Tong Zhu

Bio: Tong Zhu is an academic researcher from University of Auckland. The author has contributed to research in topics: Psychology & Academic achievement. The author has an hindex of 6, co-authored 9 publications receiving 96 citations.

Improving rates of overweight, obesity and extreme obesity in New Zealand 4-year-old children in 2010-2016

Abstract: SummaryBackground Prevalence of childhood obesity is high in developed countries, and there is a growing concern regarding increasing socio-economic disparities. Objectives To assess trends in the prevalence of overweight, obesity and extreme obesity among New Zealand 4-year olds, and whether these differ by socio-economic and ethnic groupings. Methods A national screening programme, the B4 School Check, collected height and weight data for 75–92% of New Zealand 4-year-old children (n = 317 298) between July 2010 and June 2016. Children at, or above, the 85th, 95th and 99.7th percentile for age and sex adjusted body mass index (according to World Health Organization standards) were classified as overweight, obese and extremely obese, respectively. Prevalence rates across 6 years (2010/11 to 2015/16) were examined by sex, across quintiles of socio-economic deprivation, and by ethnicity. Results The prevalence of overweight, obesity and extreme obesity decreased by 2.2 [95% CI, 1.8–2.5], 2.0 [1.8–2.2] and 0.6 [0.4–0.6] percentage points, respectively, between 2010/2011 and 2015/2016. The downward trends in overweight, obesity and extreme obesity in the population persisted after adjustment for sex, ethnicity, deprivation and urban/rural residence. Downward trends were also observed across sex, ethnicity and deprivation groups. Conclusions The prevalence of obesity appears to be declining in 4-year-old children in New Zealand across all socio-economic and ethnic groups.

A mixed-methods study to identify effective practices in the teaching of writing in a digital learning environment in low income schools

Abstract: This paper reports on the teaching practices identified as effective for students' writing progress in a digital learning environment. The study is situated within a design-based research partnership between researchers and a group of urban schools serving culturally diverse students from low income communities who have implemented a digital pedagogy innovation which includes student device ownership, wireless access and a shared pedagogical approach. The research design logic was to select demonstrably effective teachers as ‘case studies’ in order to understand what effective teachers in the innovation did that promoted greater progress in writing. Qualitative analyses of selected teachers' class sites and students' individual blogs identified features of teaching practice hypothesised to promote student development in writing. To strengthen our understandings, teachers were interviewed to check the comprehensiveness and validity of our interpretation. Classroom observations from these case study teachers were compared with observations from a larger group of teachers to investigate whether identified practices were differentially employed by these effective teachers. Finally, the effects on student writing achievement of the relative presence of these practices in all observed classes were predicted using a hierarchical linear model. Our findings indicate effects of using digital tools in ways that promote complex compositional tasks, discussion and critical thinking. The study adds to a growing number of studies that investigate the nature of effective pedagogy within a digital environment. It contributes to the identification of promising practices for the design of more effective instruction in writing within classes that have ubiquitous digital access.

Joining the Dots: The Challenge of Creating Coherent School Improvement

Abstract: Background/ContextSustained school improvement requires adequate organizational and instructional coherence, yet, in typical high schools, subject department organization, norms of teacher professi...

Improving Achievement Using Digital Pedagogy: Impact of a Research Practice Partnership in New Zealand

Abstract: This present study reports the impact of a research–practice partnership among nine collaborating schools and researchers in Auckland, New Zealand. The goals of the partnership were to refine digital instruction in ways that would result in improved learning processes and achievement. The partners employed a design-based research approach to iteratively develop and test changes to the pedagogy. Results indicate moderate to large effect sizes in writing, and small effect sizes in reading and mathematics. Results also indicate increasing effects over time in reading and writing, but not in mathematics. Educational effects included greater use of discussions by teachers and greater use of open-ended activity types. These outcomes are discussed in relation to features of the partnership as well as digital pedagogy.

The epidemiological burden of obesity in childhood: a worldwide epidemic requiring urgent action

Abstract: In recent decades, the prevalence of obesity in children has increased dramatically. This worldwide epidemic has important consequences, including psychiatric, psychological and psychosocial disorders in childhood and increased risk of developing non-communicable diseases (NCDs) later in life. Treatment of obesity is difficult and children with excess weight are likely to become adults with obesity. These trends have led member states of the World Health Organization (WHO) to endorse a target of no increase in obesity in childhood by 2025. Estimates of overweight in children aged under 5 years are available jointly from the United Nations Children’s Fund (UNICEF), WHO and the World Bank. The Institute for Health Metrics and Evaluation (IHME) has published country-level estimates of obesity in children aged 2–4 years. For children aged 5–19 years, obesity estimates are available from the NCD Risk Factor Collaboration. The global prevalence of overweight in children aged 5 years or under has increased modestly, but with heterogeneous trends in low and middle-income regions, while the prevalence of obesity in children aged 2–4 years has increased moderately. In 1975, obesity in children aged 5–19 years was relatively rare, but was much more common in 2016. It is recognised that the key drivers of this epidemic form an obesogenic environment, which includes changing food systems and reduced physical activity. Although cost-effective interventions such as WHO ‘best buys’ have been identified, political will and implementation have so far been limited. There is therefore a need to implement effective programmes and policies in multiple sectors to address overnutrition, undernutrition, mobility and physical activity. To be successful, the obesity epidemic must be a political priority, with these issues addressed both locally and globally. Work by governments, civil society, private corporations and other key stakeholders must be coordinated.

Clueless in Academe: How Schooling Obscures the Life of the Mind

Abstract: Book review of Clueless in Academe: How Schooling Obscures the Life of the Mind, Gerald Graff, Yale University Press, New Haven and London, 2003