The physically active lifestyle of Flemish secondary school teachers: A mixed-methods approach towards developing a physical activity intervention

2014 ◽  
Vol 74 (3) ◽  
pp. 326-339 ◽  
Author(s):  
Inge Bogaert ◽  
Kristine De Martelaer ◽  
Benedicte Deforche ◽  
Peter Clarys ◽  
Evert Zinzen
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Secondary School ◽  
Physical Activity Intervention ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Active Lifestyle ◽  
Physically Active ◽  
Mixed Methods Approach

Feasibility of a Lifestyle Physical Activity Intervention to Prevent Memory Loss in Older Women With Cardiovascular Disease: A Mixed-Methods Approach

2019 ◽  
pp. 084456211985623 ◽  
Author(s):  
Shannon Halloway ◽  
JoEllen Wilbur ◽  
Michael E. Schoeny ◽  
Lynne T. Braun ◽  
Neelum T. Aggarwal ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cardiovascular Disease ◽  
Mixed Methods ◽  
Physical Activity Intervention ◽  
Memory Loss ◽  
Post Intervention ◽  
Mixed Methods Approach ◽  
High Satisfaction ◽  
Post Test ◽  
Lifestyle Physical Activity

Background Memory loss in older age affects women more than men and cardiovascular disease is a leading risk factor. Physical activity can improve memory in healthy older adults; however, few physical activity interventions have targeted women with cardiovascular disease, and none utilized lifestyle approaches. Purpose The purpose of this study was to examine feasibility, acceptability, and preliminary effects of a 24-week lifestyle physical activity intervention (physical activity prescription, five group meetings, and nine motivational interviewing calls). Methods A sequential mixed-methods approach was used. Participants were 18 sedentary women ≥65 years with cardiovascular disease and without cognitive impairment recruited in August 2017. Feasibility, acceptability, self-reported health, accelerometer-assessed physical activity, and neurocognitive memory tests were measured using a pre-post test design. Two post-intervention focus groups ( n = 8) were conducted in June 2018. Concept analysis was used to identify barriers/motivators of intervention participation. Results Meeting attendance was >72% and retention was 94%. Participants rated the program with high satisfaction. There were significant improvements at 24 weeks in self-rated physical health, objective daily steps, and estimated cardiorespiratory fitness ( d = .30–.64). Focus group themes generated recommendations for modifying the intervention. Conclusion Findings support adapting the intervention further for women with cardiovascular disease and testing it in an efficacy trial.

Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study

2008 ◽  
Vol 24 (7) ◽  
pp. 1919-1934 ◽  
Author(s):  
Robert M. Klassen ◽  
Wan Har Chong ◽  
Vivien S. Huan ◽  
Isabella Wong ◽  
Allison Kates ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Motivation Beliefs

scholarly journals Investigating boredom among EFL teachers

ExELL ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 57-80
Author(s):  
Dino Dumančić
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Instructional Quality ◽  
Emotion Regulation Strategies ◽  
School Teachers ◽  
Teachers Experiences ◽  
Efl Teachers ◽  
Regulation Strategies ◽  
Primary And Secondary School

Abstract The aim of this qualitative study was to investigate boredom among Croatian primary and secondary school teachers of English. The data was gathered by means of an open-ended survey that focused on the teachers’ experiences with classroom boredom. The findings pointed to different causes of boredom in the Croatian FLT context, such as grammar tasks and uninteresting subject matter. Croatian teachers reported various manifestations of boredom, i.e. cognitive and motivational, as well as diverse emotion regulation strategies employed, such as introducing new content or engaging in physical activity. Majority of the teachers stated that boredom did not affect their instructional quality, however there were those who reported having observed adverse effects in their classrooms.

scholarly journals Social judgments on abortion and contraceptive use: a mixed methods study among secondary school teachers and student peer-counsellors in western Kenya

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Miranda Håkansson ◽  
Stephanie Super ◽  
Monica Oguttu ◽  
Marlene Makenzius
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Adolescent Girls ◽  
Contraceptive Use ◽  
Secondary School Teachers ◽  
Modern Contraceptive ◽  
Social Judgments ◽  
School Teachers ◽  
Western Kenya ◽  
Link Type

Abstract Background In Kenya, unsafe abortion is the leading cause of maternal deaths in adolescent girls aged 15–19 years, and a majority did not use a modern contraceptive before becoming pregnant. The aim of this study was to explore attitudes related to abortion and contraceptive use among secondary school teachers and student peer-counsellors in a low-resource setting in western Kenya. Methods A mixed methods design, combining a questionnaire-survey and focus group discussions (FGDs), was utilised to explore attitudes to abortion and contraceptive use among teachers (n = 15) and student peer-counsellors (n = 21) at a secondary school in Kisumu, Kenya. First, two Likert scale questionnaires were used: a modified version of the Stigmatising Attitudes, Beliefs and Actions (SABA) scale and the Contraceptive Use Stigma (CUS) scale. Secondly, four FGDs were conducted. Descriptive statistics and Abductive Thematic Network Analysis (ATNA) were used to analyse the data. Results Overall, Social judgments on abortion and contraceptive use were found among teachers and student peer-counsellors, with similar patterns between sexes. Christian and cultural values; A majority, 28/36 considered abortion a sin, and chastity and purity before marriage were highly valued feminine ideals. Discrimination and isolation; 18/36 believed that a girl who has had an abortion might be a bad influence on other girls, and 13/35 stated that an adolescent girl cannot decide for herself if to use a contraceptive method. Conflicting views on abortion and contraceptives; A third (11/34) believed that contraceptives may cause infertility, and its use was related to promiscuity. Girls associated with abortion and contraceptive use were considered immoral, lacking parental guidance, and were used to represent bad examples in school. Although conflicting views were present, sexuality was considered a taboo topic, which left adolescents ignorant on contraceptive use. Conclusions Adolescent girls associated with abortion and contraceptive use are at risk for social judgements and discrimination, by both peers and teachers. Sexual and reproductive health training needs to be implemented in teacher education to increase knowledge on adolescent sexuality, abortion and contraceptive use to improve adolescents’ sexual health and decrease the stigma. Trial registration This was a prestudy nested in a cluster randomised intervention study, registered on February 28, 2017, at ClinicalTrials.gov (NCT03065842).

