政策和实践的困境(上)

教育政策和实践总是处在困境之中,这是困扰政策制定者和实践者的问题.本文着力从教育政策和实践所面临的困境、如何处理困境的角度,重新审视政策和实践两者的关系,并从政策目标、政策工具和实践中的能力三方面对其展开论述,以期在冲突的基础上促进教育政策和实践间的融合.     

敦煌中国星空:综合研究迄今发现最古老的星图(下)

本文主要分析斯坦因1907年在敦煌所得的星图手卷,认为此星图是用精确的数学方式绘制的。推断星图绘制于公元649—684年间,而非先前推断的公元940年。并与后世的星图做了比较。     

It Takes an Academic Village: The Library’s Role in Supporting Interprofessional Communication through a Book Club

Book clubs offer a unique opportunity to support interprofessional learning on academic campuses. The purpose of this article is to discuss how a health sciences library partnered with the Center for Interprofessional Healthcare Education to develop a book club that fosters interprofessional communication. The article includes a discussion of the opportunities, approach, results, and challenges.     

Taking an evaluative stance to decision-making about professional development options in early childhood education and care

This article builds on our ongoing work in conceptualising an ‘evaluative stance’ framework to assist in understanding how leaders in the field of early childhood education and care (ECEC) make decisions about the selection of professional development options for themselves and their staff. It introduces the notion that evaluative mindsets can be considered in terms of attitudes towards decision-making that are based on personal epistemologies. Drawing on data from semi-structured interviews, it explores the mindsets of six experienced leaders in two long-established ECEC organisations in Australia with respect to their decision-making about professional development. The article concludes with a consideration of the potential utility of the framework and the coding template used in this exploratory study.     

Enacting whole-school relationships and sexuality education in England: Context matters

Evidence from intervention evaluations suggests that achieving meaningful and lasting social, behavioural and attitudinal change from relationships, sex and health education (RSHE) in schools requires more than just a curriculum. Whole-school approaches appear particularly promising since they work at multiple levels. For instance, they may: engage with carers, communities and local services; address iniquitous cultures and norms; change school policies and practices; and actively involve young people themselves. They have also been advocated to tackle sexual harassment and abuse in schools. Currently, however, such approaches have not been rigorously evaluated in the UK. This article focuses on the whole-school elements of two recent RSHE pilot studies conducted in English secondary schools. We describe how these elements were variably enacted in different settings. We analyse contextual factors that help account for these differences, including: teacher and departmental professional identity and autonomy; broader education policy including high-stakes testing and school inspection judgements; the significance of support staff; and staff–student relationships and partnerships. We argue that the likely impact of whole-school approaches and RSHE in schools more generally will depend on attending to all of these factors. The paper contributes firstly to debates about the theory and practice of RSHE by highlighting the significance of processes and cultures beyond the classroom in enabling or constraining positive change. Secondly it contributes to scholarship that elucidates the role of contexts, broadly defined, in understanding the enactment of policy and practice.     

Cost-effective models for delivering behaviour analysis teaching in UK schools and local authorities

Education programmes based on behaviour analysis are often used to teach children with learning disabilities. A common application of behaviour analysis is Early Intensive Behaviour Intervention (EIBI), which is evidence-based, but most children in the UK do not have access to this approach. EIBI is usually implemented for 30 to 40 hours per week, over two years. High levels of supervision from behaviour analysts are essential to ensure EIBI's effectiveness. A recent cost-effectiveness study concluded that EIBI was not cost-effective: while the children make progress relative to treatment as usual, the outcomes did not justify the cost of the intervention. Other low-cost models of delivery need to be considered. School-based models used in the UK may provide cost-effective and sustainable ways to use applied behaviour analysis in schools. They could be used in other local authorities to increase access to an education that includes behaviour analysis.     

Ten-season epidemiological study of match injuries in men’s international rugby sevens

ABSTRACT

The aim of this study was to describe the incidence, nature and causes of match injuries in men’s international rugby sevens and to compare these to values for international rugby fifteens. The study comprised a 10-season, whole population, prospective study of the Sevens World Series. Over the ten seasons, the overall incidence of injury was 122.4 (95% CI = 116.3 to 128.9) injuries/1000 player-match-hours and the mean severity of injury was 43.0 (95% CI = 40.3 to 45.7) days-absence. There was an increasing trend in the incidence of injury over the ten-season period (slope = 5.3 injuries/1000 player-hours/season, R² = 0.68, p = 0.003) but no trend in the mean severity of injury (slope = 0.02 days/season, R² < 0.01, p = 0.971). Head/face (15.7%), knee (15.6%), ankle (15.4%) and shoulder/clavicle (11.9%) were the most common injury locations and ligament sprain (30.5%), muscle strain (16.4%), concussion (12.6%) and haematoma/bruise (10.6%) the most common types of injury sustained. Being-tackled (33.1%), tackling (23.4%), running (16.1%) and collisions (12.4%) were the most common events leading to injury. These results indicate that the burden of injury in international rugby sevens is two to three times higher than that reported for international rugby fifteens.     

The effects of outcome imagery on golf-putting performance

The aim of this study was to determine the effects of positive and negative outcome imagery on golf-putting performance. Players of both high and low ability performed a golf-putting task in three imagery conditions: (a) a positive outcome imagery condition, (b) a negative outcome imagery condition and (c) a no-imagery control condition. The task was conducted in a competitive setting, reducing the possibility of demand characteristics. We found that negative outcome imagery was detrimental to putting performance; however, performance in the positive outcome imagery condition was no better than performance in the control condition. There was also evidence to suggest that outcome imagery operated through the mechanism of confidence, as negative outcome imagery was detrimental to both confidence and performance. The results of the present study suggest that golfers should avoid visualizing negative images, as this could damage both confidence and performance.