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ABSTRACTMassengale’s Trends Toward the Future of Physical Education (1987) makes no reference to the existence of the philosophic inquiry of physical activity within higher education kinesiology programs—even though the sub-discipline had been formalized by academics in the early 1970s. In contrast, Massengale and Swanson’s The History of Exercise and Sport Science (1997) dedicated a chapter to sport philosophy’s development, including a prognosis of its future. Since then, there has been tremendous growth in the sub-discipline, including an increase in publication outlets, stand-alone monographs, and the creation of academic associations globally. Yet this growth has not necessarily secured sport philosophy’s place in higher education curriculum. In this article, we briefly review the history of philosophic inquiry into physical activity and review previous predictions of the sub-discipline’s future before offering our own prognostication of its future in higher education. 相似文献
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Morgan PL Fuchs D Compton DL Cordray DS Fuchs LS 《Journal of learning disabilities》2008,41(5):387-404
The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading. 相似文献
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The usual procedure in delayed-matching-to-sample (DMTS) experiments is that the most recently presented sample stimulus is correct on choice tests. The present paper reports two experments in which the first of two samples was always correct. Theories based on trace strength, such as the Roberts and Grant trace strength competition model, predict that such a procedure will yield below chance performance, because on the average the more recently presented stimulus will have the greater trace strength. In contrast, D’Amato and others have proposed that DMTS performance is mediated by a temporal discrimination process and, since either stimulus may act as S+ in a discrimination problem, monkeys should be capable of learning to choose either the secondor the first of two sample stimuli. Performance did not exceed chance in either experiment. The generality of these results is tentatively explored. 相似文献
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Jillian Seniuk Cicek Sandra Ingram Marcia Friesen Douglas Ruth 《European Journal of Engineering Education》2019,44(1-2):49-70
ABSTRACTAn engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor’s epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to ‘becoming engineers’. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom. 相似文献
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Douglas P. Newton 《Journal of Research in Reading》1992,15(2):117-119
The level of abstraction of textual material is one factor affecting the difficulty it presents to the reader and so effective ways of assessing it are potentially useful for the teacher and researcher. A ‘new’ measure was compared with an old one and some similarity found in their assessment of science texts. The earlier measure may be the easier one for the non-specialist to use. The results also suggested a rule of thumb which practising teachers might find useful. 相似文献
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Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521