive skills. Previous research indicates that self-grading is an effective strategy for students to practice metacognitive awareness. After 9 weeks of instruction incorporating either self-grading or providing traditional teacher feedback for reflection on writing assignments, gains of 85 seventh graders’ writing scores for organization will be analyzed to determine the extent to which the metacognitive experience of self-grading improves performance. Empirical evidence should help teachers ascertain whether the time-consuming practice of self-grading is valuable to student learning. Statement of Problem Peer- and Self-assessment are not as widely practiced as they could be because teachers' goals are to save as much time as possible and to ensure grade accuracy for all students. Logistical, pedagogical, and metacognitive benefits of peer- and self-assessment were contested and needed to be put to the test. Students don't reflect on teacher feedback on writing assignments and miss out on opportunities to refine metacognitive skills necessary for learning. Significance The proposed study contributes more knowledge about the benefits of self-assessment on student learning The proposed study helps teachers ascertain the value of incorporating self-assessment into their regular practice in improving performance, despite how much time is required for planning and preparation. Research Foundation The Impact of Self- and Peer-Grading on Student Learning Philip M. Sadler and Eddie Good After a Supreme Court decision in favor of peer-grading in classrooms, Sadler and Good decide to put benefits of self- and peer-grading to the test that are of teacher interest (p. 13) Participants included four middle school science classrooms Issues of interest: Student grades as substitute for teacher grades Student grading as a tool for student learning Results: High correlation between teacher and student grades Bias within student grading in self- and peer-assessment Self-assessment students made most gains in test scores Rationale for Proposed Study Test familiarity could have effected results Realistic assessment to determine student learning Research Questions / Hypotheses To what extent does the experience of self-assessment (training and process) impact students' writing organizational skills? Students who participate in self-assessment will improve their writing organizational skills significantly more than comparison students. Methods Participants 113 students in 4 sections of seventh grade English and their teacher No previous instruction on concept being taught during data collection Same age-range as students in original study / Studying different content Measure Scoring Guide for Writing - five or six traits writing rubric; traits include: Ideas & Content, Organization, Word Choice, (Voice,) Sentence Fluency, and Conventions; scores range from 1-lowest to 5-highest. The proposed study will target scores in Organziation. Different from measure in original study in that it is county-/teacher-designed, not student-designed, and assessess aspects of writing instead of science. Procedure All students receive instruction on the Well-Developed Paragraph (WDP) formula: a tool students are required to use to structure WDP's when writing literary analysis. 2 sections in control group (receive traditional teacher feedback on writing assessments); 2 sections in experimental group (trained and participate in self-assessment process) Of the four WDP's written to assess mastery of reading and writing skills, organization scores for first and fourth WDP will be collected. Data Analysis To what extent does the experience of self-assessment impact student's writing organizational skills? Descriptive statistics (means and standard deviations) are calculated in both groups for the first and fourth WDP. Gains from first to fourth WDP are calculated, and mean gains are found. t-test is conducted to determine the significance of the gains in both groups. EDHD 662 Fall 2012 Awareness of progress and performance Ability to modify strategies mid-task Evaluating Reference Sadler, P. M., & Good, E. (2006). The Impact of Self- and Peer-Grading on Student Learning. Educational Assessment, 11(1), 1-31. Assess final product Evaluate strategies used Planning Monitoring Theoretical Foundation: Metacognitive Regulation Selecting strategies Choosing/acquiring resources

