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Related Data for: From individual ideation to group knowledge co-construction: Comparison of high- and low performing groups
No full textThis study compares the high- and low-performing groups’ knowledge coconstruction process in the context of computer-supported collaborative argumentation
from epistemic, argument, and social perspectives. Product analysis, lag sequential
analysis, Sankey diagram visualization, and social network analysis were used to
analyze groups’ written argumentation artefacts, on-screen behaviors, and online
interactions. Results show that the high-performing group students demonstrated a
higher level of engagement and cognitive elaboration than the low-performing group.
The high-performing group was more competent in integrating various argumentation
elements than the low-performing group. And the students in the high-performing group
tended to contribute equally to their group work. The implications of the findings in
designing and implementing knowledge co-construction activities are discussed
Related Data for: DMA Clinical Pilates™ exercises improved clinical and biomechanical outcomes for adults with nonspecific chronic low back pain: A randomized controlled trial
No full textPurposePilates exercises are beneficial for chronic lower back pain. This study examined the effectiveness of DMA Clinical PilatesTM in improving clinical and biomechanical outcomes against general Pilates and general exercise.Methods52 adults with nonspecific chronic low back pain were randomized to Clinical Pilates, general Pilates or general exercise group, in a double-blind, 6-week intervention. Clinical outcomes and single-leg squat biomechanics were studied. Participants were assessed at baseline, Week 6 and Week 12.ResultsClinical Pilates was more effective at Weeks 6 and 12 for pain – mean differences > 2 points, 95% CIs [−2.53, −1.60], function – mean differences > 1.8 points [1.39, 2.63], disability – mean differences ≥ 5.9% [−9.01, −4.50], problem side hamstrings flexibility – mean differences > 3.9° [3.21, 8.43], and problem side single-leg squat performance as compared with other groups for terminal knee flexion angle – mean differences > 14.8° [12.25, 19.27], total squat duration – mean differences ConclusionDMA Clinical PilatesTM is more effective than general Pilates and general exercise in managing nonspecific chronic low back pain.IMPLICATIONS FOR REHABILITATIONPilates exercises are beneficial for people with nonspecific chronic low back pain.DMA Clinical PilatesTM exercises, when tailored to an individual’s movement preference, are time efficient and easy to learn.This study showed that DMA Clinical PilatesTM is effective in improving pain, function, disability and movement performance
Related Data for: The Artground ecology: Engaging children in arts and play experiences
No full textThis book presents qualitative research narratives on children's engagement and learning in play and arts experiences. Using The Artground Singapore - a registered arts charity that offers interactive visual art spaces for children - as a site of study, the book also offers reflective and practical insights into the professional development and incubation of arts practitioners dedicated to the creation and implementation of works for young audiences
Related Data for: Identifying the problem side with single-leg squat and hamstrings flexibility for non-specific chronic low back pain
No full textBackground and Objectives: In patients with non-specific chronic low back pain (LBP), their pain and problem sides can differ. Clinical Pilates assessment provides an approach to identify the problem side, but this approach requires experience and can be subjective. This study aimed to investigate if objective measures of single-leg squat postural control and hamstrings flexibility could identify the problem side in adults with non-specific chronic LBP. Materials and Methods: Forty adults with non-specific chronic LBP were tested on single-leg squat postural control and hamstrings flexibility. The problem side of participants was assessed with the Clinical Pilates method. Paired t-tests were used to compare the postural sway parameters of the single-leg squat and hamstrings flexibility between the problem and non-problem sides. Cohen’s kappa was then used to assess the agreement of postural sway and flexibility measures with the Clinical Pilates method. Results: The problem side showed smaller vertical force variance, larger sway path distances, lower peak vertical force, smaller terminal knee flexion angle, longer time to complete the five single-leg squats, and tighter hamstrings as compared to the non-problem side. However, only the overall and anteroposterior sway path distances, terminal knee flexion angle, total squat duration, and hamstrings flexibility yielded moderate to strong agreement with the Clinical Pilates method. Conclusions: Single-leg squat postural sway parameters and hamstrings flexibility can objectively identify the problem side in adults with non-specific chronic LBP
Related Data for Thesis/Dissertation: Examining the effectiveness of self-referenced and peer-referenced learning analytics dashboards in enhancing students' learning: taking individual differences into account
