Objective:We examined the feasibility of Dance Dance Revolution (DDR), a dance video game, in participants' homes, to increase physical activity (PA) and to decrease sedentary screen time (SST). Methods and Procedures: Sixty children (7.5 ± 0.5 years) were randomized in a 2:1 ratio to DDR or to wait-list control (10-week delay). DDR use was logged, PA was measured objectively by accelerometry. SST was self-reported at weeks 0 and 10. At week 28, after both groups had access to DDR, accelerometry and SST were repeated. Results: Mean use of DDR was 89 ± 82 (range 0-660 min) min per week (mpw). The DDR group showed increased vigorous PA and a reduction in light PA; the control group showed no increase in moderate and/or vigorous PA (MVPA) although they also had a reduction in light PA. Differences between the groups were not observed. The DDR group also reported a decrease in SST of -1.2 ± 3.7 h per week (hpw) (P < 0.05), whereas the controls reported an increase of +3.0 ± 7.7 hpw (nonsignificant). The difference in SST between the groups was significant, with less SST in the DDR group. Between weeks 10 and 28, numeric reductions in SST were reported in both groups. In the DDR group, SST at week 28 (8.8 ± 6.0 hpw) was lower than baseline (10.5 ± 5.5 hpw; P < 0.03). Discussion: This pilot study suggests that DDR reduces SST and may facilitate slight increases in vigorous PA. Further study is needed to better characterize children and contexts in which DDR may promote a healthy lifestyle.

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The “greening” (i.e., inexperience) of the U.S. teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g., academic ability, preparation type), we built off previous research in economics and psychology to investigate associations between personality traits and first-year teachers’ performance and retention in North Carolina public schools. Using the 5-factor model of personality, we find that conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates. Additionally, general self-efficacy, a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings. These conscientiousness results are consistent with a rich body of evidence connecting conscientiousness-related measures to employee performance and retention across professions, and they suggest that districts and schools should consider using personality trait measures, along with other valid indicators, as a way to improve teacher hiring decisions.

Given concerns with the performance and attrition of novice teachers, North Carolina allocated $7.7 million from Race to the Top to create the New Teacher Support Program (NTSP), an induction model developed and implemented by the state’s public university system and targeted at low-performing schools. In this study, we assess the associations between participation in the university-based program and the performance and retention of novice teachers. Overall, NTSP teachers were more likely to return to the same school. Outcomes varied by NTSP region, cohort, and dosage, with positive performance and retention results for teachers in the region and cohort with the most intensive participation and teachers receiving more coaching. These findings contribute to efforts to develop and retain teachers.

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