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  • Social Sciences and Humanities Research Council
  • Scholarship@Western

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Stainton, Robert J.;

    The central issue of this paper is whether contextualism in epistemology is genuinely in conflict with recent claims that ‘know’ is not in fact a context sensitive word. To address this question, I’ll first rehearse three key aims of contextualists and the broad strategy they adopt for achieving them. I then introduce two linguistic arguments to the effect that the lexical item ‘know’ is not context sensitive: one from Herman Cappelen & Ernie Lepore, one from Jason Stanley. I find these and related arguments quite compelling. In particular, I think Cappelen & Lepore (2003, 2005a) show pretty definitively that ‘know’ is not like ‘I’/‘here’/‘now’, and Stanley (2004) shows that ‘know’ is not like ‘tall’/‘rich’.2 One could try to find another model for ‘know’. Instead, I consider whether one can rescue “the spirit of contextualism in epistemology” – i.e., achieve its aims by deploying a strategy of appealing to speaker context – even while granting that ‘know’ isn’t a context sensitive word at all. My conclusion, in a nutshell, is this: If there are pragmatic determinants of what is asserted/stated, and contextualism can overcome independent problems not having to do specifically with the context sensitivity of the word ‘know’, then the spirit of contextualism can be salvaged. Even though, for reasons sketched by the aforementioned authors, ‘know’ doesn’t actually belong in the class of context sensitive words.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Scholarship@Westernarrow_drop_down
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    Scholarship@Western
    Other literature type . 2010
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    http://publish.uwo.ca/~rstaint...
    Part of book or chapter of book
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    https://doi.org/10.7551/mitpre...
    Part of book or chapter of book . 2010
    Data sources: Crossref
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Scholarship@Westernarrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Scholarship@Western
      Other literature type . 2010
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      http://publish.uwo.ca/~rstaint...
      Part of book or chapter of book
      Data sources: UnpayWall
      https://doi.org/10.7551/mitpre...
      Part of book or chapter of book . 2010
      Data sources: Crossref
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Brenton L.G. Button; Andrew F. Clark; Jason A. Gilliland;

    Low levels of moderate-to-vigorous physical activity (MVPA) are consistently reported for children from industrialized countries. Perennially inadequate levels of MVPA have been linked to increased chronic disease risks. Very few studies have compared physical activity levels among children from geographically diverse places, and how they differ on weekdays versus weekends. The purpose of this research is to examine the factors that influence whether children achieve 60 min of MVPA on weekdays compared to weekend days. Data were analyzed on children (n = 532) aged 8–14 years from communities in Southern and Northern Ontario, Canada that participated in the study between 2009 and 2016. Children’s MVPA was measured using an Actical accelerometer, environmental features measured with a geographic information system, and demographic data came from child/parent surveys. Variables were selected using a least absolute shrinkage and selection operator. The variables were entered into logistic regression models to assess the relationship between children meeting the MVPA guidelines. During the week, boys were more active than girls (OR = 4.652 p < 0.001) and as age increased children were less likely to reach the MVPA guidelines (OR = 0.758 p = 0.013). On weekends boys were still more likely to meet the guidelines (OR = 1.683 p = 0.014) and children living in rural Northern Ontario were more likely to reach the MVPA guidelines compared to all groups in Southern Ontario. The findings indicate that different variables influence whether children meet the MVPA guidelines on weekdays compared to weekends. Comparing weekdays and weekends provides more useful information for creating effective MVPA interventions. Highlights • Factors associated with children’s MVPA differ from weekday to weekend day. • Geographic location has a significant impact on whether children meet the MVPA guidelines. • Geographically isolated rural children are more active on weekends.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Europe PubMed Centra...arrow_drop_down
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    Europe PubMed Central
    Article . 2020
    Data sources: PubMed Central
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    Preventive Medicine Reports
    Article . 2020
    License: CC BY NC ND
    Data sources: Crossref
    DOAJ
    Article . 2020
    Data sources: DOAJ
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Europe PubMed Centra...arrow_drop_down
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      Europe PubMed Central
      Article . 2020
      Data sources: PubMed Central
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Preventive Medicine Reports
      Article . 2020
      License: CC BY NC ND
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      DOAJ
      Article . 2020
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Hawes, Zachary; Nosworthy, Nadia; Archibald, Lisa; Ansari, Daniel;

