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61.
Phillip G. Payne 《Environmental Education Research》2010,16(2):209-231
‘Green families’ in Australia were studied so as to shed light on how a more durable, everyday environmental ethic and ecopolitic might slowly be enacted in the intimacy of the home ‘place’ over an extended period of time in rapidly changing socio‐cultural‐ecological conditions. Of particular interest to this study of the green household, or postmodern oikos, was how its proximal ‘moral spaces’ have been nurtured intergenerationally by family members from within the broader global climate of what Zygmunt Bauman refers to as the ‘moral lag’ of postmodernity. Three layers of interpretive findings about the social ecology and family dynamics of this oikos are presented in an effort to provide detailed understandings about families’ eco being, dwelling and becoming. Implications for education for the environment can be gleaned from the ‘best’ ecopedagogical practices found in the home that are ‘other’ than those occurring in the formal education sector. This study adds to the theorizations of ‘social ecology’, ‘experiential education’, ‘ecopedagogy’ and, more generally, the notion of an everyday ‘ecocentrism’, while providing some clues for how environmental education in schools might mirror pedagogical aspects of the postmodern oikos. 相似文献
62.
63.
Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues? 总被引:1,自引:0,他引:1
Phillip A. Towndrow Aik-Ling Tan Benny H. W. Yung Libby Cohen 《Research in Science Education》2010,40(2):117-132
This paper considers the circumstances under which science teachers can respond positively and productively to educational
policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers’
assessment capacities and their professional development, we present illustrative data from recent research studies conducted
in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment.
In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about
what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences
in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities
of complying with requirements imposed on them while in the other group had their professional consciousness of what they
thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for
other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify
and discuss a range of factors in science teachers’ professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver
or pivot in teachers’ professional development and learning. To do this it is necessary, we argue, to afford teachers’ experiences
and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the
assessment of laboratory-based work. 相似文献
64.
Jeffrey B. Taylor Kevin R. Ford Randy J. Schmitz Scott E. Ross Terry A. Ackerman Sandra J. Shultz 《Journal of sports sciences》2018,36(21):2492-2501
Anterior cruciate ligament (ACL) injury prevention programmes have not been as successful at reducing injury rates in women’s basketball as in soccer. This randomised controlled trial (ClinicalTrials.gov #NCT02530333) compared biomechanical adaptations in basketball and soccer players during jump-landing activities after an ACL injury prevention programme. Eighty-seven athletes were cluster randomised into intervention (6-week programme) and control groups. Three-dimensional biomechanical analyses of drop vertical jump (DVJ), double- (SAG-DL) and single-leg (SAG-SL) sagittal, and double- (FRONT-DL) and single-leg (FRONT-SL) frontal plane jump landing tasks were tested before and after the intervention. Peak angles, excursions, and joint moments were analysed using two-way MANCOVAs of post-test scores while controlling for pre-test scores. During SAG-SL the basketball intervention group exhibited increased peak knee abduction angles (p = .004) and excursions (p = .003) compared to the basketball control group (p = .01) and soccer intervention group (p = .01). During FRONT-SL, the basketball intervention group exhibited greater knee flexion excursion after training than the control group (p = .01), but not the soccer intervention group (p = .11). Although women’s soccer players exhibit greater improvements in knee abduction kinematics than basketball players, these athletes largely exhibit similar biomechanical adaptations to ACL injury prevention programmes. 相似文献
65.
Matthew B. Pontifex Steven P. Broglio Eric S. Drollette Mark R. Scudder Chris R. Johnson Phillip M. Oapos;Connor 《Research quarterly for exercise and sport》2013,84(4):553-559
We assessed the extent to which failures in sustained attention were associated with chronic mild traumatic brain injury (mTBI) deficits in cognitive control among college-age young adults with and without a history of sport-related concussion. Participants completed the ImPACT computer-based assessment and a modified flanker task. Results indicated that a history of mTBI, relative to healthy controls, was associated with inferior overall flanker task performance with a greater number of omission errors and more frequent sequentially occurring omission errors. Accordingly, these findings suggest that failures in the ability to maintain attentional vigilance may, in part, underlie mTBI-related cognition deficits. 相似文献
66.
