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91.
Noel Gough 《Environmental Education Research》1996,2(3):379-389
This essay reviews three books which offer different perspectives on environmental problems and issues as they appear to us in the conditions of post‐ modernity. It is argued that, taken together, these books provide new critical frames for environmental education research. The books reviewed are: 相似文献
92.
Joyce Purdy 《Literacy》2008,42(1):44-51
In Canada, as in other anglophone countries, classrooms are becoming more diverse as the number of English language learners (ELLs) increases. More and more teachers are faced with the task of meeting the needs of culturally and linguistically diverse students. In this article, I share excerpts of dialogue between ELL students, native English‐speaking children and their teacher during guided reading events. Excerpts will illustrate how conversations around texts during reading activities can shape and extend the construction of meaning for the benefit of all, but especially for ELL students. Based on Vygotsky's (1986) proposition that learning is socially situated, I suggest four ways for teachers to structure meaningful conversations: through questioning, teaching vocabulary, engaging in collaborative talk and recognising that the culture and identity of the child are important to literacy learning. 相似文献
93.
Overt and Relational Victimization: A Meta‐Analytic Review of Their Overlap and Associations With Social–Psychological Adjustment
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This meta‐analytic review includes 135 studies, representing 17 countries, of child and adolescent (ages 4–17) samples of overt and relational peer victimization and examines the magnitude of overlap between forms of victimization and associations with five social–psychological adjustment indices. Results indicate a strong intercorrelation between forms of victimization ( = .72). No gender difference with regard to relational victimization was found, but boys were slightly higher in overt victimization. Overt victimization is more strongly associated with overt aggression; relational victimization is more strongly related to internalizing problems, lower levels of received prosocial behavior from peers, and relational aggression. Both forms are related to externalizing problems. Age and method of assessment were explored as potential sources of variability in effect sizes. 相似文献
94.
This article focuses on discourses of child safety and protection of stakeholder organisations (SOs) and school pastoral care co-ordinators (PCCs) on educating young people about sexting. Individual semi-structured interviews were conducted with the representatives of four organisations who assist schools in the delivery of Relationships and Sexuality Education (RSE); and with three PCCs in three different types of secondary schools in Northern Ireland to ascertain how their school educates and responds to sexting. Focus groups were also conducted with 17 (10 girls and 7 boys) 16–17-year-olds to explore their views on sexting. The results of this study reveal that the predominant discourse in RSE is child safety and protection, and abstention from sexting. The three main groups (young people, SOs and PCCs) vary, however, in how they view sexting behaviour: the stakeholders are largely cautious and counsel against sending sexual pictures, while the young people regard it as normal behaviour. RSE provided by the schools is inadequate and unrealistic, and does not represent what actually goes on in young people’s sexual lives. Young people want to be consulted on the content of RSE lessons and resources; and RSE content should desist from telling them not to sext and enable them to explore appropriate relationship behaviours, including sexting. Teachers should feel confident in teaching such material and should have access to appropriate training. 相似文献
95.
96.
Ryan S. McGinnis Stephen M. Cain Steven P. Davidson Rachel V. Vitali Noel C. Perkins Scott G. McLean 《Sports Engineering》2016,19(1):21-34
We present a method for quantifying sacral kinematics during countermovement jumping (CMJ) using an inertial measurement unit (IMU). The IMU-derived sacral kinematic trajectories reproduced motion capture acceleration, velocity, and displacement to within mean (standard deviation) differences of 0.024 (0.088) m/s2, 0.023 (0.026) m/s, and 0.003 (0.032) m, respectively, across 252 jumps performed by 14 subjects. The method also quantified differences in maximum sacral displacement to within 1 % and differences in maximum propulsive velocity to within 0.7 % of motion capture estimates. This builds upon existing IMU-based methods for quantifying jump performance, which do not provide sacral kinematic trajectories. The utility of this method is demonstrated by its ability to discriminate jump performance metrics across a diverse subject population. In particular, we found that 21 participants adopted multiple strategies to maximize jump height in unloaded and loaded fresh conditions, but converged to a common strategy when jumping fatigued and under load. Changes in kinematic parameters were evident across conditions, and several changes were significantly associated with changes in jump performance (i.e., height). These parameters include changes in the depth of the countermovement, duration of the propulsive phase and maximum propulsive velocity. Collectively, these results point toward the future use of this method in naturalistic environments and for multiple objectives including biomechanical performance assessment and tracking, fatigue assessment, and jump training. 相似文献
97.
Despite widespread conviction that adequateknowledge exists for improving schools, weargue that the knowledge needed for successfulschool reform goes far beyond what is currentlyavailable and accessible. Drawing on theexample of ATLAS, a collaboration among fourexperienced reform organizations in the UnitedStates – the Coalition of Essential Schools,the School Development Program, EducationDevelopment Center, and Harvard Project Zero –we argue that four significant ``problems ofknowledge' made it difficult to collect,integrate, and use what the members of theseorganizations had learned about schoolimprovement. First, the ATLAS partners quicklyfound that, while they had substantialknowledge and resources in many areas ofschooling, there were many other aspects ofschooling, school change, and organizationaldevelopment where further knowledge wasrequired. Second, even in areas where thepartner organizations had considerableexperience, they often found that it was hardto articulate and share that knowledge in atimely and efficient way. Third, in someinstances, the lessons that members of thepartner organizations took away from theirprevious experiences were either inconsistentwith one another or downright contradictory.Fourth, the difficulties of creating andmaintaining a new collaborative organizationmay have discouraged the development andsharing of knowledge across the partnerorganizations. 相似文献
98.
The purpose of an informal analysis of written language is to identify what writers can do as well as what they find difficult about writing. This article reviews the varied components of written language, suggests informal means for assessment, and summarizes the cognitive and linguistic factors that influence varied aspects of writing performance. Two informal evaluation scales are presented that stress the interconnection between oral and written language processes. 相似文献
99.
100.
Reconstituting approaches to learning: A response to Webb 总被引:2,自引:0,他引:2
Noel Entwistle 《Higher Education》1997,33(2):213-218