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51.
Initial teacher training courses throughout the United Kingdom at present have been or are being changed in various ways which enlarge the role of schools and make new demands on the school teachers who act as mentors to student teachers in the schools. Despite the size of this change, it can be quite difficult to find evidence about its effects. Edwards (1994) suggested that one reason for this lack of evidence is that there has been little government support for obtaining it. As Edwards points out, however, the government in one part of the United Kingdom, namely Scotland, did ensure that evidence about the mentor teacher idea was obtained before there was a decision about applying the scheme across the country. The decision that it should be nationally applied was reported in this journal's ‘Notes and News’ section in Spring 1995, under the heading of ‘Introduction of a mentor scheme in Scotland’. This paper summarises the main outcomes of the pilot study which informed that decision. The paper concentrates on the pilot's second and final year (Cameron‐Jones and O'Hara 1994). 相似文献
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Kim McNamara & Donald McNeill 《传播与批判/文化研究》2013,10(3):259-278
The article examines the growing interest in political celebrity and urban branding within media and cultural studies. It stresses the significance of narrative strategies in political statecraft, with specific reference to the intimate relationship between mayors and cities. It focuses on the figure of Rudy Giuliani, both in his period as mayor of New York between 1993 and 2001, and in his subsequent political and private lives, paying close attention to how the event of 9/11 acted as a pivot in his political career. After conceptualizing the relationship between mayors and cities through a discussion of public discourse, celebrity, and political scale, the paper then identifies three processes by which Giuliani has personified New York: first, through narrative control and self-projection within the New York political sphere, by considering his use of selected city sites as a form of synecdoche in his media strategies, and his marginalization of those who challenged him politically; second, through his elevated celebrity status and visual representation by the media in the aftermath of 9/11; and third, through the genre of autobiography and branding, via his book Leadership and related commercial activities, whereby he shifted the scale of his narrative beyond New York. 相似文献
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静水皮艇500 m供能特征 总被引:1,自引:0,他引:1
目的:研究静水皮艇500 m能量供应特征.方法:选取8名青少年女子皮艇运动员(年龄15士1岁,身高172±4 cm,体重65±5kg,训练年限15±10年)在Dansprint皮艇测功仪上进行多级测试和120 s的最大测试,结合测功仪和气体代谢数据,运用累积氧亏法(AOD)进行能量供应比例的计算.结果:静水皮艇500 m有氧供能的比例为59.6%±11.4%,最大心率为179±8 bpm,最高血乳酸为11.3±1.5 mM/L.全力运动的前5~10 s以磷酸原供能为主,第10~40 s期间糖酵解供能占据重要地位,40 s之后影响运动能力的主要为有氧供能.结论:静水皮艇500 m是一个以有氧供能为主的运动项目,国内对此项目供能特征的认识低估了有氧供能的作用;静水皮艇500 m能量供应的时序特征可以作为安排训练、发展不同供能系统的重要生物学基础. 相似文献
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This work has its origins with research into the effects of pedagogy on student engagement and learning outcomes. It summarises the development of self-report and observation instruments for measuring student engagement suitable for early years to senior secondary. The measures are sensitive to the context and experience of learning rather than, as is more common, a general disposition towards learning or school. The measures are distinctive in three ways: (1) they avoid the use of proxies such as attendance which link only weakly to learning outcomes; (2) they are designed to be sensitive to the effect of learning environments and quality of pedagogy on engagement; and (3) they do not assume that the learning environment involves conventional schooling. However, the use of the instruments has also revealed a deep structure to engagement which is a distinctive contribution and links prior research into learner dispositions and interest to the engagement construct. 相似文献
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Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. We utilized the theoretical frameworks of social justice, identity, and structure-agency to investigate this transition. Specifically, we examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well-prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre-service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures. 相似文献
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