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131.
Sara Delamont 《Sport, Education and Society》2013,18(3):305-320
Capoeira, the Brazilian dance and martial art, is now taught in many countries outside Brazil. Reflections on a year's fieldwork on capoeira teaching in the UK are used to make educational ethnography anthropologically strange. Issues of locality, noise, uncertainty and bodily contact are explored in a reflexive way. 相似文献
132.
Meadows S Herrick D Feiler A;the ALSPAC Study Team 《British Educational Research Journal》2007,33(1):47-59
The aim of the UK National Literacy Strategy is to raise standards in literacy. Strong evidence for its success has, however, been lacking: most of the available data comes from performance on tests administered in schools or from Office for Standards in Education reports and is vulnerable to suggestions of bias. An opportunistic analysis of data from a population cohort study extending over three school years compares school-based scores at school entry and at age 7-8 with independently administered scores on similar tests. The results show a small but statistically significant rise between 1998 and 1999 and between 1998 and 2000 in scores on both Key Stage 1 Reading Standard Assessment Tasks taken in schools and the reading component of the WORD test taken independently. This is clear evidence for a real rise in reading attainment over this period, which may be attributable to the children's experience of the National Literacy Strategy. 相似文献
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The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6–8 years) and second primary school cycles (8–10 years). The children were asked to perform two specific thematic drawings on attention vs inattention in the school context. The drawings were coded on the basis of the Children’s Awareness of Attention through Drawing, consisting of five scales which explore the behavioural, pragmatic, cognitive, emotional and social awareness of attention. The analysis of the thematic drawings reveals that from the early years of primary school, children are aware of some components of attention: behavioural awareness, pragmatic awareness and social awareness. Other components are instead acquired as of the age of eight. 相似文献
137.
Hooded rats and golden hamsters were shocked by one of two prods in a chamber with a sawdust-covered floor. Rats buried the prod through which they had been shocked, but hamsters displayed no burying behavior. Hamsters may not have buried the prod because they could not perform the required motor pattern. However, hamsters can carry and pile food pellets. Therefore, in a second experiment, rats and hamsters were shocked in a chamber with wooden blocks on the floor. Rats piled blocks around the prod through which they had been shocked, but hamsters did not. The third experiment established that, like rats, hamsters can associate a prod with shock in one trial, since they showed differential avoidance of a prod through which they had been shocked. Since hamsters are nonsocial and rats are social, these results are consistent with suggestions that burying sources of aversive stimulation evolved as an altruistic behavior. 相似文献
138.
The paper argues that in recent years sociologists have neglected the processes of occupational socialisation of leaching, despite research interest in everyday life in other educational settings. Shortcomings in the extant research on teacher socialisation and in the wider literature on professional socialisation are detailed to explain the lack of intellectual interest in teacher socialisation. Finally, the paper offers some potential lines for the development of research on teacher socialisation.
Just as we need to know more about how children are transformed into pupils, so must we know more about how young persons (usually college students) are transformed into teachers
(Wax & Wax, 1971, pp. 10‐11)