Background: This paper is part two of a discussion about a new pedagogical model for adventure in the curriculum. It builds upon part one, the advocacy paper, which considered important theoretical foundations, historical influences and research outcomes of outdoor adventure education (OAE) in the UK.
Purpose: This paper outlines how a model for OAE might be implemented in practice in schools in the UK. Four non-negotiable features of a pedagogical model for OAE are identified as essential for pupils to gain maximum benefit from their outdoor adventure experiences. Consideration is also given to other essential features of models-based approaches to physical education that teachers need to consider to underpin the model's authenticity, including pupils’ readiness for learning, teacher expertise and knowledge, and assessment and future model validation.
Conclusions: Four non-negotiable features of a model for OAE are identified as being mainly outdoors, experiential learning, challenge by choice and managed risk. Key concerns arising from the implementation of these non-negotiable features are considered. These include encouraging pupils to take more responsibility for their own learning, developing closer links between school OAE and local opportunities, supporting teachers in making judgements about pupils managing their own risk, developing teachers’ expertise in reviewing and developing assessment tools that measure pupils’ affective learning. 相似文献
EAP refers to the language and associated skills that students need to undertake study in higher education through the medium of English. EAP is a branch of ESP * in that the teaching content is matched to the learners requirements (Robinson, 1991, pp. 2-5): EAP is goal directed - students learn Enligsh because they need it. EAP courses are based on needs analyses - which specify clearly what students have to do in English (but see: Benesch, 2001). Most EAP courses are fixed term - short presessional courses are fixed term - short presessional courses or longer foundation courses - in preparation for academic courses. Students may need specialist language, but not necessarily - courses are defined by the activities the students will engage in. A very high level of proficiency may not be required - 相似文献
Then there were the freight trains, the motive power of which was mules and oxen. It was necessary to carry forward supplies and bring back the crude products of the country. The Chihuahua wagon was drawn sometimes by twelve, sometimes by twenty mules, four abreast in the swing,the leaders and wheelers being single teams. For mutual protection trains were made up of from ten to twentywagons. 相似文献
In this paper we highlight the issues and opportunities of a participatory action research (PAR) and co-design project, currently being undertaken as engaged research between academics at Durham University and practitioners at the UK’s International Centre for Life in Newcastle-Upon-Tyne (CfL; see creativescienceatlife.com for more information and developments). The focus is on the use of PAR to enable university researchers and Science Centre professionals to co-design Informal Science Learning exhibits that enhance creativity and innovation in young people. We define the principles of PAR and explore reasons for adopting the approach. An account is provided of the iterative co-design and piloting of a novel exhibit within a new exhibition space at the CfL. Reflections collated independently by the practitioners and the academics involved highlighting the development of ideas and insights over the course of the PAR process. We discuss how PAR enabled effective engagement with and creation of enriched knowledge, and innovation, in both the academy and science-learning professionals. The added value of PAR and co-production to our project aligns with current calls for a redefining of how societal impact of academic research is considered. 相似文献
ABSTRACT The paradigm of evidence-based education continues to inform the development of policy in a number of countries. At its simplest level, evidence-based education incorporates evidence, often that provided by randomised controlled trials, into classroom practice. England’s Education Endowment Foundation is in the process of exporting evidence-based school education, promoted as a medical approach, to other countries, including Australia. Australia is in the process of establishing an Education Evidence Base, informed by the government’s 2016 Productivity Commission report. While the literature around evidence-based education is explicit in identifying its basis in medicine, there has been little medical input into its development. Interdisciplinary examination of the medical literature reveals the contested nature and troubled state of evidence-based medicine and what policymakers need to consider to maximise the benefits of this translation into education. 相似文献
For some time, change has been the driving force in language teaching and learning. This seems to be even truer today than it was in the past, and seems set to be even more so in the future, which raises the questions of how to identify what is known and what is needed by teachers managing the changes, and how to address any needs. In this study, we asked 35 experienced secondary school teachers of English in Hong Kong to rate their own change-related knowledge, skills and personality characteristics, to find out how they would rate themselves in the various areas, and to consider whether such information can be of use in identifying change-related support needs. The results show that the teachers self-assessed some of their change-related knowledge, skills and personality characteristics as more and some less developed than others. Reasons are put forward to explain these different ratings, and ways in which such information might be used to identify teachers' change-related needs are discussed. 相似文献
Assessment of individual children and young people has remained a major focus of professional activity for educational psychologists (EPs) and one surrounded by continuing controversy. Despite the arguments of the 'reconstructing movement' of the 1970s, and ensuing debates, individual assessment has survived seemingly as strong as ever. Subsumed within arguments concerning the prominence given to individual assessment, another set of discussions has concerned the paradigms from which such professional activity might derive. Located among constructs contrasting environment with individual and static with interactive perspectives, the particular debate within individual assessment has centred on the relative merits of norm-referenced, criterion-referenced, curriculum-based and dynamic methods. This article presents a taxonomy of purposes and procedures deriving from these major assessment paradigms. This collection is illustrated by examples taken from EP reports, and the relative familiarity and use of each approach by one major audience group is evaluated through examining questionnaire responses from 59 Special Educational Needs Coordinators within one Local Education Authority. 相似文献