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951.
This article explores innovation as an aspect of in-service continuous professional development (CPD) in ECEC. Based on a literature review and a cross-country analysis conducted in ten European countries, we found that innovation in CPD was understood as a way to improving quality in ECEC. CPD no longer solely deals with practitioners’ knowledge and skills. Rather, it encompasses processes such as critical thinking, reflexivity and co-creation within and across ECEC systems. Two overall approaches to innovation in CPD emerged: one can be characterised as developing in systems that lack a national definition for innovation, where there is nevertheless a growing awareness of the need to finding new solutions for ECEC; and one as highly innovative in systems that have a history, culture and societal tradition of innovation. Also, three additional insights were identified as crucial aspects of CPD in terms of innovation: (a) critical reflection; (b) communities of practice; and (c) a growing focus on politics that address social inequality through ECEC. This analysis contributes to filling the gaps in research on innovative CPD in ECEC at three levels: system (macro), inter-organisational (meso) and individual, organisational (micro). Further research is needed to explore more in-depth the identified approaches to innovation related to CPD and their impact on quality development in European ECEC. 相似文献
952.
Chiara Bove Bente Jensen Olga Wysłowska Rosa Lisa Iannone Susanna Mantovani Małgorzata Karwowska-Struczyk 《European Journal of Education》2018,53(1):34-45
This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features that are particularly relevant for innovation in CPD in the field of ECEC: the social dimension of innovation as a strengthening component; the benefit of dynamic learning processes aimed at integrating theory and practice; the role of key figures in the quality of CPD; and measurements of CPD impact, outcomes and sustainability. This analysis sheds light on the effects of dynamic factors (e.g., regular team-based reflection sessions based on documentation and observation), the importance of work conditions (e.g., contractual obligations to provide time for reflection), the critical role of pedagogical leaders (coordinators, principals and head teachers, supervisors), the importance of inter-organisational networking at a local level and the facilitating role of collaboration with research institutes. 相似文献
953.
Lisa Chu Shen 《Children‘s Literature in Education》2018,49(4):396-412
Modern children’s literature in China has largely been dominated by narratives of the nation and nationalism. The present article sets out to question the dominance of that nationalist stance as the country transitioned into the modern era in the late nineteenth and early twentieth centuries. By examining poetic children’s literature, the author unravels distinct non-nationalist intellectual sentiments in competition with the mainstream nationalist discourse that point to an imaginative envisioning of modernity. The article starts with a discussion of children’s poems and school songs imbued with a strong patriotic zeal in the late Qing and early Republican periods, and then moves on to the May Fourth period when lyricism and romanticism drew the attention of children’s literature advocates. Romantic-minded translators and writers, such as Bing Xin, embraced love as a humanist cosmopolitan vision while others, such as Zhou Zuoren and Liu Bannong, turned to local literary heritage, giving rise to a form of children’s songs with strong local consciousness. The article concludes by addressing the relevance of the insights derived from the historical case studies for contemporary children’s literature in China and beyond. It highlights the possibilities of envisaging modernity in non-nationalist terms and stresses the importance of cultivating in children alternative sentiments in the age of rising nationalism, both past and present. 相似文献
954.
Ryan M. Hulteen Lisa M. Barnett Philip J. Morgan Leah E. Robinson Christian J. Barton Brian H. Wrotniak 《Journal of sports sciences》2018,36(20):2358-2367
Numerous skill batteries assess fundamental motor skill (e.g., kick, hop) competence. Few skill batteries examine lifelong physical activity skill competence (e.g., resistance training). This study aimed to develop and assess the content validity, test-retest and inter-rater reliability of the “Lifelong Physical Activity Skills Battery”. Development of the skill battery occurred in three stages: i) systematic reviews of lifelong physical activity participation rates and existing motor skill assessment tools, ii) practitioner consultation and iii) research expert consultation. The final battery included eight skills: grapevine, golf swing, jog, push-up, squat, tennis forehand, upward dog and warrior I. Adolescents (28 boys, 29 girls; M = 15.8 years, SD = 0.4 years) completed the Lifelong Physical Activity Skills Battery on two occasions two weeks apart. The skill battery was highly reliable (ICC = 0.84, 95% CI = 0.72–0.90) with individual skill reliability scores ranging from moderate (warrior I; ICC = 0.56) to high (tennis forehand; ICC = 0.82). Typical error (4.0; 95% CI 3.4–5.0) and proportional bias (r = ?0.21, p = .323) were low. This study has provided preliminary evidence for the content validity and reliability of the Lifelong Physical Activity Skills Battery in an adolescent population. 相似文献
955.
M. Gail Jones Laura Brader‐Araje Lisa Wilson Carboni Glenda Carter Melissa J. Rua Eric Banilower Holly Hatch 《科学教学研究杂志》2000,37(8):760-783
In this study, we examined how students used science equipment and tools in constructing knowledge during science instruction. Within a geographical metaphor, we focused on how students use tools when constructing new knowledge, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts access to tools. Sixteen targeted students from five elementary science classes were observed for 3 days of instruction. Results showed gender differences in students' use of exclusive language and commands, as well as in the ways students played and tinkered with tools. Girls tended to carefully follow the teacher's directions during the laboratory and did little playing or tinkering with science tools. Male students tended to use tools in inventive and exploratory ways. Results also showed that whether or not a student had access to his or her own materials became indicative of the type of verbal interactions that took place during the science investigation. Gender‐related patterns in how tools are shared, how dyads relate to the materials and each other, and how materials are used to build knowledge are described. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 760–783, 2000 相似文献
956.
