Raising aspirations within school communities: the Learning Catalysts project

This article accounts for a project that rests on a collaboration between the Leadership for Learning group at the Faculty of Education and the county council in King's Lynn and West Norfolk to address a concern regarding the low aspirations in the community. At the heart of the project was the development of a cadre of ‘Learning Catalysts’ who work with schools and with parents to raise aspirations. The project pursued questions such as: What do we really understand about the way aspirations are shaped and play out in the interface of school and community? How can we gain a deeper insight into the cultures of families and how aspirations about occupational and social identities affect children's performance in school? Of central interest too was the way in which people without formal status in their institutions were able to assume leadership roles. The tension between leadership activity in the community setting and leadership within the formal hierarchies of schools was to prove both a source of data and a continuing challenge.     

中职学校学生体育实践能力的培养

发展学生实践能力是我国基础教育课程改革的核心目标,而学生的体育实践能力在一些中职学校却没有给予重视,对实践能力培养的研究还不够深入。为此,本文论述了中职学校学生体育实践能力的培养问题,对培养学生实践能力进行研究,以提高学生体育实践能力和培养新型的体育应用型人才。     

Learning as identity and practice through involvement in online moderation

For teachers working in a standards-based assessment system, professional conversations through organised social moderation meetings are a vital element. This qualitative research investigated the learning that occurred as a result of online moderation discussions. Findings illustrate how participating in social moderation meetings in an online context can support teachers to understand themselves as assessors, and can provide opportunities for teachers to imagine possibilities for their teaching that move beyond the moderation practice.     

Prospective teachers navigating intersecting communities of practice: early school placement

An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university–school partnerships. We report here on results from a research project answering the call for a more systematic understanding of the practice learning context. The study focuses on the new Norwegian elementary teacher education programme and highlights the difficulties involved in connecting theory and practice and how prospective teachers may be supported in this respect. Focus group interviews involving 51 first-year prospective teachers and 25 teacher–mentors investigated early school placements, specifically prospective teachers’ positions in the classroom as teachers of mathematics, and the ways in which the mentoring relationship supported their developing role. Taking a communities of practice perspective, we found that the idea of movement across intersecting and sometimes conflicting communities of practice is helpful in aiding our understanding of the difficulty of connecting theory and practice. Additionally, variations in mentoring styles and perceptions of prospective teachers’ mathematics and pedagogic knowledge competencies play a part in some prospective teachers’ difficulties in taking up a role as legitimate peripheral participant in the school. We conclude by considering ways in which prospective teachers might be better supported to cope with school placement.     

Inclusive practice within the lived cultures of school communities: research case studies in teaching,learning and inclusion

This paper provides an account of a teacher's use of theory as a tool to develop inclusive practice through a social studies programme in a new entrant class. The account illustrates the ways in which the teacher drew on research to assist in the facilitation of an inclusive educational environment. Presented are research case studies the teacher encountered in an in-service teacher education programme, and the ‘social constructionist’ and ‘personal tragedy’ models that were used as theoretical tools to assist the teacher's planning and teaching practice. Mounted cameras, broadcast microphones and pre- and post-unit interviews with the teacher and students were used to explore the lived culture of the classroom, and the nature and effectiveness of the strategies the teacher used. An ‘interrupted narrative’ methodology engages the reader in the interplay between research and theory in the research case studies. Four major strategies used by the teacher have been identified and these are presented as theoretical tools for other teachers and teacher educators to use, critique and develop to support inclusive practice in their own contexts.     

Parents and school communities in Japan and Scotland: contrasts in policy and practice in primary schools

In this paper Japanese and Scottish cultural and ideological expectations about the role of parents and communities in schools are examined. Findings from three case studies of a Japanese school, a Scottish school and a group of Japanese parents sending their children to a Scottish school show that there are clear policy differences between the two countries. These differences reflect each country's problems and the purposes of the educational reforms that have been introduced and the different strengths and weaknesses of the two systems. The policy differences in the two systems and how these are translated into practice are examined from the perspective of parents and the wider school community. It is argued that what is missing from the policy and practice context in both countries are the resources to enable teachers, parents and other members of the community to work as equal partners.     