    © 2018 Elsevier Ltd Basic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young children's numerical skills. The purpose of this study was to evaluate the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills. A sample of kindergarten children (Mage = 5.86, N = 439) were assessed on the measure along with a number line estimation task, a measure of arithmetic, and several control measures. Results indicated that performance on the symbolic comparison task explained unique variance in children's arithmetic performance in kindergarten. Longitudinal analyses demonstrated that both symbolic comparison and number line estimation in kindergarten were independent predictors of 1st grade mathematics achievement. However, only symbolic comparison remained a unique predictor once language skills and processing speed were taken into account. These results suggest that a two-minute paper-and-pencil measure of children's symbolic number comparison is a reliable predictor of children's early mathematics performance.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Scholarship@Westernarrow_drop_down
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    Learning and Instruction
    Article . 2019
    License: Elsevier TDM
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Scholarship@Westernarrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
      Learning and Instruction
      Article . 2019
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    Authors: McKenzie, Pamela J.; Stooke, Rosamund;

    Storytime programs for young children are ritual events in the everyday life of the public library. This article analyzes data from two such programs to identify and analyze the work carried out by program leaders, their adult and child participants, and other social actors in other settings (e.g., library CEOs) in order to enable the program to happen. The study builds on research on the public library as a physical space and on the library in the life of the user by describing the often invisible literacy, information, and caring work that goes into accomplishing social settings within the physical space of the library. We contend that the work carried out to produce storytime is both discursively bound and value laden and that storytime participants constitute an emerging discourse community whose work coordinates and is simultaneously coordinated by the ongoing creation and maintenance of its discursive boundaries.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Scholarship@Westernarrow_drop_down
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    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    The Library Quarterly
    Article . 2007
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      The Library Quarterly
      Article . 2007
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Alexis E. Dolphin; Mathew A. Teeter; Christine D. White; Fred J. Longstaffe;

    Abstract A fundamental research concern within contemporary bioarchaeology is the sensitive balance between the preservation of human remains and the use of destructive techniques to collect information. Here we describe one example of how multiple microspatial destructive/semi-destructive techniques may be carried out in sequence using only the enamel of a single tooth. With careful planning of both sample preparation strategies and sequencing of sampling methods, it is possible to produce multiple datasets, and yet to retain material for future analyses. In this case, enamel from the teeth of 27 individuals who lived during the early medieval period (AD 1170-1198) in Bergen, Norway, was subjected to histological, trace element (LA-ICP-MS), diagenetic (FTIR), and isotopic analyses (δ 18 O and δ 13 C, via micromill/multiprep/IRMS).

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    Journal of Archaeological Science Reports
    Article . 2016
    License: Elsevier TDM
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
      Journal of Archaeological Science Reports
      Article . 2016
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    Authors: Isu Cho; Jewan Park; Hyun-joo Song; J. Bruce Morton;

    Bilingual preschoolers from East Asia outperform monolingual preschoolers from North America or Europe in executive functioning tasks, which has been interpreted as evidence of a bilingual advantage in executive functioning. This study tested whether these differences actually reflect country-of-origin effects given that East Asian preschoolers frequently outperform North American or European children in executive functioning tasks. Consistent with previous findings, Korean–English bilingual preschoolers made fewer errors in an age-appropriate executive functioning task than did English monolingual children in Canada. However, Korean–English bilingual preschoolers performed comparably to Korean monolingual preschoolers in Korea. Differences between Korean and Canadian children's executive functioning were not attributable to differences in parental cultural values or attitudes. The current findings suggest that differences between East Asian bilingual and North American monolingual preschoolers’ executive functioning is related to differences in country of origin rather than language status.

