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81.
Chrysanthi Kadji-Beltran Nicoletta Christodoulou Aravella Zachariou Petra Lindemann-Matthies Susan Barker Costas Kadis 《Environmental Education Research》2017,23(7):1015-1031
This research is based on the rationale that the well-defined framework of education for sustainable development (ESD), its connection with real life and its specific integration in the educational policies and curricula can help to enhance quality education (QE) in a meaningful and identifiable way. In a first step, the common ground of ESD and QE was explored in different areas: common dimensions, future-oriented objectives, commonly targeted skills, value orientation, teaching and learning approaches. In a second step, this information was taken as a base to investigate how well twelve lesson units for primary school reflect the common ground of ESD and QE. The units were specifically developed for this research, in which ESD experienced teachers (mentors) supported inexperienced ones (mentees). Results indicate that ESD can reinforce QE, but that teachers need support with regard to the political and cultural dimensions of SD issues, collaborations with local communities and assessments. 相似文献
82.
Emotional Feeding and Emotional Eating: Reciprocal Processes and the Influence of Negative Affectivity
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Silje Steinsbekk Edward D. Barker Clare Llewellyn Alison Fildes Lars Wichstrøm 《Child development》2018,89(4):1234-1246
Emotional eating, that is, eating more in response to negative mood, is often seen in children. But the origins of emotional eating remain unclear. In a representative community sample of Norwegian 4‐year‐olds followed up at ages 6, 8, and 10 years (analysis sample: n = 801), one potential developmental pathway was examined: a reciprocal relation between parental emotional feeding and child emotional eating. The results revealed that higher levels of emotional feeding predicted higher levels of emotional eating and vice versa, adjusting for body mass index and initial levels of feeding and eating. Higher levels of temperamental negative affectivity (at age 4) increased the risk for future emotional eating and feeding. 相似文献
83.
Nadine Bryce Sara E. D. Wilmes Marissa Bellino 《Cultural Studies of Science Education》2016,11(2):235-251
An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that “professional development could be designed to facilitate reflexive transformation of identity within professional learning environments” (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning. 相似文献
84.
Fisher M Small B Roth H Mallon M Jerebine B 《Public understanding of science (Bristol, England)》2005,14(3):317-326
An assessment was undertaken of the attitudes of individuals within the science community towards a program to produce genetically modified cattle for altered milk composition, expectantly allowing for research into the treatment of multiple sclerosis in humans. The majority of respondents to an electronic survey expressed favorable attitudes to the program, thought it beneficial, respected individual freedom and was fair and just and disagreed that it was harmful. A passion for science and having a suitable lifestyle were the most important motivating factors for individuals. Finally, there were a wide range of responses to a number of cultural beliefs or myths. Science grouping significantly affected the responses. Compared with Systems and Land groups, Plant and Reproduction groups more strongly agreed with the project, thought it less harmful to interest groups, felt that genetic modification of animals was more morally acceptable, and more strongly agreed with the myth statements. These results indicate a diversity of beliefs and attitudes towards genetic modification amongst those within the science community, and highlight the importance of understanding ethics and myths in dealing with them. It is suggested that the diversity of beliefs could be better used to help shape public policy and understanding of biotechnology. 相似文献
85.
Seungbin Oh Debbie L. Hahs‐Vaughn Bryce Hagedorn 《Counselor Education & Supervision》2019,58(4):257-277
The authors explored the pattern of change in counseling students’ (N = 373) counseling self‐efficacy (CSE) throughout their program and the influence of identifying variables. Results indicated that specific factors significantly predicted students’ initial CSE levels and the rate of CSE change. Implications for future research and counselor education programs are presented. 相似文献
86.
Heidi Orloff Bryce Sumida Janna Chow Lalae Habibi Aaron Fujino Brian Kramer 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):238-247
The players' ability to achieve the greatest distance in kicking is determined by their efficiency in transferring kinetic energy from the body to the ball. The purpose of this study was to compare the kinetics and kinematics of the plant leg position between male and female collegiate soccer players during instep kicking. Twenty-three soccer players (11 males and 12 females) were filmed in both the sagittal and posterior views while performing a maximal instep kick. Plant leg kinetic data were also collected using an AMTI 1000 force platform. There were no significant differences between the sexes in plant leg position, but females had significantly greater trunk lean, plant leg angle, and medial-lateral ground reaction force than the males. Males showed higher vertical ground reaction forces at ball contact, but there were no significant differences in ball speed at take-off between the sexes. Ball speed at take-off was inversely related to peak anterior–posterior ground reaction force ( ? 0.65). The anatomical differences between the sexes were reflected in greater trunk lean and lower leg angle in the females. 相似文献
87.
The starting point for this paper is the ongoing debate about the relation between research and policy in education. Recent developments in England and Scotland are reviewed in the context of political and academic arguments about the nature and function of research activity. The defensiveness of the research community in the face of professional and political attacks is examined critically. A case study of the Higher Still programme is used to illustrate the complexity of the relationships between evidence, ideology, values and professional practice. It is argued that the research community needs to become more politically sophisticated and to advance a clearer vision of its social function in advanced democratic societies if its potential contribution to educational development is to be realised. The dangers of a retreat to a narrow empirical role are highlighted. 相似文献
88.
While past researchers suggest undergraduate peer mentors (PMs) benefit from mentoring their peers, this experience is rarely associated with transformative learning. Using narrative analysis of authentic mentoring stories, we explored how particular types of mentoring experiences contribute to transformative learning for PMs of first-year university students. In this study, transformation was more likely when PMs engaged in meaningful routines and everyday practices; exercised purposeful “pretending” in unfamiliar aspects of their role; embraced challenge and surprise; regularly reflected on experiences; and were mentored by supportive faculty and staff. Findings have implications for PM selection and training, as well as program design. 相似文献
89.
Philip Barker 《British journal of educational technology : journal of the Council for Educational Technology》1985,16(2):102-115
Over the last few years information technology has presented itself as a powerful tool to aid the solution of many of the problems faced by modern society. This paper examines the nature of this new tool and discusses its potential for aiding the implementation of teaching, learning and training processes. 相似文献
90.
Philip Barker 《British journal of educational technology : journal of the Council for Educational Technology》1987,18(2):121-139
Database technology is often used to facilitate the manipulation and management of large volumes of data, information, and knowledge. In doing this, databases themselves are often used to model real-world situations involving different types of entity and the relationships that exist between them. Through the use of appropriate case-studies this paper discusses how database technology might be usefully employed in order to enhance and extend the quality of a student's computer-assisted learning experience. 相似文献