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11.
This paper challenges the practical and conceptual understanding of the role of emotions in higher education from the twin perspectives of transition and transformation. Focusing on the neglected area of positive emotions, exploratory data reveal a rich, low-level milieu of undergraduate emotional awareness in students chiefly attributed to pedagogic actions, primarily extrinsically orientated, and pervasive throughout the learning experience. The data conceive positive affect as oppositional, principally ephemeral and linked to performative pedagogic endeavours of getting, knowing and doing. A cyclical social dynamic of reciprocity, generating positive feedback loops, is highlighted. Finally we inductively construct a tentative ‘emotion-transition framework’ to assist our understanding of positive emotion as a force for transformational change; our contention is that higher education might proactively craft pedagogic spaces so as to unite the feeling discourse, the thinking discourse (epistemological self) and the wider life-self (ontological) discourse. 相似文献
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J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744
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Naturalism and philosophy of education 总被引:1,自引:0,他引:1
Colin W. Evers. 《Educational Philosophy and Theory》1987,19(2):11-21
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Todd Colin Pataky 《Journal of sports sciences》2015,33(2):192-197
Disagreements exist in the literature regarding the manner in which weight should be dynamically shared during the golf swing, both within-feet and between the back- and target-foot, to generate maximal clubhead speed. The purpose of this study was to determine whether preferential foot-loading locations underlie weight sharing by examining the correlation between clubhead speed and maximum plantar pressure (PP) distributions. Thirty-two amateur golfers with handicap indexes ranging from 2.7 to 25 performed 10 driver swings on artificial turf following a warm-up. PP distributions were recorded at 100 Hz, and clubhead speed was recorded using a ball-tracking Doppler radar system. Maximum PPs were extracted from a 2-s window approximately centred on ball contact and were regressed against clubhead speed. Significance was assessed over the entire foot surface using statistical parametric mapping (SPM), a spatially continuous technique. SPM revealed, at relatively high anatomical resolution, significant positive correlations between clubhead speed and PPs in the lateral target-foot (P < 0.05). This suggests that not only weight transfer but also weight-transfer location may be an important determinant of clubhead speed in amateur golfers. 相似文献
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Lescarret Colin Le Floch Valérie Sakdavong Jean-Christophe Boucheix Jean-Michel Tricot André Amadieu Franck 《European Journal of Psychology of Education - EJPE》2023,38(2):519-544
European Journal of Psychology of Education - The purpose of this research was to investigate the impact of students’ prior attitude on the processing of conflicting information regarding a... 相似文献
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Gale Macleod Robin Dallas-Childs Colin Brough Martin Toye 《Journal of Research in Special Educational Needs》2021,21(Z1):25-35
In this article we examine the complex relationship between care experience, mental health and exclusion from school and how young people (YP) negotiate these different experiences and identities. The study is a secondary analysis, informed by symbolic interactionist theory, of interviews conducted with 19 care experienced YP in Scotland. Not all of the YP were excluded and not all had a formal mental health diagnosis, as such our study design allows interrogation of the contexts and relationships which not only facilitate but also disrupt pathways to exclusion. It also allows reconsideration of assumptions of vulnerability which are often applied to care experienced YP. Our findings suggest that these YP are moving beyond ‘role playing’ the identities ascribed to them and actively seek out relationships which enable them to construct alternative identities. 相似文献