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Related Data for: A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference?
No full textThis 4-wave longitudinal study examined how starting teachers' retention intentions changed over three years. One-way repeated-measures analysis of variance (ANOVA) found a significant main effect of time on retention intention. Two-way ANOVA also showed a significant main effect of pre-teaching work experience, and years of work experience on retention intention. However, there was no significant interaction effect between time and pre-teaching work experience, and between time and years of prior work experience. These findings suggest that prior work experience in other professions and length of working years did not make a difference in starting teachers’ retention intentions over time
Related Data for: A video-based method to quantify stroke synchronisation in crew boat sprint kayaking
No full textThe study aimed to quantify stroke synchronisation in two-seater crew boat sprint kayaking (K2) using a video-based method, and to assess the intra- and inter-rater reliabilities of this method. Twelve sub-elite sprint kayakers (six males and six females) from a national team were paired into six single-gender K2 crews. The crews were recorded at 120 Hz with a sagittal-view video camera during 200-m time trials. Video analysis identified four meaningful positions of a stroke (catch, immersion, extraction and release). The timing difference (termed “offset”) between the front and back paddlers, within each K2, at each stroke position was calculated, with zero offset indicating perfect synchronisation. Results showed almost perfect intra-rater reliability of this method. The intra-class correlation (ICC) ranged from .87 to 1.00, and standard error of measurement ( SEM) from 0 to 5 milliseconds (ms). Inter-rater reliability was substantial to almost perfect (ICC .72 – .94, SEM 2 – 6 ms). On average, 35 strokes were analysed for each crew and the mean offset was 17 ms, or 5.7% of water phase duration. Crews were more synchronised at the catch (11 ms, 3.8%) than the release (21 ms, 7.2%). However, the stroke synchronisation profiles of the six sub-elite crews varied considerably from each other. For example, the best performing male and female crews had directly contrasting profiles. This suggests that there is no universal stroke synchronisation profile for well-trained sprint kayakers. This video-based method may aid future investigations on improving performance
Related Data for: Can machine learning help accelerate article screening for systematic reviews? Yes, when article separability in embedding space is high
No full textSystematic reviews play important roles but manual efforts can be time-consuming given a growing literature. There is a need to use and evaluate automated strategies to accelerate systematic reviews. Here, we comprehensively tested machine learning (ML) models from classical and deep learning model families. We also assessed the performance of prompt engineering via few-shot learning of GPT-3.5 and GPT-4 large language models (LLMs). We further attempted to understand when ML models can help automate screening. These ML models were applied to actual datasets of systematic reviews in education. Results showed that the performance of classical and deep ML models varied widely across datasets, ranging from 1.2 to 75.6% of work saved at 95% recall. LLM prompt engineering produced similarly wide performance variation. We searched for various indicators of whether and how ML screening can help. We discovered that the separability of clusters of relevant versus irrelevant articles in high-dimensional embedding space can strongly predict whether ML screening can help (overall R = 0.81). This simple and generalizable heuristic applied well across datasets and different ML model families. In conclusion, ML screening performance varies tremendously, but researchers and software developers can consider using our cluster separability heuristic in various ways in an ML-assisted screening pipeline
Related Data for: Productivity, photosynthetic light-use efficiency, nitrogen metabolism and nutritional quality of C4 halophyte Portulaca oleracea L. grown indoors under different light intensities and durations
No full textPortulaca oleracea L. (known as purslane), is a nutritious facultative C4 halophyte.
Recently, it has been successfully grown indoors under LED lightings by our team.
However, basic understanding about the impacts of light on purslanes are lacking.