The Influence of Physical Activity on Cardiometabolic Biomarkers in Youths: A Review

2011 ◽  
Vol 23 (2) ◽  
pp. 169-185 ◽  
Author(s):  
Bernard Gutin ◽  
Scott Owens
Keyword(s):  
Physical Activity ◽  
Observational Studies ◽  
Intervention Studies ◽  
Physical Activity Intervention ◽  
Vigorous Physical Activity ◽  
Organ Damage ◽  
Preventive Interventions ◽  
Active Lifestyle ◽  
Physically Active

The purposes of this article were to (1): review recent studies of relations between physical activity and cardiometabolic biomarkers of youths (2); highlight areas in which additional research is needed; and (3) make recommendations for preventive interventions. Observational studies show that youths who engage in high amounts of moderate-vigorous physical activity display a more favorable cardiometabolic biomarker profile than youths who engage in lesser amounts of moderate-vigorous physical activity. Intervention studies in obese youths show that favorable changes in biomarkers are produced by moderate-vigorous physical activity doses of 150–180 min/week. However, for nonobese youths, intervention studies suggest that such doses are not effective; higher moderate-vigorous physical activity doses of approximately 300 min/week seem necessary. Continuing a physically active lifestyle from childhood into the adult years will enable people to maintain less end-organ damage and lower rates of morbidity and mortality from cardiovascular disease and type 2 diabetes.

scholarly journals Using Joint Display as an Analytic Process: An Illustration Using Bar Graphs Joint Displays From a Mixed Methods Study of How Beliefs Shape Secondary School Teachers’ Use of Technology

2021 ◽  
Vol 20 ◽  
pp. 160940692199328
Author(s):  
Tashane K. Haynes-Brown ◽  
Michael D. Fetters
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Two Dimensions ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Analytic Tool ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Bar Graphs

Qualitative researchers engaged in mixed methods studies need novel approaches for integrating qualitative and quantitative findings during analysis. Joint display visuals have become an integral part of the presentation of the findings of mixed methods studies and can be aptly described as an analytic tool owing to the process involved in building joint displays. In this article, our purpose is to illustrate the iterative process utilized in building joint displays using both bar graphs and observational field notes to understand a specific phenomenon. An explanatory sequential mixed methods study was conducted with Jamaican secondary school teachers that sought to understand how teachers’ beliefs shaped the use of technology. Based on the use of joint display analysis in this study, we illustrate how the insights gleaned and challenges encountered from each iteration of developing successive joint displays helped us to refine our understanding through an assessment of the organizational intent, analytic intent, and effectiveness of the visuals created. By engaging in the process of building successive joint displays, we identified inconsistencies in the findings that would likely not otherwise have been revealed. We learned that the inconsistencies represented two dimensions of the teachers’ beliefs, thus resulting in a more comprehensive understanding of the integrated data. The methodological insights gleaned from each iteration of building joint displays can be used by other researchers engaged in this process and enhance their understanding of the value of joint display as a powerful analytic tool.

scholarly journals Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study

2021 ◽  
Vol 11 (3) ◽  
pp. 445-472
Author(s):  
Maggie Ma ◽  
Gavin Bui
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Curriculum Reform ◽  
Student Development ◽  
Secondary School Teachers ◽  
Eastern China ◽  
Strong Association ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Conceptions Of Assessment

Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.

An Investigation Into the Perceptions of Teachers and Students in Mexico on the Implementation of Secondary Reforms

2021 ◽  
pp. 105678792110231
Author(s):  
Yee Han Peter Joong
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Classroom Management ◽  
Secondary School Teachers ◽  
Mixed Methods Study ◽  
Classroom Observations ◽  
School Teachers ◽  
Student Centered ◽  
Teachers And Students ◽  
New Challenges

This mixed methods study examines how secondary school teachers have implemented educational reforms in Mexico. Major sources of data were surveys from sample teachers and students in 12 schools on how often a teaching or evaluation strategy was used. Results from open-ended questions and classroom observations were used to triangulate results from survey data. The study concluded that most teachers were able to adopt majority of the reforms. Even though teacher-directed lessons still dominated, student-centered learnings were incorporated. However, classroom management need increased attention due to new challenges of transitioning. Educators in all jurisdictions can learn from the reform efforts.

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