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Tania D. Mitchell 《理论付诸实践》2015,54(1):20-28
This article highlights elements of civic engagement programs that have the rich potential to facilitate civic identity development. Focusing on research with alumni, the study examines 3 civic engagement programs, the approaches of which are guided by critical service-learning. It explores elements of the experiences that alumni name as influential to their learning, development, and present commitments to understand the ways that civic engagement programs based in a critical service-learning approach can encourage them to develop commitments to active citizenship as exemplified by Knefelkamp's (2008) vision of a mature sense of civic identity. 相似文献
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Tania M. Schusler Marianne E. Krasny Scott J. Peters Daniel J. Decker 《Environmental Education Research》2009,15(1):111-127
Although several studies have examined learning outcomes of environmental action experiences for youth, little is known about the aims motivating practitioners to involve youth in action creating positive environmental and social change, nor how practitioners perceive success. This research explored through phenomenological interviews practitioners’ purposes for using an environmental action approach. Practitioners in this inquiry, who engaged youth in action addressing a range of environmental issues in varied programmatic and community contexts in the US, expressed multifaceted aims motivating their educational practice. Interpretation of practitioners’ stories with respect to their purposes and perceptions of success contributed to a conceptual framework relating environmental action to the development of citizens and sustainable communities. Whereas others have described the stages and learning outcomes of environmental action, this inquiry illustrates the potential of environmental action for concurrently realizing individual and community level impacts. 相似文献
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Aaron T Scanlan Jordan L Fox Nattai R Borges Anne Delextrat Tania Spiteri Vincent J Dalbo 《Journal of sports sciences》2018,36(8):852-860
This study quantified lower-limb strength decrements and assessed the relationships between strength decrements and performance fatigue during simulated basketball. Ten adolescent, male basketball players completed a circuit-based, basketball simulation. Sprint and jump performance were assessed during each circuit, with knee flexion and extension peak concentric torques measured at baseline, half-time, and full-time. Decrement scores were calculated for all measures. Mean knee flexor strength decrement was significantly (P < 0.05) related to sprint fatigue in the first half (R = 0.65), with dominant knee flexor strength (R = 0.67) and dominant flexor:extensor strength ratio (R = 0.77) decrement significantly (P < 0.05) associated with sprint decrement across the entire game. Mean knee extensor strength (R = 0.71), dominant knee flexor strength (R = 0.80), non-dominant knee flexor strength (R = 0.75), mean knee flexor strength (R = 0.81), non-dominant flexor:extensor strength ratio (R = 0.71), and mean flexor:extensor strength ratio (R = 0.70) decrement measures significantly (P < 0.05) influenced jump fatigue during the entire game. Lower-limb strength decrements may exert an important influence on performance fatigue during basketball activity in adolescent, male players. Consequently, training plans should aim to mitigate lower-limb fatigue to optimise sprint and jump performance during game-play. 相似文献
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Tania Zittoun 《European Journal of Psychology of Education - EJPE》2008,23(2):165-181
In this paper two models are proposed for analysing transitions in education. Firstly, transitions are the processes that follow ruptures perceived by people. They include learning, identity change, and meaning making processes. Secondly, processes of change are observed through a semiotic prism, articulating self-other-object-sense of the object for self, and located in a specific social frame. Transitions are thus analysed as reconfigurations of such semiotic prism. The paper proposes to highlight the role of institutions as social frames likely to facilitate, or constrain, such reconfigurations. The role of institutions in transitions is discussed through three case studies: the transition to vocational training, the transition out of a religious school, and the transition to work at war-time. 相似文献
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Tania C. Ara��jo-Jorge Tania S. Cardona Cl��udia L. S. Mendes Andrea Henriques-Pons Rosane M. S. Meirelles Cl��udia M. L. M. Coutinho Luiz Edmundo V. Aguiar Maria de Nazareth L. Meirelles Solange L. de Castro Helene S. Barbosa Mauricio R. M. P. Luz 《CBE life sciences education》2004,3(2):99-110
The advent of genomics, proteomics, and microarray technology has brought much
excitement to science, both in teaching and in learning. The public is eager to
know about the processes of life. In the present context of the explosive growth
of scientific information, a major challenge of modern cell biology is to
popularize basic concepts of structures and functions of living cells, to
introduce people to the scientific method, to stimulate inquiry, and to analyze
and synthesize concepts and paradigms. In this essay we present our experience
in mixing science and education in Brazil. For two decades we have developed
activities for the science education of teachers and undergraduate students,
using microscopy images generated by our work as cell biologists. We describe
open-air outreach education activities, games, cell modeling, and other
practical and innovative activities presented in public squares and
favelas. Especially in developing countries, science education is
important, since it may lead to an improvement in quality of life while
advancing understanding of traditional scientific ideas. We show that teaching
and research can be mutually beneficial rather than competing pursuits in
advancing these goals. 相似文献
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J. Enrique Hinostroza Carolina Matamala Christian Labbé Magdalena Claro Tania Cabello 《Learning, Media and Technology》2015,40(1):43-63
This paper presents the results of an analysis of secondary students’ computer use, aimed at understanding how different factors influence the profile of activities carried out by students with computers. The analysis is based on the data from a national study aimed at measuring students’ Information and Communication Technology (ICT) skills for learning. A factor analysis was carried out to categorize students’ activities with computers and several indexes were constructed to define the comparison groups. Finally, a multiple linear regression analysis was performed to explain the frequency of the activities. Results show that students with access to computers at home mainly perform activities categorized as Socializing, Academic, Gaming and Production and that although the absolute frequency of these activities differs across groups, the profiles of computer use are surprisingly similar for groups based on students’ socio-economic group, experience with ICT, and self-confidence in the use of ICT. The only variable that discriminates user profiles is gender. Based on these findings, it can be claimed that Chilean secondary students with access to computers at home tend to show a rather homogenous computer-use profile, once access is equated. 相似文献
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