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41.
Eric E. Rump Maxine S. Shephard Margaret MacNamara 《Studies in Continuing Education》2013,35(1):46-58
Some educational courses for adults are concerned with developing general cognitive skills and flexibility, rather than specific concepts and competencies. Examples of such courses are those involving the encouragement of creativity, flexible and clear thinking, and efficient reading. These cognitive development courses are difficult to evaluate; for it is not immediately clear whether adult students learn anything from the novel activities experienced in them. It is necessary to examine learning of this kind using appropriate psychological tests, so as to assess student's thinking in terms of its creativity and complexity. A study was undertaken of six adult education courses, including in particular four creativity‐training courses, with two other university groups serving as controls. With the adult education groups, several significant improvements in test results were gained following the six‐week courses, involving the student's production of ideas, preference for complex stimuli, and creative independence. Consequently, creativity‐training and similar courses for general cognitive development are recommended for inclusion in both professional and lay adult‐education courses. 相似文献
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Abstract The deflection profiles of a badminton racket during strokes performed by elite and world-class badminton players were recorded by strain gauges and subsequently analysed to determine the role of shaft stiffness in racket performance. Deflection behaviour was consistent in all strokes across all players, suggesting a controlled use of racket elasticity. In addition, all impacts occurred within 100 ms of each other, a duration in which deflection velocity provides an increase in racket velocity, indicating that the players were able to use racket elasticity to their advantage. Since deflection behaviour is a product of the racket–player interaction, further work is required to determine the effects of different racket properties and player techniques on the elastic response of rackets during strokes. 相似文献
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Emma Heard Lisa Fitzgerald Sina Vaai Maxine Whittaker Tonumaipe‘a J. Aiolupotea Fiona Collins 《Sex education》2013,13(6):691-705
ABSTRACTGlobally, young people experience physical, sexual and emotion abuse within their intimate relationships. There is a need to explore creative, participatory sexual and relationship education that provides spaces for critical reflection regarding gender norms and approaches within intimate relationships. This study explores an interactive theatre intervention aimed at uncovering and analysing social and cultural influences affecting experiences and approaches within intimate relationships among young people in Samoa. Focus groups were conducted with the audience before and after a public, interactive theatre production. Focus groups aimed to capture shifts in understandings and perceptions as well as overall experiences related to participating in the production. Post production, participants showed a deepened of understandings related to social and cultural factors influencing approaches and actions within intimate relationships. Participants engaged in dialogue around new possible approaches to initiating and maintaining intimate relationships free from violence. Embodied learning opportunities appeared to contribute to feelings of empowerment to try out new responses in everyday life. Study findings highlight a role for drama in intimate relationship education and advocate for the inclusion of intersectionality informed approaches that uncover diversity within a group and acknowledge interactions between individuals’ social position(s) within complex social and cultural contexts. 相似文献
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Andrea Allard Evelyn Bransgrove Maxine Cooper Jill Duncan Maree Macmillan 《Asia-Pacific Journal of Teacher Education》1995,23(2):185-194
This article reports on an investigation of primary and early‐childhood teacher‐education students’ understandings and beliefs about the influence of gender on their careers and life choices. The research was undertaken by a collaborative team from three Victorian universities. We took as our premiss that if teacher‐education students are to be effective in promoting gender inclusiveness throughout the schooling culture, they must first reflect on the operation of the sex/gender system in their own lives. A range of viewpoints are included about the gendered understandings commonly held by the tertiary students surveyed. The resulting insights enabled us to suggest more effective strategies for fostering gender awareness in teacher education. 相似文献
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This paper reports on the findings of a study, the 'Constructing Classroom Cultures' project, funded by a small Australian Research Council grant at the University of Melbourne. Located in three primary school classrooms in Melbourne, Victoria, this study investigated how teachers and grade 3-4 students develop shared values and understandings concerning formal and informal codes of behaviour. Drawing on classroom observations, individual interviews with teachers and focus group interviews with children, this paper discusses the ways that teachers and children together build classroom cultures. Practices that work to produce supportive classroom environments as well as problem areas are identified. Examining classroom cultures at the micro-political level offers scope for considering how power relations can contribute positively to educational processes. Additionally, the ways in which informal interactions between teacher and students and among students call into play collaboration, compliance and resistance are opened up for examination. These case studies aim to contribute to understanding how productive classroom cultures are constructed in day-to-day interactions, a significant area of concern for teachers and teacher education students. 相似文献
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Self-Predictions of Emotional Response Patterns: Age, Sex, and Situational Determinants 总被引:4,自引:0,他引:4
A total of 407 males and females in 4 different age groups (M age = 8.0, 10.8, 15.2, and 20.3 years) completed questionnaires requiring self-ratings of 5 emotions (angry, happy, sad, fearful, and loving), on a 5-point scale, for 10 affect-laden sentences. Each of the 5 emotions was targeted as a key emotion by 2 sentences. The resulting patterns indicate that children as young as 8 can discriminate between affect-eliciting statements, differentially rate up to 5 concurrent emotional responses, and predict response patterns similar to those predicted by adults. Furthermore, sex differences occur during adolescence whereby males predict more varied but less intense secondary emotions, whereas females predict fewer but more intense secondary emotions. 相似文献
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