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181.
Anita C. Bundy Tim Luckett Paul J. Tranter Geraldine A. Naughton Shirley R. Wyver Jo Ragen 《International Journal of Early Years Education》2009,17(1):33-45
School playgrounds offer everyday opportunities for physically active and social play that combats obesity, develops skills, and promotes well‐being. However, teachers’ fear of the legal consequences of injury can elicit over‐zealous risk reduction with the result that playgrounds lack challenge, and the potential benefits of play become limited. In this research, we trialled a simple, cost‐effective strategy to encourage children to be more active and social on a school playground. Over 11 weeks, we made available materials with no fixed purpose (e.g. car tires, boxes) to a playground of children aged five to seven. Accelerometers showed children became significantly more active. Interviews with teachers suggested children also became more social, creative, and resilient. However, despite no incidence of injuries, teachers perceived an increased risk and encountered dilemmas regarding duty of care. We conclude that future interventions should address issues of ‘surplus safety’ at individual, school, system, and policy levels. 相似文献
182.
This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices
in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years
through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to
quantify changes in classroom environments as related to reform as defined by the National Research Council (National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council (Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows
that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis
were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and
the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic
teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice.
This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning
patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements
or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of
rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues
involved in implementing embedded elements of argument in the elementary classroom. 相似文献
183.
This article is an attempt to examine the place and significance of traditional occupations as careers in today’s world. The
areas of tension and compatibility between ideas and values that signify modernity and the practice of traditional occupations
are reviewed. The meaning of “traditional occupations” is unravelled, the potential that traditional occupations in agriculture
and crafts offer for building inclusive and sustainable societies is explored, and attention is drawn to the implications
of such potential for career guidance practice. 相似文献
184.
The Children and Families Act, 2014 and the new Special Educational Needs and Disability SEND Code of Practice (DfE and DoH, 2014) has led to reforms in how children and young people with special educational needs and disabilities are supported in England. Now, five years on, research has begun to emerge exploring the implementation of the new statutory assessment process, the Education, Health and Care (EHC) plans and the outcomes of the process in England. This article seeks to review current research about the introduction of EHC needs assessment process and plans. It highlights three key themes: experiences of the process, reflections on the EHC plans and the outcomes of the process. Whilst parental involvement has improved, and there is some evidence of multiagency work, the views of children and young people continue to be marginalised, and EHC Plans are highly variable in quality, indicating that person-centred approaches are not yet fully implemented. This indicates a need for further research on how to effectively involve CYP with SEND in statutory processes and support. 相似文献
185.
Michelle Mynlieff Anita L. Manogaran Martin St. Maurice Thomas J. Eddinger 《CBE life sciences education》2014,13(2):311-321
Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors. 相似文献
186.
187.
The objective of this exploratory study of teacher beliefs was twofold: first, to determine whether the construct of academic optimism could be defined and measured as an individual teacher characteristic as it has been at the collective school level, and second, to identify sets of teacher beliefs and practices that were good predictors of academic optimism. With a diverse sample of American elementary teachers, a second-order principal components analysis supported the hypothesis that academic optimism was a general construct composed of efficacy, trust, and academic emphasis. In addition, dispositional optimism, humanistic classroom management, student-centred beliefs and practices, and organizational citizenship behaviour were individually and collectively related to the explanation of a teacher's sense of academic optimism, controlling for SES. 相似文献
188.
189.
Informed Systems promotes using information to learn during systems design and within designed systems, to advance coworker capability and further organizational capacity. In this spirit, an Informed Systems Capacity Bridge Model is presented, which connects individual information use and collective workplace learning. The associated Information Curation and Knowledge Management Conceptual Map presents requisite elements of an information-focused and technology-enabled workplace ecosystem. Concluding reflections place information experience in the foreground to enhance ‘what works well’ for ‘learning together’ through ‘designing together’, to catalyze workplace learning, activate systems thinking, animate reflective dialog, and catalyze organizational inquiry. 相似文献
190.
This study examined the changes in external outputs, including metabolic power variables, and internal response whilst considering contextual factors on physical performance variables during rugby league match play. Physical performance (total distance, high-speed running and high-power distances, average metabolic power), heart-rate (percentage heart-rate peak and training impulse), collisions (attacking and defensive) and contextual (time in attack, time in defence, time out of play) data were collected from 18 rugby league players during 38 games throughout two National Rugby League seasons. Physical variables were highest in the first 10-min period of each half (P < 0.001). Heart-rate indices peaked in the second 10-min period and were lower during second half periods (P < 0.001). Few differences existed in collisions and contextual factors across 10-min periods. Physical variables were highest during the first 5-min period compared to the final (P < 0.001). There was no difference in heart-rate response, attacking collisions or contextual factors between these periods. Following the peak 5-min period in the match, there were reductions in physical, heart-rate, defensive collisions and contextual factors (P < 0.001). The data show temporal changes in physical performance, heart-rate response and collisions during rugby league match play, although these are affected by contextual factors. 相似文献