Research Proposal Presentation

Transcript: Online Counselling: The demographics, motives and experiences of people who use Mobile-Instant-Messenger counselling instead of telephone or face to face counselling No health without mental health (WHO, 2005). Large 'treatment gap' and numerous access barriers. mHealth (mobile phones for health) encouraged by WHO, can take advantage of high phone penetration in developing world, can circumvent certain barriers. Mobile-Instant-Messenger counselling has been offered by (at least) 5 service providers in South Africa already. Key research questions (of semi-structured interview): The experience of communication in the MIM-mediated environment. The differences between MIM-mediated and telephone or face to face counselling (for those with relevant experience). The motivation for selecting MIM-based counselling over telephone or face to face counselling. Data analysis: Thematic Analysis, secondary researcher analysing two randomly-selected interviews. Recursive process until consensual agreement on themes. The online counselling literature focuses mainly on email-mediated counselling and the perspectives of counsellors and prospective clients. Under-examined areas of online counselling research: factors that 'promote and inhibit' motivations. reactions of actual online counselling service users. demographics of service users I.e. The demographics, motives and experience of clients who use MIM-counselling over telephone or face to face counselling. Motivation Method (continued...) Suggested Title Ethical Considerations Aims In South Africa, MXit is very popular: 49 million registrations, approximately 10 million active users. JamiiX facilitates a one-to-many relationship: 1 counsellor, logged in to JamiiX, as an 'exchange' member, via PC. Many clients accessing 'exchange' via their mobile phone or PC. Many counsellors auto-assigned clients by the 'exchange'. Conversations can be passed between 'exchange' members. Mobile-Instant-Messenger (MIM) Request for waiver of handwritten consent Adjusted consent (recorded via synchronous chat). Signed consent would break from the online setting and introduce confidentiality and anonymity issues which are central to the medium and ethos of the service. Possibility of minors as participants (without dual consent). Risk to participants is very low, possibly upsetting questions can be removed without jeopardising the aims of the study. Has been approved in international research (King, Bambling, Reid and Thomas, 2006). Individual interviews, conducted via synchronous chat. Sample population are people accessing the Drug Advice Support service via MXit (and PCs?) as offered by RLabs. Incentivised recruitment by counsellors, who can transfer client to new 'exchange member', post-counselling. n = approx. 100 for Basic Information Section. n = 12-15 for Semi-Structured Interview. A sample of 12-15 that matches the sample population of 100 (as closely as possible) would be ideal. Method The demographics, motives and experiences of Mobile-Instant-Messenger counselling service users.

Research Proposal Presentation Proposal Research

Transcript: Created by: Samuel Minkin November 2nd 2017 CREATIVITY InTRO InTRO Modern-Day Education resembles traditional education It has only marginally evolved over time Rote memorization and efficiency are still the main skills taught in school Technology could change things Technology-Based Learning Technology-Based Learning Learning based on collaboration on websites The Internet has potential to be an educational tool The Internet is dispersed and decentralized. Information flows from many different kinds of sources. Access to information Interdisciplinary Learning Things that Occur on the Internet Things that Occur on the Internet Communities Interaction Feedback Mash-Up PICTURES PICTURES Traditional education Traditional education Rote memorization and efficiency are still the main skills taught in school An expert lectures students Problem-solving methods are dictated by instructors Specialization over interdisciplainary studies Statistics Statistics Why This topic/Conversation? Why This topic/Conversation? The Conversation/Topic: Modern-day education Education has many implications both on the individual and societal level There are many different types of learners in school Technology-based learning can appeal to a wide variety of learners On the Societal Level: 1. It can lead to a more productive society 2. It can lead to a stronger public commons On the Individual Level: 1. Better problem-solvers 2. Better Students Finding a specific website - limited sources talking about its positive and negative effects Figuring Out the Functionality of the Website Focusing on a specific age-group. Would it even work for elementary school students? Would starting with high school students be too late? Challenges Challenges creativity as an emergent property creativity as an emergent property Research Question: How has Evernote, a website that promotes collaborative-based learning, led to the formation of a more enhanced and evolved creativity known as group creativity? Technology Based Creative- Problem Solving Has Two Phases: 1. The Divergent Phase - Exploring, characterized by messiness - Evaluating Data 2. The Convergent Phase - Honing onto specific things. Extracting important information out of clutter. - Focusing on specific solutions Terms for Interaction and Collaboration: Synchronic Interactions - Interactions that occur simultaneously Diachronic Exchanges - Interactions that occur over a longer period of time "Recent models of group creativity (Sawyer, 2003) argue that collective creative work has to be understood as the synergy between synchronic interactions (i.e., parallel and simultaneous) and diachronic exchanges (i.e., interaction over long time spans and mediated by ostensible products)" (Sarmiento, Stahl 503). Quote Quote Potential Conclusions Potential Conclusions Online collaborative-based learning can lead to a greater extent of creativity People would be better suited to solve modern problems If I'm wrong: Technology will be a distraction. Students will find ways to cheat. Ultimately, a case should be made for using a specific website - being more technology dependent - because it can lead to creativity Sarmiento, Johann W. and Gerry Stahl. "Group Creativity in Interaction: Collaborative Referencing, Remembering, and Bridging." International Journal of Human-Computer Interaction, vol. 24, no. 5, June 2008, pp. 492-504. EBSCOhost, doi:10.1080/10447310802142300. Works cited Works cited

