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141.
Educational governance,school autonomy,and curriculum implementation: A comparative study of Arab and Jewish schools in Israel 总被引:2,自引:2,他引:0
In recent years, the predominance of the nation-state as the sole arbiter of curricular matters has eroded. New actors and organizations, especially local schools, have acquired greater discretion over the definition of school subjects and curricular emphases. This study investigates whether and how different patterns of educational governance influence the actual curriculum that local schools put into place. It is argued that uniformity/diversity in the implemented curriculum reflects macro-level factors (i.e. structural and institutional characteristics of national educational systems), and meso-level factors (i.e. community and local school characteristics). Specifically, it investigates between-school variation in curricular implementation in two major sectors of the Israeli public educational system: Jewish (secular), and Arab. School-based differences are reported in course offerings and time-allocations to subject areas in each sector. In addition, it compares actual curricular implementation in relation to official guidelines established by central authorities. Implementation patterns between and within sectors are discussed in light of educational governance differences and key macro- and local-level factors. 相似文献
142.
Heather Erwin Aaron Beighle Russell L. Carson Darla M. Castelli 《Quest (Human Kinetics)》2013,65(4):412-428
Physical activity (PA) participation levels among youth remain well below national recommendations. Thus, a variety of strategies to promote youth PA have been advocated, including multifaceted, school-based approaches. One identified as having great potential is a comprehensive school physical activity program (CSPAP). The goal of a CSPAP is to develop a school culture conducive to promoting lifelong PA across five integral components, each serving as a plausible point of intervention: (a) physical education, (b) PA during school, (c) PA before and after school, (d) staff involvement, and (e) family/community involvement. The purpose of this article is to provide an up-to-date review on all CSPAP components, propose the potential of such comprehensive interventions in increasing youth PA levels, and provide future directions for CSPAP research. 相似文献
143.
Aaron M. Kuntz Ryan Evely Gildersleeve Penny A. Pasque 《Peabody Journal of Education》2013,88(5):488-505
The American Graduation Initiative stands as the cornerstone of the Obama administration's higher education agenda. To investigate the state of the politics of education in the Age of Obama, this article employs critical discourse analysis to unveil the hidden meanings and ideological commitments inherent in Obama's policy discourse. Read within and against the backdrop of what Apple (2006) called the era of conservative modernization, Obama's policy discourse relies on a logic of abstraction that serves to promote a falsely “postracial” society in which hegemonic notions of education are perpetuated. 相似文献
144.
Aaron J. Coutts 《Journal of sports sciences》2014,32(20):1829-1830
145.
146.
Aaron Castelán Cargile 《The Educational forum》2013,77(2):130-142
This article addresses the shifting educational priorities in the accountability era by examining states’ expressed and assessed educational goals in relation to those goals enjoying historical and popular support. The authors argue that curricular restriction in response to federally influenced educational priorities limits individual and social growth, concluding that the 2014 No Child Left Behind ultimatum provides a ready catalyst for reorienting educational priorities to address more holistic aims grounded in research from positive psychology. 相似文献
147.
148.
Aaron Cooley 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):381-395
This paper discusses the work of Slavoj ?i?ek and links several of his ideas to educational contexts. After giving a brief background on his unique intellectual perspective, I pull three themes (control, torture, and politics) from his body of work, and I consider their educational connections and implications. I conclude by speculating on the future use of ?i?ek's work to educational philosophy and educational studies. 相似文献
149.
150.
Aaron T. Scanlan Jordan L. Fox Jacqueline L. Poole Daniele Conte Zoran Milanović Michele Lastella 《Measurement in physical education and exercise science》2018,22(4):303-309
The Summated-Heart-Rate-Zones training load (SHRZ TL) model is used to measure internal loading; however, a major limitation of this approach is the use of broad heart rate (HR) zones to quantify exercise intensity. Therefore, this study aimed to compare SHRZ TL outcomes derived using the traditional model and modified approaches using smaller HR zones. HR responses were monitored in 15 semi-professional basketball players during preparatory training to calculate SHRZ TL using the traditional approach with 10%HRmax zones (SHRZ10) and modified approaches with 5%HRmax zones (SHRZ5) and 2.5%HRmax zones (SHRZ2.5). Significant (P < 0.001) differences were evident in SHRZ TL between SHRZ10 (254.2 ± 41.7 AU) and SHRZ5 (275.9 ± 43.3 AU, unclear, small) as well as SHRZ2.5 (286.7 ± 44.3 AU, very likely, moderate). Use of SHRZ2.5 provides novel insight regarding internal loading in basketball players and may carry greater sensitivity for detection of maladaptive and adaptive responses to training. 相似文献