Joseph Ducette

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Marianne Jennifer Gaerlan

De La Salle University

Matthew Bernacki

University of Nevada, Las Vegas

Markku S. Hannula

University of Helsinki

Adam M Croom

Case Western Reserve University

Maamar Missoum

University of Blida 2

Drexel University

UNIKOM

University of York

Columbus State University (columbusstate.edu)

Mikhail Fiadotau

Tallinn University

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Papers by Joseph Ducette

Step-Count Promotion Through a School-Based Intervention

by Stuart Shore and Joseph Ducette

Clinical Nursing Research, 2013

The purpose was to determine the effects of a school-based pedometer intervention (SBPI) on daily... more The purpose was to determine the effects of a school-based pedometer intervention (SBPI) on daily accrued steps, academic performance, attendance, tardiness, and fitness performance in middle school students. Students from one, public middle school were assigned to a control (n = 46) or a 6-week SBPI (n = 46). Both groups recorded daily accrued pedometer steps. Grade point average (GPA), tardiness, absenteeism, and physical fitness scores were assessed. While baseline daily accrued step-counts were similar (p = NS), SBPI significantly increased daily accrued step-counts versus control (p &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt; 0.05). During the study interval, academic performance increased in both groups, while SBPI had reduced tardiness (p &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt; 0.05) and a tendency for reduced absenteeism (p = 0.06) postintervention. Shuttle and mile run performance decreased from pre- to postintervention in both groups. These data suggest that SBPI can increase physical activity levels and decrease tardiness in middle school students, without translating into short-term improvements in academic or physical fitness performance.

Evaluating Adolescent Pregnancy Programs: Rethinking Our Priorities

by Joseph Ducette and Gerald Stahler

Family Planning Perspectives, 1991

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, a... more JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.

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The effects of formative assessment pre-lecture online chapter quizzes and student-initiated inquiries to the instructor on academic achievement

by Matthew Bernacki and Joseph Ducette

The effects of formative assessment pre-lecture online chapter quizzes and student-initiated inquiries to the instructor on academic achievement

by Judith Stull and Joseph Ducette

Educational Research and Evaluation, 2011

This study&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;am... more This study&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#x27;s goal was to quantify the effects pre-lecture online quizzes and student-initiated inquiries to the instructor, either virtually or in person, had on students&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#x27; achievement. Pre- and post-course tests were also implemented to an experimental and a comparison section of the same course. The number of electronic administrative contacts was positively related to achievement, and the number of in-person

The Many Faces of Formative Assessment

by Matthew Bernacki, Joseph Ducette, and Judith Stull

In this research paper we consider formative assessment (FA) and discuss ways in which it has bee... more In this research paper we consider formative assessment (FA) and discuss ways in which it has been implemented in four different university courses. We illustrate the different aspects of FA by deconstructing it and then demonstrating effectiveness in improving both teaching and student achievement. It appears that specifically “what is done” was less important since there were positive achievement gains in each study.

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Step-Count Promotion Through a School-Based Intervention

by Stuart Shore and Joseph Ducette

Clinical Nursing Research, 2013