The children of navvies were subject to the vagaries of an itinerant lifestyle, and during the latter years of the nineteenth century this invariably affected their relationship with an educational system that mandated compulsory attendance. Based primarily on school records, this article explores the contrasting ways in which teachers perceived navvy children who were admitted to a number of schools during the construction of one particular railway in the mid-1890s. Perceptions concerning the children’s behaviour, attendance, abilities and educational progress, together with evidence of the treatment they received, are considered in the context of contemporary attitudes towards the navvy community and aspects of the navvy lifestyle. The admission of navvy children also had logistical implications for schools, and these are assessed in terms of the pressures placed upon financial resources and teaching staff. This illustrates the disparity that could exist between small rural schools and larger schools in urban areas. 相似文献
It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader field of science education, contradicting its historically stout scientific standing within the sciences. This educational shift leaves one to ponder the historic development of contemporary agricultural education. To gain deeper insight into these questions we reviewed the historical evolution of agricultural education within the United States. We then examined the professional habitus, or cultural nuances, associated with contemporary agricultural education. Next, we considered potential outcomes associated with the profession embracing post-modern perspectives within mainstream science and community-based education. Finally, we call for critical venues within agriculture education to question the status quo and challenge the acceptance of commonly held views. 相似文献
What impact does the strengthening of child rights have on the experience and circumstances of children? CRC General Comment 13 emphasizes that defining measurable targets for improvements in child protection is a key element of efforts to strengthen child rights and well-being across the world. This paper describes an attempt to identify key domains relevant to such mapping of child protection indicators, and the feasibility of collecting data—from existing data sources or otherwise—to complete a “National Child Protection Index Report” summarizing achievements and concerns at a national level.
Methods
A process of inter-agency consultation was facilitated by the CPC Learning Network to establish a template for the Index Report. The template was modeled on that used for the “Countdown to 2015” maternal, neonatal and child health initiative, aiming to capture indices not only of key protection risks but also implementation and coverage of key protection measures. The work drew on indicator development and policy initiatives by a number of international child protection agencies. The template developed was used as a basis to pilot national data collection in Indonesia and, at a sub-national level, in northern Uganda.
Findings
The template provides a concise summary of protection issues of relevance to a broad range of constituencies, global and national. However, in the pilot settings, existing routine data collection was inadequate to effectively populate a large proportion of indicators. Mechanisms of collating findings from discrete assessments—another potential source of data for completion of the index report—were also generally underdeveloped.
Practice implications
In settings where state infrastructure allows the collection and analysis of routine data in such domains as health and economic activity, such efforts should be extended to the child protection sector. Discrete assessments by governmental or non-governmental agencies also provide significant potential for more effective sharing and collation of information. National Child Protection sub-clusters or equivalent structures can play an important role in facilitating both of these processes. 相似文献
Much research has examined shoulder range of motion adaptations in overhead-unilateral athletes. Based on the void examining overhead-bilateral athletes, especially competitive swimmers, we examined shoulder external rotation, isolated internal rotation, composite internal rotation, and total arc of motion range of motion of competitive swimmers. The range of motion of registered competitive swimmers (n = 144, age = 12-61 years) was compared by limb (dominant, non-dominant), sex, and age group (youth, high school, college, masters). Significantly (P < 0.05) greater dominant external rotation was observed for both men and women high school and college swimmers, youth women swimmers, and men masters swimmers compared with the non-dominant limb. The isolated internal rotation (glenohumeral rotation), composite internal rotation (glenohumeral rotation plus scapulothoracic protraction), and total arc of motion (external rotation plus composite internal rotation) of the non-dominant limb was significantly greater than that of the dominant limb by sex and age group. Youth and high school swimmers demonstrated significantly greater composite internal rotation than college and masters swimmers. Youth swimmers displayed significantly greater total arc of motion than all other age groups. These data will aid in the interpretation of shoulder range of motion values in competitive swimmers during preseason screenings, injury evaluations and post-rehabilitation programmes, with the results suggesting that differences exist in bilateral external rotation, isolated internal rotation, composite internal rotation, and total arc of motion range of motion. 相似文献
This study explores narratives about critical moments in mathematics learning written by K-8 pre-service teachers’ (PSTs) in the United States over a 20-year period. These critical moments, such as a single memorable task, course, test, or comment from a teacher, had a powerful and sustained impact on PSTs’ mathematics identities, which they carried with them as they entered the teaching profession. We classified narratives using McCulloch et al. (Sch Sci Math 113(8):380–389, 2013) and Drake’s (J Math Teach Educ 9(6):579–608, 2006) categories and found a potentially new category, Taking the Reins. We also classified PSTs’ mathematics orientations as either relational (oriented toward creative problem solving and conceptual understanding) or instrumental (enacting rote procedures without meaning) (Skemp in Math Teach 77(1):20–26, 1976). Many PSTs identified a causal relationship between their mathematics orientations and narrative arcs: relational learning opportunities encouraged positive narratives, while instrumental learning opportunities either resulted in negative narrative arcs or positive but fragile mathematics identities that crumbled under minor stress. We found little variation over time in the nature and prevalence of the narrative arcs and mathematics orientations, suggesting that any changes in mathematics teaching practices over time were not reflected in students’ learning experiences.
Bryan Alexander described the digital environment that we live in, giving an extensive overview of the current state of interactive devices, particularly mobile devices, which are moving us beyond the personal computer. He covered recent major developments that have transformed the world in surprising ways in a rather short period of time. The world of apps is further expanding what these devices can do, also bringing with them more challenges to individual privacy. Gaming and augmented reality are becoming deeply embedded in much of what we do. Alexander laid out four possible futures that these contemporary developments could lead to. 相似文献
The purpose of this study was to examine the association between instructor reputation, as perceived by students, and student evaluations of the instructor and course. A total of 754 students from 39 classes participated in the study. Based on what students claimed to have heard about the instructor prior to enrolling in the course, they were classified into one of three groups: positive reputation, no information, and negative reputation. Using these groupings, two analyses were performed. In the first, mean overall ratings for the instructor and course were calculated and presented by class. In the second, both instructor and course ratings were modeled using multilevel regression. Results show large mean differences in both instructor and course ratings between the positive and negative reputation groups. More specifically, students who heard positive information regarding the instructor's reputation rated both the instructor and course higher than students who heard negative information about the instructor. 相似文献