University of Wisconsin–Milwaukee

About: University of Wisconsin–Milwaukee is a education organization based out in Milwaukee, Wisconsin, United States. It is known for research contribution in the topics: Population & Gravitational wave. The organization has 11839 authors who have published 28034 publications receiving 936438 citations. The organization is also known as: UWM & University of Wisconsin-Milwaukee.

What teachers say and do to support students' autonomy during a learning activity.

Abstract: Teachers with an autonomy-supportive style rely on different instructional behaviors to motivate their students than do teachers with a controlling style. In the present investigation, the authors tested which of these instructional behaviors actually correlated positively or negatively with students' autonomy. The authors used Deci, Spiegel, Ryan, Koestner, & Kauffman's (1982) teacher-student laboratory paradigm to randomly assign 72 pairs of same-sex preservice teachers into the role of either teacher or student. From videotapes of the 10-min instructional episode, raters scored 11 hypothesized autonomy-supportive behaviors and 10 hypothesized controlling behaviors. Correlational analyses confirmed that students perceived the functional significance of 8 instructional behaviors as autonomy supports and 6 instructional behaviors as autonomy thwarts. The discussion focuses on the interpretation and classroom implications of these data.

Unreported concussion in high school football players: implications for prevention.

Abstract: Conclusions: These findings reflect a higher prevalence of concussion in high school football players than previously reported in the literature. The ultimate concern associated with unreported concussion is an athlete’s increased risk of cumulative or catastrophic effects from recurrent injury. Future prevention initiatives should focus on education to improve athlete awareness of the signs of concussion and potential risks of unreported injury.

GW190425: Observation of a Compact Binary Coalescence with Total Mass ∼ 3.4 M O

Abstract: On 2019 April 25, the LIGO Livingston detector observed a compact binary coalescence with signal-to-noise ratio 12.9. The Virgo detector was also taking data that did not contribute to detection due to a low signal-to-noise ratio, but were used for subsequent parameter estimation. The 90% credible intervals for the component masses range from to if we restrict the dimensionless component spin magnitudes to be smaller than 0.05). These mass parameters are consistent with the individual binary components being neutron stars. However, both the source-frame chirp mass and the total mass of this system are significantly larger than those of any other known binary neutron star (BNS) system. The possibility that one or both binary components of the system are black holes cannot be ruled out from gravitational-wave data. We discuss possible origins of the system based on its inconsistency with the known Galactic BNS population. Under the assumption that the signal was produced by a BNS coalescence, the local rate of neutron star mergers is updated to 250-2810.

Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

Abstract: We investigated 2 engagement-fostering aspects of teachers’ instructional styles—autonomy support and structure—and hypothesized that students’ engagement would be highest when teachers provided high levels of both. Trained observers rated teachers’ instructional styles and students’ behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9–11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students’ behavioral engagement, and (c) only autonomy support was a unique predictor of students’ self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers’ instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students’ classroom engagement.