This study aimed to investigate the effects of light intensity and duration on
productivity, photosynthetic light use efficiency, nitrogen metabolism and
nutritional quality of indoor grown purslanes. All plants were grown in 10%
artificial seawater hydroponically under different photosynthetic photon flux
densities (PPFDs) and durations and thus different daily light integrals (DLI). They
are, L1 (240 µmol photon m-2 s-1, 12 h, DLI = 10.368 mol m-2 day-1); L2 (320 µmol photon m-2 s-1, 18 h, DLI = 20.736 mol m-2 day-1); L3 (240 µmol photon m-2 s-1, 24 h, DLI = 20.736 mol m-2 day-1); L4 (480 µmol photon m-2 s-1, 12 h, DLI = 20.736 mol m-2 day-1), respectively. Compared to L1, higher DLI promoted root and shoot growth and thus increased shoot productivity by 2.63-,1.96-, 3.83-folds, respectively for purslane grown under L2, L3, L4. However, under the same DLI, L3 plants (continuous light, CL) had significantly lower shoot and root productivities compared those with higher PPFDs but shorter durations (L2 and L4). While all plants had similar total chlorophyll and carotenoid concentrations, CL (L3) plants had significantly lower light use efficiency (Fv/Fm ratio), electron transport rate, effective quantum yield of PSII, photochemical- and non-photochemical quenching. Compared to L1, higher DLI with higher PPFDs (L2 and L4) increased leaf maximum nitrate reductase activity while longer durations increased leaf NO3- concentrations and total reduced nitrogen. There were no significant differences in leaf total soluble protein, total soluble sugar and total ascorbic acid concentrations in both leaf and stem regardless of light conditions. However, L2 plants had the highest leaf proline concentration but leaf total phenolic compounds concentration was higher in L3 plants instead. Generally, L2 plants had the highest dietary minerals such as K, Ca, Mg and Fe among the four different light conditions. Overall, L2 condition is the most suitable lighting strategy in enhancing productivity and nutritional quality of purslane
Related Data for: The effect of the COVID-19 lockdown on bilingual Singaporean children’s leisure reading
No full textLong-term school absences during pandemic lockdowns may result in learning gains and losses much like the summer reading loss, but little is known about the actual effects of such lockdowns. This mixed-methods study examined changes in reading enjoyment, amount and resources in three groups of bilingual children—English-Chinese, English-Malay, and English-Tamil speaking children—during the COVID-19 lockdown in Singapore. Results reveal a lockdown reading gap between children’s stronger language (English) and weaker language (Chinese/Malay/Tamil). Within each language, results show differential reading gains and losses for children who enjoyed and did not enjoy reading in print and digital formats. Children’s reading enjoyment before the lockdown, changes in reading enjoyment and print reading amount during the lockdown in English and Chinese/Malay were significantly correlated. Children preferred print reading over reading digitally both before and during the lockdown, and devices were underutilized for reading purposes
Related Data for: Assessing lower track students' learning in science inference skills in Singapore
No full textIt is a generally held view amongst educators today that the development of students’ inference skills is an important aspect in their education as 21st Century learners as it requires higher order cognitive competences. Oftentimes, students in the lower tracks are considered slower learners and may have difficulties with the development of such skills. There is, however, limited empirical evidence to support such claims. As a result, there is a lack of understanding how such skills are taught, and how lower track students acquire them. The purpose of this study is to investigate lower track students’ science inference skills over one academic year, to better understand their learning and development. To determine this, three multiple-choice science inference skills tests were developed based on science syllabus and administered over a 9-month period. In total, 1,397 Grade 7 lower track (i.e., Normal Academic) students from 38 Singapore secondary schools participated in the study. The students’ performances were determined through three equated tests using Rasch common-item procedures. The results showed that students experienced greater difficulty with tests over time. They particularly had difficulties with questions pertinent to graphs, tables, diagrams, or charts, or required them to extend their thinking beyond the given information. They also had difficulty in deducing answers using the elimination technique, and items that involved experiments and variables. Items that involved pattern recognition, concluding using range, application of a given concept, and limited information were easier for them. The findings also have implications for science teacher education in terms of assessment literacy, and the science teaching of lower track students
Related Data for: Measuring the complexity of equity-centered teaching practice development and validation of a Rasch/Guttman scenario scale