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    Journal of Experimental Child Psychology
    Article . 2021
    License: CC BY
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      Journal of Experimental Child Psychology
      Article . 2021
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    Authors: Jeff Reading; Marlene Brant Castellano;

    Writing policy that applies to First Nations, Inuit and Métis peoples in Canada has become more interactive as communities and their representative organizations press for practical recognition of an Aboriginal right of self-determination. When the policy in development is aimed at supporting “respect for human dignity” as it is in the case of ethics of research involving humans, the necessity of engaging the affected population becomes central to the undertaking.

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    Scholarship@Western
    Other literature type . 2010
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    International Indigenous Policy Journal
    Article . 2010
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    Article . 2010
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      Scholarship@Western
      Other literature type . 2010
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      International Indigenous Policy Journal
      Article . 2010
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      Article . 2010
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Zachary Hawes; Rebecca Merkley; Christine L. Stager; Daniel Ansari;

    BackgroundResearch into numerical cognition has contributed to a large body of knowledge on how children learn and perform mathematics. This knowledge has the potential to inform mathematics education. Unfortunately, numerical cognition research and mathematics education remain disconnected from one another, lacking the proper infrastructure to allow for productive and meaningful exchange between disciplines. The present study was designed to address this gap.AimThis study reports on the design, implementation, and effects of a 16‐week (25‐hour) mathematics Professional Development (PD) model for Kindergarten to Grade 3 educators and their students. A central goal of the PD was to better integrate numerical cognition research and mathematics education.SampleA total of 45 K‐3 educators and 180 of their students participated.MethodsTo test the reproducibility and replicability of the model, the study was carried out across two different sites, over a two‐year period, and involved a combination of two different study designs: a quasi‐experimental pre–post‐research design and a within‐group crossover intervention design.ResultThe results of the first implementation (Year 1), indicated that compared to a control group, both teachers and students benefited from the intervention. Teachers demonstrated gains on both a self‐report measure and a test of numerical cognition knowledge, while students demonstrated gains in number line estimation, arithmetic, and numeration. In Year 2, teachers in the intervention group demonstrated greater improvements than the control group on the self‐report measure, but not the test of numerical cognition knowledge. At the student level, there was some evidence of gains in numeration.ConclusionThe current PD model is a promising approach to better integrate research and practice. However, more research is needed to determine in which school contexts the model is most effective.

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    British Journal of Educational Psychology
    Article . 2021
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      British Journal of Educational Psychology
      Article . 2021
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    Authors: Heydon, Rachel; McKee, Lori; O'Neill, Susan;

    AbstractThis exploratory case study examined the affordances of singing as a multimodal literacy practice within ensembles that featured art, singing and digital media produced in an intergenerational programme that served a class of kindergarten children and community elders. The programme that was set up by the study in collaboration with a rural school and elders' organisation saw participants meet one afternoon a week for most of a school year. Study questions concerned the meaning making and relationship‐building opportunities afforded to the participants as they worked through chains of multimodal projects. Data were collected using ethnographic tools in an elders' home where the projects were completed and in the kindergarten where project content and tools were introduced to the children and extended by the classroom teacher. Themes were identified through the juxtaposition of data in relation to the literature and study questions. Results indicate that singing provided opportunities for participants to form relationships and make meaning as a group while combining modes. Study findings foreground the communicative power of singing and suggest how singing, when viewed through a multimodal lens, might be a potent tool for multimodal literacy learning.

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    Literacy
    Article . 2017
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      Literacy
      Article . 2017
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    Authors: Clark, Andrew F.; Scott, Darren M; Yiannakoulias, Nikolaos;

    This study examines how the built environment and weather conditions influence the use of walking as a mode of transport. The Halifax Regional Municipality in Nova Scotia, Canada is the study area for this work. Data are derived from three sources: a socio-demographic questionnaire and a GPS-enhanced prompted recall time-use diary collected between April 2007 and May 2008 as part of the Halifax Space-Time Activity Research project, a daily meteorological summary from Environment Canada, and a comprehensive GIS dataset from the regional municipality. Two binary logit multilevel models are estimated to examine how the propensity to use walking is influenced by the built environment and weather while controlling for socio-demographic characteristics. The built environment is measured via five attributes in one model and a walkability index (derived from the five attributes) in the other. Weather conditions are shown to affect walking use in both models. Although the walkability index is significant, the results demonstrate that this significance is driven by specific attributes of the built environment—in the case of this study, population density and to a lesser extent, pedestrian infrastructure.