Research Proposal Presentation

Transcript: Effects of Obesity-Related Media on Eating Behaviors, Body Dissatisfaction, and Thin Ideal Internailzation Specific Aims 72% of images depicting obese people were negative heads cut out of photos shown eating/drinking less likely to be shown fully clothed less likely to be wearing professional clothing neutral news + flattering/unstereotypical or unflattering/stereotypical image of obese person participants in ALL conditions exhibited moderate fat phobia participants who viewed unflattering/stereotypical images expressed significantly more negative attitudes than those in other condition so... obesity-related media = fat phobia but... will this fat phobia lead to disordered eating? repeat initial measures a.Anschutz, D., Engels, R, & Van Strien, T. (2008). Susceptibility for thin ideal media and eating styles. Body Image, 5, 70-79. doi:10.1016/j.bodyim.2007.06.008 b.Crowne, D. P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24, 349-354. c.Darby, A., Hay, P., Mond, J., Quirk, F., Buttner, P., & Kennedy, L. (2009). The rising prevalence of comorbid obesity and eating disorder behaviors from 1995 to 2005. International Journal of Eating Disorders, 42, 104-108. d.Derenne, J., & Beresin, E. (2006). Body image, media, and eating disorders. Academic Psychiatry, 30, 257-261. doi:10.1176/appi.ap.30.3.257 e.Fairburn, C., Cooper, Z., Doll, H., & Davies, B. (2005). Identifying dieters who will develop an eating disorder: A prospective, population-based study". The American Journal of Psychiatry, 162, 224955. doi:10.1176/appi.ajp.162.12.2249. f.Holmes, B. (2009). Media coverage of Canada's obesity epidemic: Illustrating the subtleties of surveillance medicine. Critical Public Health, 19, 223-233. doi:10.1080/09581590802478048g.Heuer, C., McClure, K., & Puhl, R. (2011). Obesity stigma in online news: A visual content analysis. Journal of Helath Communication, 16, 976-987. Doi: 10/1080/10810730.2011.561915. h.Levine, M., & Murnen, S. (2009). 'Everybody knows that mass media are/are not [pick one] a cause of eating disorders': A critical review of evidence for a causal link between media, negative body image, and disordered eating in females. Journal of Social and Clinical Psychology, 28, 9-42. doi:10.1521/jscp.2009.28.1.9 i.Loeb, K., Wilson, G. T., Gilbert, J., & Labouvie, E. (2000). Guided and unguided self-help for binge eating. Behavior Research and Therapy, 38, 259-272). j.McClure, K., Puhl, R., & Heuer, C. (2011). Obesity in the news: Do photographic images of obese persons influence antifat attitudes? Journal of Health Communication, 16, 359-371. doi:10.1080/10810730.2010.535108 k.Morley, B., Wakefield, M., Dunlop, S., & Hill, D. (2009). Impact of a mass media campaign linking abdominal obesity and cancer: A natural exposure evaluation. Health Education Research, 24, 1069-1079. doi:10.1093/her/cyp034 l.Paxton, S., Eisenberg, M., & Neumark-Sztainer, D. (2006). Prospective predictors of body dissatisfaction in adolescent girls and boys: A five year longitudinal study. Developmental Psychology, 42, 888-899. doi 10.1037/0012-1649.42.5.888. m.Rich, E. (2011). ‘I see her being obesed!’: Public pedagogy, reality media and the obesity crisis. Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine, 15, 3-21. doi:10.1177/1363459309358127 n.Stice, E., & Bearman, S. K. (2001). Body-image and eating disturbances prospectively predict increases in depressive symptoms in adolescent girls: A growth curve analysis. Developmental Psychology, 37, 597-607. o.Stice, E. & Shaw, H. (2002). Role of body dissatisfaction in the onset and maintenance of eating pathology: A synthesis of research findings. Journal of Psychometric Research, 53, 985-993. [antifat attitudes] McClure, Puhl, & Heuer, 2011 To identify individuals most at-risk for negative impact but... what about media related to the "obesity epidemic"? Specific Aim #2 1. negative effects References problem-focused Heuer, McClure, & Puhl, 2011 high risk for negative impact healthful & unhealthful eating Problem-focused media three Methods + high risk for ED Hypotheses The eating behaivors of viewers Initial Measures (cc) photo by jimmyharris on Flickr 2 1 strengths (cc) image by anemoneprojectors on Flickr To determine whether problem-focused articles have different effects on viewers than solution-focused articles Strengths & Limitations viewing obesity-related media= control Week 1: video 2 one Specific Aims 5+7= 1 Future Directions (cc) image by anemoneprojectors on Flickr Body dissatisfaction (cc) photo by Metro Centric on Flickr Week 2: questions? + solution-focused Specific Aim #1 parental involvement in education Background Outline 3. Methods 1 two (cc) photo by Metro Centric on Flickr [obesity stigmatization] Hypothesis #3 Type of Media Solution-focused Media 2. 4. Future Directions Hypothesis #1 Groups Hypothesis #2 meal skipping loss of control extreme calorie