No full textThe Name Blinded for Review (TEES) Scale was developed to measure the complexity of teaching practice for equity by integrating Rasch measurement and Guttman facet theory. This paper extends the existing work to develop and validate an efficient, short-form TEES Scale that can be used for research and evaluation purposes. The Rasch rating scale model is used to analyze the responses of 354 teachers across the United States. Validity evidence, which addresses the data/theory alignment, item and person fit, rating scale functioning, dimensionality, generalizability, and relations to external variables, is examined to support the adequacy and appropriateness of the proposed score interpretations and uses. The short-form TEES Scale functions well to measure teaching practice for equity and provides evidence for research or evaluation studies on whether and to what extent teachers or candidates learn to enact equity-centered practice. Limitations and future directions of the scale are discussed
Related Data for: The student digital literacies profiling tool: Instrument validation
No full textIn an era of rapid technological change, digital literacies now extend beyond basic technical skills to include the ability to combine digital tools, features, and semiotic resources to convey meaning across diverse contexts. This paper presents a framework and validated survey tool to assess the digital literacies of primary and secondary school students, broadly adapted from the Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL). The survey, designed on a 5-point Likert scale, evaluates students' skills, preferences, and beliefs across four dimensions that reflect the contemporary demands of the digital landscape: multimodal orchestration, digital technologies, intercultural communication, and transversal skills. Validation through exploratory and confirmatory factor analyses with 838 primary and secondary students were conducted. This study's findings challenge the traditional, technically-centric view of digital literacies, advocating for a more integrated approach that also considers social dimensions. The survey instrument offers educators a valuable resource to assess and enhance students’ digital literacies, inform curriculum development, and track changes over time
Related Data for: Effects of an isotonic beetroot drink on power output during sprint exercise and jump performance in physically active individuals: A randomized crossover trial
No full textExogenous nitrate ingestion can improve exercise performance. This study investigated whether an isotonic beetroot drink could improve jump and sprint performance in active individuals. Twenty-three physically active participants (17 males, 6 females) (mean ± SD; age: 26 ± 4 years; body mass index: 22.4 ± 1.9 kg/m2) completed a double-blind, randomized, cross-over study where they consumed 570mL of either beetroot juice drink (BR) or isotonic beetroot juice drink (ISO-BR) three hours before performing countermovement (CMJ) and standing broad jump (SBJ) tests and a 30-second all-out sprint on a cycle ergometer. Both drinks contained equal nitrate (12.9 mmol) and carbohydrate (6.1g per 100mL) content but differed in osmolality (BR: 420 mOsm/kg vs. ISO-BR: 315 mOsm/kg). Salivary total nitrate and nitrite concentrations (NOx) 3 hours post-ingestion were significantly higher after consuming ISO-BR than BR. ISO-BR significantly improved peak power output compared to BR by 3.9% (ISO-BR: 11.4 ± 2.5 W/kg vs. BR: 11.0 ± 2.3 W/kg, p = .04) but not time to peak power (ISO-BR: 2.8 ± 1.7 s vs. BR: 2.9 ± 1.6 s, p = .62) or mean power output (ISO-BR: 7.3 ± 1.5 W/kg vs. BR: 7.3 ± 1.5 W/kg, p = .37). There were no significant differences in CMJ or SBJ between trials (p > .05). Sensory evaluation indicated that ISO-BR was preferred by 91% (n = 21) of participants compared with BR (average score; ISO-BR: 5.52 vs. BR: 3.52, p < .05). An ISO-BR drink improved peak power output during sprint cycling but not jump performance compared with BR alone, potentially via increased NOx
Related Data for: Development and psychometric properties of a culturally adapted video version of strange stories as a measure of advanced theory of mind in youths
No full textThis study described the development of a culturally adapted video version of Strange Stories test as a measure of advanced theory of mind for youths in an Asian country (i.e. Singapore), the Y-ToM, and to provide preliminary psychometric properties. Participants were 170 youths (82 male, 88 female) aged from 13 to 16 years old (M = 14.77, SD = 1.16) in Singapore. The youths completed the Y-ToM, an abbreviated IQ test and the Happé’s Strange Stories in a counterbalanced order while their parents completed the Child Behavior Checklist (CBCL). A two-factor structure consisting of social and physical subscales was suggested. Concurrent, convergent, divergent and diagnostic validity of the Y-ToM was examined. Internal consistency of the Y-ToM social subscale was acceptable though it was not satisfactory for the Y-ToM physical subscale. Inter-rater reliability was good while test-retest reliability was lower