Phillip G. Post Jeffrey T. Fairbrother Joao A.C. Barros 《Research quarterly for exercise and sport》2013,84(3):474-481
Abstract Self-control over factors involving task-related information (e.g., feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning. Participants learned to throw a dart using their nonpreferred hand. The self-control (SC) group decided when to stop practice. The yoked group completed the same number of trials as their SC counterparts. Results revealed the SC group was more accurate during transfer and in recalling the number of trials completed. These findings indicate that self-control benefits extend to factors that do not directly alter task-related information. 相似文献
67.
Abstract Previous investigators have yielded conflicting results in testing the hypothesis that the use of toe clips during bicycle ergometry produces a higher maximal oxygen uptake ([Vdot]O 2 max) than testing without toe clips. Eight men, four competitive cyclists and four competitive distance runners volunteered to participate in three randomized [Vdot]O 2 max tests: 1) a treadmill running lest, 2) a bicycle ergometer test using standard toe clips, and 3) a test on the same ergometer without toe clips. The highest mean [Vdot]O 2 max was observed in the treadmill condition as expected. However, no statistically significant difference in mean [Vdot]O 2 max or performance time was observed between the toe-clip and no toe-clip conditions. Based on these results, the research hypothesis was rejected and no favorable physiological effect may be attributed to the use of toe clips. 相似文献
68.
ABSTRACTStudents’ capacity for making evaluative judgements of their own work is widely acknowledged as central to their learning within programmes as well as being vital to their subsequent professional practice. In higher education literature, the act of evaluative judgement is usually portrayed as a process of deliberative, analytical reasoning requiring student agency and objectivity, typically scaffolded by points of reference such as explicit criteria, rubrics or exemplars. This article challenges this common portrayal of judgement by drawing attention to research from outside higher education on the role of unconscious factors in judgement and decision-making. Drawing from the field of heuristics and bias studies, the article outlines six unconscious factors that have the potential to distort students’ analytical judgement of their work. A recent challenge to the heuristics and bias approach that radically repositions the place of reasoning in judgement is also considered. Since these unconscious factors have received scant attention in higher education literature, the purpose of this article is to draw attention to them, to identify the challenges they pose to current understandings of evaluative judgement, and to outline their implications for enhancing assessment practice. 相似文献
69.
The purpose of this study was to investigate the relationship between factors believed to contribute to the formation of environmental attitudes by college nonscience majors. Key relationships addressed were the effects of a university environmental studies course on (a) environmental attitudes, (b) the amount of factual information that is brought to bear on an environmental attitude decision (defensibility), and (c) the linkages between the affective and the cognitive domains of freshman and sophomore students. When compared to the control group, the students who attended an environmental studies class did not significantly change their attitudes, but they did exhibit increases in their total [F(3, 132) = 5.91, p < 0.01] and count [F(3, 132) = 4.86, p < 0.01] levels of defensibility. These findings corroborate work performed by Kinsey (1978) and Kinsey and Wheatley (1980, 1984). In addition, students in the environmental studies course who had higher cognitive reasoning scores were more prone to increase defensibility [F(6, 129) = 3.78, p < 0.01]. These data imply a linkage between cognitive and affective domains in the environmental attitude decision-making process. 相似文献
70.
Phillip Dawson 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):428-437
When educational research is conducted online, we sometimes promise our participants that they will be anonymous—but do we deliver on this promise? We have been warned since 1996 to be careful when using direct quotes in Internet research, as full‐text web search engines make it easy to find chunks of text online. This paper details an empirical study into the prevalence of direct quotes from participants in a subset of the educational technology literature. Using basic web search techniques, the source of direct quotes could be found in 10 of 112 articles. Analysis of the articles revealed previously undiscussed threats from data triangulation and expert analysis/diagnosis. Issues of ethical obliviousness, obscurity and concern for future privacy‐invasive technologies are also discussed. Recommendations for researchers, journals and institutional ethics review boards are made for how to better protect participants' anonymity against current and future threats. 相似文献