狠抓小学体育常规,培养学生养成教育

小学养成教育是小学德育的重要组成部分,小学生的养成教育,要不断深化道德品质教育,狠抓小学体育常规。小学体育常规是一种教育管理制度,对于培养小学生养成遵守纪律的良好习惯起着潜移默化的作用。随着教学的不断深化改革,小学体育教学总体上有了质的飞跃,在以往的体育教学中,小学体育更加偏重的是一个技术怎么教、一个动作怎么做,忽略了对学生日常行为规范的塑造,对于培养学生的养成教育,帮助学生形成良好的习惯比较匮乏。小学体育要让学生从体育中形成良好的行为习惯,学校和老师要和谐致美,以美育人,要善于整合各种资源,不断创新教育教学管理模式、制度、提高了体育教育教学的科学性,针对性和实效性。     

Using communities of practice as a tool to analyse developing identity in online discussion

In this article, we address the methodological implications of analysing online discussion boards with a focus on participants' changing identities. More specifically, we propose the use of a Communities of Practice framework as a heuristic method for considering how participants' contributions to online discussion play a role in changing who they become, as opposed to what they learn. We argue that many analyses of online communication fail to take account of learning as a change in identity – what/who the learner is (becoming) – and focus mainly on the opportunity for cognitive development – what they know. In doing so, we use a single case study from a discussion board for secondary-aged students of mathematics which acts as a ‘telling case’ before demonstrating what this might say about other contexts for online learning. We argue that this has important implications for both research into, and the design of, online education.     

Learning disabilities and ADHD: overlapping spectrumn disorders

Clinical and psychoeducational data were analyzed for 119 children ages 8 to 16 years who were evaluated in a child diagnostic clinic. A learning disability (LD) was present in 70% of the children with attention-deficit/hyperactivity disorder (ADHD), with a learning disability in written expression two times more common (65%) than a learning disability in reading, math, or spelling. Children with LD and ADHD had more severe learning problems than children who had LD but no ADHD, and the former also had more severe attention problems than children who had ADHD but no LD. Further, children with ADHD but no LD had some degree of learning problem, and children with LD but no ADHD had some degree of attention problem. Results suggest that learning and attention problems are on a continuum, are interrelated, and usually coexist.     

小学体育“课课练”内容体系与组织形式研究

小学体育"课课练"对于提高小学生的身体素质,促进小学生的身心健康发育有着重要的作用。在新课程背景下,小学体育"课课练"的作用重新被教育者所认识。本文就小学体育"课课练"的内容体系与组织形式进行了研究,希望能够切实有力的发挥小学体育"课课练"的作用。     

贵阳市高校体育教育实施课内俱乐部模式可行性研究

从贵阳地区高校体育教学现状、学生对体育教学的态度、体育教学资源等方面研究分析,发现目前教学状况无法满足学生体育锻炼的需求.同时高校基本都具有实施课内体育俱乐部的条件,表明在贵阳高校体育教学建立课内俱乐部是可行的.     

Changes in school through a long-term project of action research. Building bridges between school practice and Roma communities

ABSTRACT

This study was carried out within the framework of a long-term action-research project in schools in Barcelona, Spain, in which a large concentration of pupils come from diverse ethnic backgrounds and are at risk of social exclusion. Specifically, the introduction of the Fifth Dimension (5D) model into these schools is analysed here. 5D is an action-research programme partnership between universities and schools that has been developed by an international network of researchers and is based on a collaborative learning model, supported by information and communication technologies and by the university students themselves. This study focuses on the changes produced in school practices and in the role of teachers. Over a 4-year period, qualitative data were elicited from four primary school using linguistic methods, field notes, interviews and focus group with educators involved in the process. Cultural Historical Activity Theory was used as a framework for analysis of the coded data. The findings highlight the key elements for the change: consistency in the mediating devices (proposed tools and activities), reorientation of classroom interactions into forms of collaboration, the changing roles of the teachers to include design, observation and help, and the development of inter-institutional partnerships based on permanent negotiation.     

高职院校体育俱乐部教学模式分析

高职院校教育教学中,体育教学是重要的组成部分,有实践表明,在高职体育教学中使用体育俱乐部模式能够使学生的健体知识、技术技能等得到提升,有助于强化学生身体素质。本文就高职院校体育俱乐部教学模式进行分析。