No full textThere is significant interest in harnessing learning analytics (LA) for providing students with personalised formative feedback. However, LA dashboards often employ a one-size-fits all approach instead of considering the learning needs of diverse learners. This study examines the effectiveness of self-referenced and peer-referenced LA dashboards in enhancing positive student outcomes, taking individual differences into account. A quasi-experiment with an embedded mixed methods approach was used with 209 Secondary Three students in Singapore. ANOVAs and ANCOVAs revealed no significant differences between self-referenced and peer-referenced dashboards. Multiple regression analysis revealed individual differences as important predictors of learning outcomes. Epistemic network analysis highlighted the importance of students’ perceptions of how helpful and motivating they found the dashboards to be for their learning. Findings highlight the theoretical and methodological importance of taking individual differences into account and have practical implications for designing more purposeful formative LA dashboards for enhancing students’ learning and well-being
Related Data for Thesis/Dissertation: Factors predicting sustained employment in autistic adults
No full textThis study explored the predictive relationship between autistic working adults’ individual characteristics (i.e., gender, age at the start of employment, highest education level attained, and presence of other mental disorders) and the length of their employment periods, with a particular interest of their employment status at the 12-month time point, otherwise termed ‘employment sustainability’. It also further explored how their pre-employment levels of independence in various soft skills, namely, their work habits, self-management, communication and interaction skills, and independent functioning, may predict employment sustainability. The aim of the study was to determine if there were any identifiable traits or pre-employment skills autistic individuals possess that may indicate longer employment periods, which was positioned in this study as a measure of employment success in autistic adults.
Pre-enrolment assessment data collected by a local vocational agency, using a standardized assessment checklist, otherwise known as the E2C Vocational Assessment Soft Skills Checklist (EVASSC), on a total of 185 (146 male, 39 female; mean age: 25.5 years) job-matched autistic clients was analyzed. Based on the results, this study did not find any significant relationship between autistic employees’ demographic variables and the length of their employment periods. While the overall model for demographic variables as predictors was non-significant, it was found that the presence of other mental disorders significantly predicted clients having difficulty maintaining employment within their first 12 months. Additionally, this study found that autistic clients’ soft skills pre-employment was a significant predictor of employment sustainability. Specifically, the higher level of support autistic clients required pre-employment in the soft skill domain of independent functioning, the longer they remained in their vocational positions.
These results thus have implications on the screening of potential autistic employees, in that their skillsets should take priority over individual characteristics when considering them for hire. The findings also inform a need for mental health services in vocational rehabilitation of autistic employees, as well as more refined processes in promoting career progression in autistic adults with higher levels of independent functioning
Related Data for: Academic resilience and test anxiety: The moderating role of achievement goals
No full textThe present study examined the associations of academic resilience and achievement goals with test anxiety, and the moderating role of achievement goals in the relation between academic resilience and test anxiety among 1632 secondary one students from eight secondary schools in Singapore. Results showed that students who reported lower levels of academic resilience also reported higher levels of cognitive test anxiety, and those who reported higher levels of avoidance-goal endorsement reported higher levels of cognitive test anxiety. Importantly, the relationship between academic resilience and test anxiety was moderated by avoidance-based goals endorsement level. Specifically, this relationship was stronger for those who endorsed higher levels of avoidance-based goals. Approach-based achievement goals did not significantly interact with academic resilience to influence test anxiety. Implications of the findings are discussed
Related Data for: Predicting running-related injuries from functional, kinetic and kinematic data
No full textThe literature has identified inconsistent biomechanical risk factors for running-related injuries (RRIs) but lacks investigations on interactions between biomechanics and other risk factors. This prospective cohort study aimed to develop and compare prediction models of various levels of complexity to predict RRIs over 12 months in recreational runners. The 7-item Functional Movement Screen (FMS) test was administered at baseline for 83 participants. Running biomechanics were evaluated using clinically friendly tools, including wearable in-shoe force sensors to measure vertical ground reaction forces and 2D video-based kinematic analysis of lower extremities. The participants were subsequently monitored over a 12-month follow-up period to track whether they sustained RRIs. Differences between the injured (n = 26) and non-injured (n = 55) groups were examined using Mann-Whitney U test. Binary logistic regression was performed to identify significant indicators for RRIs, with 6 models developed involving different sets of variables. Neither simple (involving one variable) nor complex models (including multiple variables) was statistically significant (p-values ranged from 0.106 to 0.972). In conclusion, prediction models developed using variables obtained from accessible tools are unable to accurately predict future RRIs regardless of model complexity. Researchers and practitioners should avoid overreliance on simple measures for screening injury risks