Proposal template

Transcript: The Challenge Why Taming Tigers? 1 Day Experiential Equine workshop - Step away from the day-to-day and work as a team on a challenge which is stretching for everyone Build understanding of your own Tiger and the Tigers within the team, plus strategies to tame him Experience the "Hero's Journey" in one day in order to anticipate the journey of change you are about to experience Put yourself to the test physically and mentally with support from your colleagues One to one consultation and coaching over 6 weeks SMT members will: Build an intensive relationship of trust and openness with their facilitators Become very honest with themselves about their personal blocks, attitudes and Tigers (and develop strategies to minimise them) Understand their contribution to the team and to the success or failure of the Evolution project Commit, hearts and minds, to the project by identifying the business critical and personally critical outcomes of the project Team Contract workshop: Aligning the team behind a shared goal, team rules and a powerful sense of purpose and momentum (with roadmap) to deliver on the vision The result is a contract, signed, owned and policed by the the team itself which defines exactly what is required to achieve success and how to get there Tigers are tamed, rulebooks re-written, the team is out on the pitch Quarterly review: Setting the compass together makes the Tiger roar. Delivering on the contract agreed makes him roar again. During 2013 we will help the SMT maintain momentum, address obstacles, upgrade the team culture and apply the 10 Rules to tame the Tiger who WILL roar if the goal is bold enough...which it is. Group of peers, reporting from their silos Differing levels of commitment to the goal Resistance to change, fear of change "This is how we do it here" "Who can I blame?" Senior executives Distrust of each other "This isn't going to affect me" "We can do this without assistance" Team driving forward the ambition Completely aligned Out on the track "How can we do it better?" "I am responsible" Team of inspirational leaders Trusting each other to deliver "I am part of creating the future" "To achieve this we must change...and that means accepting help" (cc) photo by Metro Centric on Flickr doodles We aren't neutral - we are as responsible for delivering your ambition as you are This is what we do. We help leadership teams to set and achieve their bold goals We are business focused. This isn't a "jolly", a conventional "team offsite" or a "team building" programme. It is about business We are experts in our field (4 books published, 150 years combined experience in the change industry, additional 150 years experience in business and public sector leadership roles) But don't just take our word for it... From notes Steve Hardy, Chief Executive, AXA Personal Lines Experiential workshop - 2 days Quarterly review - 4 x half day sessions To The current reality... Notes "It's stunning how it's worked. Our organisational goal and the words Taming Tigers are everyday phrases now. We are seeing real change." Evolution (cc) photo by jimmyharris on Flickr (cc) photo by Franco Folini on Flickr Double click to crop it if necessary Bold ambition The very shape of the business needs to change The SMT is under scrutiny - Is it a strong team? Does it believe in the vision? Is it trusted to lead this change? The SMT needs to become even more sophisticated to succeed The full SMT will be in place by September - the clock is ticking outlook from the top (Note to SMT) You will need to be: Fully committed to the "Amazon" vision Speak honestly (the process will support that) Learn how to tame the Tiger Be willing to try something different Commit the time to driving forward the vision Treat us as part of the business, an extension of your team Team Contract workshop - 3 days offsite plus action steps Option 1 investment: Experiential phase: £6750 Consultation phase: £13,500 Team Contract workshop: £19,850 Quarterly review: £12,000 TOTAL: £52,100 plus VAT and expenses Includes: 16 months of support from Taming Tigers for the SMT to re-write industry rulebooks and drive forward the new business vision as a team A tried and tested process made bespoke for you A combination of individual development, team bonding, experiential learning and open, honest dialogue facilitated by world class experts A committed team at Taming Tigers who will not only help you set the team's compass but achieve the goal, whatever it takes photo frame The objectives - Consultation and Coaching - 3 x 2 hours over 6 weeks Place your own picture behind this frame! (cc) photo by Metro Centric on Flickr details map Option 2 investment: Experiential phase: £6750 Team Contract workshop: £24,750 TOTAL: £31,500 plus VAT and expenses Includes: 2-3 months of support from Taming Tigers for the SMT to re-write industry rulebooks and identify the roadmap to drive forward the new business vision as a team A tried and tested process made bespoke

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