Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education

ABSTRACT

A large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented.     

The effects of combining simulations and laboratory experiments on Zimbabwean students’ conceptual understanding of electric circuits

ABSTRACT

Background

Information Communication Technologies are increasingly present in the African educational system at all educational levels. However, their integration into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception.     

The effects of preferred representations on some tasks using solid geometrical figures

Privileged (typical, basic-level) representations are cognitive representations in which figurative features play a significant part. We specifically consider studies on the conventional point of view in object perception (Palmer, Rosch, & Chase, 1981). We propose an analysis of solid geometrical problems in the field of typicality theory and more generally in the theoretical field of mental models. Applied to this geometrical domain, the analysis suggests that individual cognitive representations — corresponding with different points of view from which a figure can be seen — are more or less representative examples of the category, that is to say they correspond more or less with the mental model built by the subject in this domain. Task 1 emphasizes the most representative point of view for four solid geometrical figures chosen by the experimenter. Then, we analyse two tasks on each figure from both the typical and non typical points of view. Errors occur most frequently when the geometrical figure is seen from its non typical viewpoints. Particular attention should be paid to this factor in analysing errors made by subjects.     

Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.     

The Nature of Scientific Practice and Science Education

There is, broadly speaking, an agreement within the international science education community that comprehension of the nature of science (NOS) should be a key element in the scientific literacy of citizens. During the last few decades, several didactic approaches have emerged concerning what and how to teach NOS. Also, one of the basic objectives of science education is for students to become familiar with the skills typical of scientific practice; however, there is little reference to their need to also acquire meta-knowledge about scientific practice (i.e., an understanding of the nature of scientific practice). Among other reasons, this may be due to NOS being essentially identified in most of the predominant proposals with the nature of scientific knowledge. But why not plan the teaching of science to be in tune with real scientific practice for students to learn about the nature of scientific practice at the same time as they are learning science? The answer to this question has given rise to a proposal grounded in ten essential pedagogical principles for the teaching and learning of science in secondary school. These are the principle of formulating questions, the principle of creativity and imagination, the principle of experimentation, the principle of procedural diversity, the principle of errors as opportunity, the principle of modeling, the principle of cooperation and teamwork, the principle of argumentation and discussion, the principle of communication, and the principle of evaluation. The purpose of this article is to present the justification and fundaments of these principles.     

Effects of familiar and unfamiliar objects on mother-infant interaction

The purpose of this study was to determine whether the dynamics and structure of mother-child interactions around toys vary with the familiarity of toys. Twelve mother-child dyads with a 5- or 9-month-old infant were filmed two consecutive 5-minute sessions in the presence of familiar or novel objects. By relating the mother’s behaviour to her infant’s, we were able to define episodes consisting of phases of joint engagement of the two partners on the same topic or reference object. In a context involving familiar objects, mothers more often took the initiative to introduce a topic, and they kept the child’s attention focused on the object for longer periods, by means of various manipulations. In contrast, the attractiveness of the novelty gave the infants more initiative, and the mothers followed the child by providing mostly verbal support.     

Reformation of VET and demands on teachers’ subject knowledge – Swedish vocational teachers’ recurrent participation in a national CPD initiative

This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been offered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary-crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article specifically investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers.     

The effect of language specific factors on early written composition: the role of spelling,oral language and text generation skills in a shallow orthography

Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined.     

Books and articles of academic interest

Books and articles of academic interest     

The Experiences of Low-Income Latina/o Families in an Urban Voucher,Parochial School

Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed.