The significant results were that not using inoculation led to higher ratings of expert knowledge compared to other conditions.
Although there were some differences in specialists and self-contained teachers' ratings of their knowledge of their students and their abilities to meet students' needs, our quantitative analysis revealed few significant differences (Table 6).
Teacher ratings of participants' knowledge, attitude and physical activity competence were compared to assessment results.
Similarly, the mean ratings of semantic knowledge were significantly low for both low-frequency L1 (12%) and L2 words (8%), and, importantly, the statistical analysis did not show significant difference in the ratings between these 2 tasks.
On the other hand, the mean ratings of semantic knowledge were much lower for low-frequency L1 words (12%), high-frequency L2 words (42%), and low-frequency L2 words (8%) than those for high-frequency L1 words (96%); however, the magnitude of brain activation during both high- and low-frequency L1 tasks was much higher than that during L2 tasks regardless of semantic knowledge of words.
Post-intervention ratings of clinicians' general knowledge of SDM, knowledge of specific SDM steps, confidence in and intention to perform SDM steps were also collected online.
Across the five services coefficients from a multivariate logit model showed that ratings of importance of knowledge (0.34), dexterity (0.24), physical effort (0.28) and mental effort (0.48) were associated with responsibility loadings (P < 0.05).
ANOVA conducted to evaluate the relationship between the mean difference in number of pre- and post-instruction misconceptions when compared to student ethnicities, grade level, and pre- and post-instruction ratings of biological evolution knowledge proved to be non-significant.
Statistical comparisons of the children's ratings of their semantic knowledge of the word stimuli (i.e., the relative frequencies of ratings of 1) in the above criteria) were conducted between the 4 tasks using a 2 × 2 repeated-measures ANOVA (2 languages × 2 word-frequencies).
Teacher ratings of children's knowledge and attitudes towards physical fitness and motor skill were more related to physical competence (n = 396, 55 % female; model R = 0.42, p < 0.001).