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    Scholarship@Western
    Other literature type . 2014
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    Transportation
    Article . 2013
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      Scholarship@Western
      Other literature type . 2014
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281 Research products
  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Stainton, Robert J.;

    The central issue of this paper is whether contextualism in epistemology is genuinely in conflict with recent claims that ‘know’ is not in fact a context sensitive word. To address this question, I’ll first rehearse three key aims of contextualists and the broad strategy they adopt for achieving them. I then introduce two linguistic arguments to the effect that the lexical item ‘know’ is not context sensitive: one from Herman Cappelen & Ernie Lepore, one from Jason Stanley. I find these and related arguments quite compelling. In particular, I think Cappelen & Lepore (2003, 2005a) show pretty definitively that ‘know’ is not like ‘I’/‘here’/‘now’, and Stanley (2004) shows that ‘know’ is not like ‘tall’/‘rich’.2 One could try to find another model for ‘know’. Instead, I consider whether one can rescue “the spirit of contextualism in epistemology” – i.e., achieve its aims by deploying a strategy of appealing to speaker context – even while granting that ‘know’ isn’t a context sensitive word at all. My conclusion, in a nutshell, is this: If there are pragmatic determinants of what is asserted/stated, and contextualism can overcome independent problems not having to do specifically with the context sensitivity of the word ‘know’, then the spirit of contextualism can be salvaged. Even though, for reasons sketched by the aforementioned authors, ‘know’ doesn’t actually belong in the class of context sensitive words.

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    Scholarship@Western
    Other literature type . 2010
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    http://publish.uwo.ca/~rstaint...
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      Other literature type . 2010
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      http://publish.uwo.ca/~rstaint...
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Brenton L.G. Button; Andrew F. Clark; Jason A. Gilliland;

    Low levels of moderate-to-vigorous physical activity (MVPA) are consistently reported for children from industrialized countries. Perennially inadequate levels of MVPA have been linked to increased chronic disease risks. Very few studies have compared physical activity levels among children from geographically diverse places, and how they differ on weekdays versus weekends. The purpose of this research is to examine the factors that influence whether children achieve 60 min of MVPA on weekdays compared to weekend days. Data were analyzed on children (n = 532) aged 8–14 years from communities in Southern and Northern Ontario, Canada that participated in the study between 2009 and 2016. Children’s MVPA was measured using an Actical accelerometer, environmental features measured with a geographic information system, and demographic data came from child/parent surveys. Variables were selected using a least absolute shrinkage and selection operator. The variables were entered into logistic regression models to assess the relationship between children meeting the MVPA guidelines. During the week, boys were more active than girls (OR = 4.652 p < 0.001) and as age increased children were less likely to reach the MVPA guidelines (OR = 0.758 p = 0.013). On weekends boys were still more likely to meet the guidelines (OR = 1.683 p = 0.014) and children living in rural Northern Ontario were more likely to reach the MVPA guidelines compared to all groups in Southern Ontario. The findings indicate that different variables influence whether children meet the MVPA guidelines on weekdays compared to weekends. Comparing weekdays and weekends provides more useful information for creating effective MVPA interventions. Highlights • Factors associated with children’s MVPA differ from weekday to weekend day. • Geographic location has a significant impact on whether children meet the MVPA guidelines. • Geographically isolated rural children are more active on weekends.

