Learning and identity in overlapping communities of practice: Surf club, school and sports clubs

Large numbers of children and young people spend their weekends and holidays engaged in the activities of over 300 surf clubs across Australia each summer. Long term membership in these clubs, beginning from as young as five years of age, forms a significant part of children's and young people's development yet surf clubs have yet to receive recognition from researchers in either the education or physical education fields as significant learning sites. Within the context of growing recognition of learning as an ongoing, multidimensional and life-long process this represents an oversight in the literature that this paper sets out to redress. Employing the concepts of communities of practice and situated learning (Lave & Wenger 1991, Wenger 1998) it examines four young people's experiences as members of a Victorian surf club as a community of practice. It also compares the experiences of these young people in the surf club with those arising from membership in their schools and sports clubs.     

Sex and Schooling: The sexual activity of young people and its implications for education

New Zealand has the second highest rate of teenage pregnancy among the developed Organisation for Economic Cooperation and Development countries. There is evidence both that the age of sexual activity is falling, and that an increasing proportion of students are sexually active while at school. These quantitative changes are accompanied by other transformations in patterns of sexual behaviour. It seems that middle-class girls are asserting their right to be sexually active while some working-class girls, particularly those from the Polynesian communities, are separating their relations of friendship and sexual interaction with boys. It is suggested that this may be based on a refusal to accept oppressive forms of relationships and the male rules that define them. Some implications of these findings for family strategies of reproduction and school policies are discussed. The analysis draws on a longitudinal programme of research concerned with the progress of students at secondary school.     

微笑前行

一个小镇姑娘如何成长为乡村乐坛的奇迹 　　1.RD:不久前你还在靠做女招待为生. 　　M:如果我不得不回去,那我也会过得不错的.我是个超级优秀的招待,因为我把它看做是个挑战. 　　……     

CIO省钱有道

据行业组织Business Roundtable对110名美国CEO进行的调查显示,今年美国的经济增幅只有可怜的1.3%.这是自9·11事件后及2002年网络泡沫破裂后,CEO们预测的最低幅度的增长率.     

The effects of the kinesthetic-tactile component of the VAKT procedure on secondary LD students' reading performance

Multisensory instructional approaches have been used in teaching handicapped children for many years, but have never been adequately validated. Using a multiplebaseline design and direct measurement of words read and spelled as the dependent variable, this study evaluated the effects of the kinesthetic-tactile component in VAKT instruction. The results indicated that the three secondary LD students read more words correctly after VAKT instruction than after VA instruction, and retained more VAKT instructed words at one-week, three-week, and six-month retention probes. The instruction did not differentially affect the speiling of words. The implications of these findings are discussed.     

Applying effective instructional strategies for teaching dyslexic students in a remedial college algebra course

For many secondary and postsecondary students with dyslexia, passing required algebra courses presents a formidable challenge. Although dyslexic students do have specific and sometimes severe learning deficits that can affect their chances of success in algebra, they can succeed if given appropriate and effective instruction that meets their special and individual needs. This article briefly describes the application of effective instructional practices to the teaching of remedial algebra that have been used with dyslexic students in the University of Wisconsin Oshkosh Project Success program.     

Tacit Knowledge in Expert Coaching: Science or Art?

Effective coaching is a mixture of pedagogy and principles of sciences, e.g., motor skill acquisition, sociology, and physiology, often referred to as the science of coaching. Instinctive or intuitive coaching has often been incorrectly viewed as the art of coaching. More important should be how coaches develop knowledge, how they access that knowledge at the appropriate times and how this affects their decision-making process. The study of expert coaches should allow inferences to be drawn from their development and applied to coach education. This article intends to clarify coaching expertise and examine the role of tacit knowledge within coaching. The lack of a clear development pathway for aspiring expert coaches is a clear indicator that the current coach education system needs review. Any effective education system should be based on knowledge and understanding rather than mimicry and the implications for the future of coach education are considered.     

Predicting Participation in Environmental Education by Teachers in Coastal Regions of Tanzania

Theories of responsible environmental behavior (REB) have most often been applied in developed countries and to direct forms of REB such as recycling and conserving water. This study applied a model of REB to a developing country setting in Tanzania based in part on variables from a Hungerford and Volk (1990) Hungerford, H. R. and Volk, T. L. 1990. Changing learner behavior through EE. Journal of Environmental Education, 21: 8–21. [Taylor & Francis Online] , [Google Scholar] model and targeting an indirect form of behavior: teaching environmental education (EE) to youth. A quantitative survey was developed and administered to 397 teachers from schools in coastal regions of the country. Regression analyses revealed a sequential model in which entry level variables predicted ownership variables, and ownership variables predicted empowerment variables. In addition, cognitive variables were particularly strong in predicting behavioral intent compared to affective variables.     

Those Hands

When examined cross-culturally, the formal incorporation of sport by American colleges and universities is rather unique. Although higher education in the United States is largely the result of European influences, only in America has sport become an official responsibility of the educational organization. The openness of the “charter” of higher education was the primary factor in the formal incorporation of sport responsibilities within American institutions. Without an agreed upon understanding of the role of American higher education, the business-minded leadership of its colleges and universities was allowed to use sport as a survival mechanism in response to financial and enrollment exigencies.