Related Data for: Learning data science in elementary school mathematics: A comparative curriculum analysis
No full textBackground
Data literacy is increasingly important in today’s data-driven world. Students across many educational systems first formally learn about data in elementary school not as a separate subject but via the mathematics curriculum. This experience can create tensions in the priorities of learning and assessment given the presence of other foundational mathematics content domains such as numbers, algebra, measurement, and geometry. There is a need to study data literacy in comparison to these other content domains in elementary mathematics. To address this need, we developed a methodology motivated by thinking curriculum theory and aligned with international assessment framework, for comparative analysis across mathematics content domains. This methodology examined increasing levels of cognitive domains from knowing to applying to reasoning across mathematics content domains. Intended, assessed, and attained curricula were analyzed using Singapore as a case study, combined with broader comparisons to attainments in four East Asian countries in TIMSS, an international large-scale assessment.
Results
We found that learning in the data domain had very limited coverage in intended and assessed curricula in Singapore. However, compared to other mathematics content domains, the data curriculum placed heavier emphasis on higher-order cognitive domains including the use of generally difficult mixed data visualizations. This demanding curriculum in Singapore was associated with the highest attainment in the data domain among average 4th grade Singaporean students relative to students in four East Asian countries in TIMSS, as analyzed by quantile regression. However, lower-performing Singaporean students at the 10th percentile generally did not outperform their East Asian peers. We further found very limited applications of data in other mathematics domains or cross-domain learning more generally.
Conclusion
Our study offers a comparative analysis of the data curriculum in elementary school mathematics education. While the data curriculum was cognitively demanding and translated to very high average attainments of Singaporean students, the curriculum did not equally help weaker Singaporean students, with implications on current discourse on equity–excellence trade-off in science, technology, engineering, and mathematics (STEM) education. Our study further highlights the lack of cross-domain learning in mathematics involving data. Despite the broad applicability of data science, elementary school students’ first formal experience with data may lack emphasis on its cross-domain applications, suggesting a need to further integrate data skills and competencies into the mathematics curriculum and beyond.</p
Related Data for: Systematic review of reviews on Activities of Daily Living measures for children with developmental disabilities
No full textBackground
There seems to be a lack of consensus on the concept and domains of Activities of Daily Living (ADL) measured among children and adolescents with developmental disabilities (DD), despite a significant number of existing measures of ADL and associated constructs, and two prevailing theoretical frameworks (i.e., the cognitive-social-practical framework, and the activity-and-participation framework).
Aims
This systematic review (SR) aims to identify articles that systematically reviewed measures of ADL for children and adolescents aged 7–18 years with DD to evaluate the quality of included articles, and describe the measures and domains identified.
Methods and Procedures
Searches were conducted in PubMed®, Academic Search Complete® (EBSCOhost), Education Source Search® (EBSCOhost), ERIC® (EBSCOhost), and PsychInfo® (EBSCOhost). 14,931 articles were identified, and two researchers completed title screening, abstract screening, and full-text screening, with disagreements resolved. Out of these 14,931 articles, fourteen were included, which resulted in a total of 163 ADL measures. Out of the 163 ADL measures, forty-eight met the criteria and were included for analysis. PRISMA and COSMIN checklists were used to appraise the methodological quality of the included articles.
Outcomes and results
Results indicated that most of the 14 systematic review articles did not provide information on instrument development and content validity of their included measures. Analysis of the identified 48 measures of ADL and its associated constructs revealed heterogeneity in domains covered, although there were seven domains that were most often included.
Conclusions and implications
Implications in terms of practice, research, and policy are further discussed.</p