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    Europe PubMed Central
    Article . 2020
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    Preventive Medicine Reports
    Article . 2020
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    Article . 2020
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      Article . 2020
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      Preventive Medicine Reports
      Article . 2020
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    Authors: Hawes, Zachary; Nosworthy, Nadia; Archibald, Lisa; Ansari, Daniel;

    © 2018 Elsevier Ltd Basic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young children's numerical skills. The purpose of this study was to evaluate the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills. A sample of kindergarten children (Mage = 5.86, N = 439) were assessed on the measure along with a number line estimation task, a measure of arithmetic, and several control measures. Results indicated that performance on the symbolic comparison task explained unique variance in children's arithmetic performance in kindergarten. Longitudinal analyses demonstrated that both symbolic comparison and number line estimation in kindergarten were independent predictors of 1st grade mathematics achievement. However, only symbolic comparison remained a unique predictor once language skills and processing speed were taken into account. These results suggest that a two-minute paper-and-pencil measure of children's symbolic number comparison is a reliable predictor of children's early mathematics performance.

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    Learning and Instruction
    Article . 2019
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      Learning and Instruction
      Article . 2019
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    Authors: McKenzie, Pamela J.; Stooke, Rosamund;

    Storytime programs for young children are ritual events in the everyday life of the public library. This article analyzes data from two such programs to identify and analyze the work carried out by program leaders, their adult and child participants, and other social actors in other settings (e.g., library CEOs) in order to enable the program to happen. The study builds on research on the public library as a physical space and on the library in the life of the user by describing the often invisible literacy, information, and caring work that goes into accomplishing social settings within the physical space of the library. We contend that the work carried out to produce storytime is both discursively bound and value laden and that storytime participants constitute an emerging discourse community whose work coordinates and is simultaneously coordinated by the ongoing creation and maintenance of its discursive boundaries.

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    The Library Quarterly
    Article . 2007
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      The Library Quarterly
      Article . 2007
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    Authors: Alexis E. Dolphin; Mathew A. Teeter; Christine D. White; Fred J. Longstaffe;

    Abstract A fundamental research concern within contemporary bioarchaeology is the sensitive balance between the preservation of human remains and the use of destructive techniques to collect information. Here we describe one example of how multiple microspatial destructive/semi-destructive techniques may be carried out in sequence using only the enamel of a single tooth. With careful planning of both sample preparation strategies and sequencing of sampling methods, it is possible to produce multiple datasets, and yet to retain material for future analyses. In this case, enamel from the teeth of 27 individuals who lived during the early medieval period (AD 1170-1198) in Bergen, Norway, was subjected to histological, trace element (LA-ICP-MS), diagenetic (FTIR), and isotopic analyses (δ 18 O and δ 13 C, via micromill/multiprep/IRMS).

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    Journal of Archaeological Science Reports
    Article . 2016
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      Journal of Archaeological Science Reports
      Article . 2016
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    Authors: Isu Cho; Jewan Park; Hyun-joo Song; J. Bruce Morton;

    Bilingual preschoolers from East Asia outperform monolingual preschoolers from North America or Europe in executive functioning tasks, which has been interpreted as evidence of a bilingual advantage in executive functioning. This study tested whether these differences actually reflect country-of-origin effects given that East Asian preschoolers frequently outperform North American or European children in executive functioning tasks. Consistent with previous findings, Korean–English bilingual preschoolers made fewer errors in an age-appropriate executive functioning task than did English monolingual children in Canada. However, Korean–English bilingual preschoolers performed comparably to Korean monolingual preschoolers in Korea. Differences between Korean and Canadian children's executive functioning were not attributable to differences in parental cultural values or attitudes. The current findings suggest that differences between East Asian bilingual and North American monolingual preschoolers’ executive functioning is related to differences in country of origin rather than language status.

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    Journal of Experimental Child Psychology
    Article . 2021
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      Journal of Experimental Child Psychology
      Article . 2021
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    Authors: Jeff Reading; Marlene Brant Castellano;

    Writing policy that applies to First Nations, Inuit and Métis peoples in Canada has become more interactive as communities and their representative organizations press for practical recognition of an Aboriginal right of self-determination. When the policy in development is aimed at supporting “respect for human dignity” as it is in the case of ethics of research involving humans, the necessity of engaging the affected population becomes central to the undertaking.