Extinction-induced attenuation of single-phase and two-phase blocking was examined with rats in a conditioned lick-suppression
task. In Experiment 1, which compared the effectiveness of single- and two-phase blocking, it was found that single-phase
blocking was facilitated by the initiation of training with an A-US trial rather than an AX-US trial. Single-phase (but not
two-phase) blocking was attenuated as a result of 200 extinction trials with the blocking stimulus (Experiment 2). Experiment
3 revealed recovery from two-phase blocking after 800 extinction trials with the blocking stimulus. Recovery from both types
of blocking was specific to the blocked CS trained in compound with the extinguished stimulus (Experiment 4). This is the
first article to report that the blocking deficit can be reversed by extinguishing the blocking stimulus. These results are
discussed in light of acquisition models (i.e., retrospective revaluation) and expression models (i.e., the comparator hypothesis). 相似文献
957.
Natalie Lander Judith Mergen Philip J. Morgan Jo Salmon Lisa M. Barnett 《Journal of sports sciences》2019,37(4):357-363
Perceived and actual motor competence (MC) influence physical activity (PA) behaviour. Notably, both are lower in girls than in boys. This study aimed to investigate (i) whether a 12-week, teacher-led intervention that improves actual MC (Lander, N., Morgan, P. J., Salmon, J., & Barnett, L. M. (2017). Improving early-adolescent girls’ motor skill: A cluster randomized controlled trial. Medicine and Science in Sports and Exercise. 49(12), 2498–2505) could also improve adolescent girls’ physical self-perception and perceived MC, and (ii) whether change in actual MC is associated with post-intervention perceptions A randomized controlled trial with 171 girls (mean age 12.48 ± 0.34 years), measured perception (i.e., physical self-perception profile (PSPP) and pictorial scale of perceived movement skill competence (PMSC)) and actual MC (i.e., Victorian FMS Teachers’ Assessment Manual). Mixed models with post-intervention perception as the outcome, adjusting for baseline perception, group, and change in actual MC, as well as clustering, were performed. An interaction term between change in MC and intervention status was included to test the secondary aim. There were significant intervention effects on girls’ physical self-perception as well as their perceived MC. However, there was no association between change in actual MC across the intervention and post intervention perception. While the intervention improved both actual MC and perceived MC, they were not associated. 相似文献
958.
Brooke Klingberg Natasha Schranz Lisa M. Barnett Verity Booth Katia Ferrar 《Journal of sports sciences》2019,37(4):378-386
Fundamental movement skill (FMS) assessment in preschools allows for early intervention; however it is unclear what assessments are feasible. The purpose of this review is to systematically review the feasibility of FMS assessments for pre-school aged children. The search was conducted across four databases, MEDLINE, Scopus, ERIC and SportsDiscus. Search terms included synonyms of “fundamental movement skills” and “pre-school children”. Inclusion criteria were: (i) FMS assessment; (ii) feasibility data; (iii) assessment of children aged three to six years; (iv) assessment of typically developing children; and (v) peer reviewed full text publications in English. Feasibility concepts (administration time, equipment, space, assessment type, item, training, qualification) were each coded as ‘poor = 1?, ‘average = 2? and ‘good = 3?; potential total of 21. A total of 330 full text articles were considered but a quarter (n = 86) were excluded due to no feasibility data. Sixty-five studies using 13 different FMS assessments were included. The Athletic Skills Track and DEMOST-PRE assessments were most feasible (18/21) and the Test of Gross Motor Development and Movement Assessment Battery for Children were common but among the least feasible (12–14/21). This review allows pre-school staff to choose a FMS assessment based on feasibility. Future studies need to present feasibility of assessments. 相似文献
959.
Lisa Kelly Siobhán O’Connor Andrew J. Harrison Níamh J. Ní Chéilleachair 《Journal of sports sciences》2019,37(9):1055-1063
This study examined fundamental movement skill (FMS) proficiency among male (N = 216) and female (N = 198) Irish primary school pupils from Year 2 to Year 7 (9.0 ± 1.7 years). Following anthropometric measurements, participants were video-recorded performing 15 FMS and scored using the TGMD-3, Victorian Fundamental Movement skills Manual and the Get skilled: Get active guidelines. Percentage mastery ranged between 1.4% (gallop) and 35.7% (slide). A two-way ANOVA evaluated the effect of sex (male/female) and class group (Year 2/3/4/5/6/7) on individual skills, locomotor subtest, object-control subtest and total TGMD-3 (GMQ) scores. No significant sex ×class interaction effects were found. Large effect sizes were reported for male superiority in object-control subtest (ηp2 = 0.26) and GMQ (ηp2 = 0.16) scores (both p < 0.001). Older classes had higher object-control subtest scores than younger classes, but scores plateaued after Year 5. Furthermore, overweight participants had significantly lower locomotor subtest (p < 0.001, d = 0.7), object-control subtest (p = 0.03, d = 0.3) and GMQ scores (p < 0.001, d = 0.5) than non-overweight participants. This study highlights very poor levels of FMS mastery among Irish schoolchildren and stresses the need for developmentally appropriate, FMS intervention programmes that are inclusive regardless of age, sex or weight status. 相似文献
960.
In an effort to humanize students of color in teacher education research, this study shifts away from the question, “How can we add students of color?” and instead asks, “How might teacher education programs be transformed to make space for students of color?” To begin, we articulate an ethnic studies critique for teacher education based on the demands for ethnic studies in the late 1960s. We then apply this critique in an analysis of the experiences of twelve preservice teachers of color. We argue that teacher education may be structured—institutionally and ideologically—to hinder the success of preservice teachers of color. We conclude with three suggestions for teacher education grounded in the ethnic studies critique, which offers an alternative paradigm for thinking of students of color beyond numbers and statistics. 相似文献