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    Other literature type . 2010
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    International Indigenous Policy Journal
    Article . 2010
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    Article . 2010
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      Other literature type . 2010
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      International Indigenous Policy Journal
      Article . 2010
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Zachary Hawes; Rebecca Merkley; Christine L. Stager; Daniel Ansari;

    BackgroundResearch into numerical cognition has contributed to a large body of knowledge on how children learn and perform mathematics. This knowledge has the potential to inform mathematics education. Unfortunately, numerical cognition research and mathematics education remain disconnected from one another, lacking the proper infrastructure to allow for productive and meaningful exchange between disciplines. The present study was designed to address this gap.AimThis study reports on the design, implementation, and effects of a 16‐week (25‐hour) mathematics Professional Development (PD) model for Kindergarten to Grade 3 educators and their students. A central goal of the PD was to better integrate numerical cognition research and mathematics education.SampleA total of 45 K‐3 educators and 180 of their students participated.MethodsTo test the reproducibility and replicability of the model, the study was carried out across two different sites, over a two‐year period, and involved a combination of two different study designs: a quasi‐experimental pre–post‐research design and a within‐group crossover intervention design.ResultThe results of the first implementation (Year 1), indicated that compared to a control group, both teachers and students benefited from the intervention. Teachers demonstrated gains on both a self‐report measure and a test of numerical cognition knowledge, while students demonstrated gains in number line estimation, arithmetic, and numeration. In Year 2, teachers in the intervention group demonstrated greater improvements than the control group on the self‐report measure, but not the test of numerical cognition knowledge. At the student level, there was some evidence of gains in numeration.ConclusionThe current PD model is a promising approach to better integrate research and practice. However, more research is needed to determine in which school contexts the model is most effective.

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    British Journal of Educational Psychology
    Article . 2021
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
      British Journal of Educational Psychology
      Article . 2021
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Heydon, Rachel; McKee, Lori; O'Neill, Susan;

    AbstractThis exploratory case study examined the affordances of singing as a multimodal literacy practice within ensembles that featured art, singing and digital media produced in an intergenerational programme that served a class of kindergarten children and community elders. The programme that was set up by the study in collaboration with a rural school and elders' organisation saw participants meet one afternoon a week for most of a school year. Study questions concerned the meaning making and relationship‐building opportunities afforded to the participants as they worked through chains of multimodal projects. Data were collected using ethnographic tools in an elders' home where the projects were completed and in the kindergarten where project content and tools were introduced to the children and extended by the classroom teacher. Themes were identified through the juxtaposition of data in relation to the literature and study questions. Results indicate that singing provided opportunities for participants to form relationships and make meaning as a group while combining modes. Study findings foreground the communicative power of singing and suggest how singing, when viewed through a multimodal lens, might be a potent tool for multimodal literacy learning.

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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    Literacy
    Article . 2017
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      image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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      Article . 2017
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Clark, Andrew F.; Scott, Darren M; Yiannakoulias, Nikolaos;

    This study examines how the built environment and weather conditions influence the use of walking as a mode of transport. The Halifax Regional Municipality in Nova Scotia, Canada is the study area for this work. Data are derived from three sources: a socio-demographic questionnaire and a GPS-enhanced prompted recall time-use diary collected between April 2007 and May 2008 as part of the Halifax Space-Time Activity Research project, a daily meteorological summary from Environment Canada, and a comprehensive GIS dataset from the regional municipality. Two binary logit multilevel models are estimated to examine how the propensity to use walking is influenced by the built environment and weather while controlling for socio-demographic characteristics. The built environment is measured via five attributes in one model and a walkability index (derived from the five attributes) in the other. Weather conditions are shown to affect walking use in both models. Although the walkability index is significant, the results demonstrate that this significance is driven by specific attributes of the built environment—in the case of this study, population density and to a lesser extent, pedestrian infrastructure.

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    Other literature type . 2014
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    Transportation
    Article . 2013
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      Other literature type . 2014
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      Article . 2013
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