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81.
Older Canadian adults are showing increasing interest in physical activity participation as evidenced by the appearance of masters’ levels in sport clubs and the proliferation of seniors programs in a wide variety of settings. Thousands of seniors are participating in Seniors’ Games competitions across Canada, and in this late‐life pursuit of excellence, they seek quality instructional help and supervision. There has been increasing demand for instructors for the older age groups. Surprisingly, little attention has been paid to instructional issues by the various professional groups most likely to be involved with seniors. This paper addresses the problems and challenges facing prospective leaders and educators of the older adult in physical training and acknowledges the pitfalls of exercise leaders who are inexperienced in dealing with aging adults. Citing real‐life experiences and observations across a number of high‐performance and vigorous exercise settings, this article illuminates some of the difficulties facing both physical educators and older adults and confirms the idea that educational gerontology is often a matter of mutual learning. Overall, a problem of everyone underestimating the potential for learning in the later years, particularly with respect to physical learning, is likely to reinforce stereotypes of frailty as a natural outcome of aging processes. 相似文献
82.
The purpose of this study was to compare teachers and parents as instructors of a personal safety program. One hundred seventy-two Head Start preschoolers were randomly assigned to a personal safety program taught by their teachers, parents, both teachers and parents, or to a general safety control program. Following program participation, children taught the personal safety program by their teachers, parents, or both, demonstrated greater knowledge about sexual abuse and higher levels of personal safety skills compared with those in the control group. Gains in knowledge and skills were maintained at the 5-month follow up. Children taught by their parents showed greater improvements in recognizing inappropriate-touch requests and in their personal safety skills compared with children taught by their teachers, and children who received the program both at home and school were better able to recognize appropriate-touch requests and to demonstrate higher levels of personal safety skills compared with children taught only at school. The emotional costs associated with participating in the program were minimal, and both parents and children rated the program positively. The advantages of home-based instruction for young children are discussed and suggestions for future research are offered. 相似文献
83.
Sandy White Watson 《Gender and education》2007,19(6):729-737
In this paper the author explores the relationship between masculinity and violence. She begins by pointing out that although all of the recent school shootings in the US have been perpetrated by boys, very few are associating the acts with the gender of the offenders. Perhaps this connection is not made because society is so conditioned to the fact that men and boys have always made up the preponderance of violent offenders in the US. In this paper the attitudes and behaviors associated with the socially constructed culture of masculinity that lend themselves to male violence and aggression are explored. It includes a discussion of a Freirean approach to the problem and concludes with practical suggestions for transformation. 相似文献
84.
The literature documents that there has been a limited number of qualified applicants to fill counselor education positions. This article features a profile of assistant professors who accepted their first counselor education positions in 1999 as well as their comments regarding their experiences as applicants. Recommendations derived from the data are included for counselor educators, professors‐in‐training, and search committees. 相似文献
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87.
Research within the United Kingdom has shown that it is common for school students to combine full-time education with part-time employment. Attention has tended to focus on the negative impact this may have with limited consideration to the potential benefits. Some studies have indicated that skill acquisition may be one such benefit, but studies typically pay little attention to the views of young employees and fail to explore potential variations in skill development between age groups and job sectors. This study addresses this gap. Younger (14 and 15 year olds) and older (16 to 18 years) school students working in the retail and catering industries participated (n = 35). Two interviews were carried out facilitated by workplace observation and on-the-job event recording. Results suggest that opportunities for acquiring skills are common for both younger and older workers in both retail and catering jobs. Differences in perceptions between age groups and job sectors were small with the exception of the areas of future learning and the types of skills. In addition, retail workers tend to see more opportunities for learning than those in catering. These results support those who see such employment as potentially valuable. 相似文献
88.
This article features the final phase of a 6‐year inquiry focused on counselor educators who assumed their first full‐time faculty position in the fall 2000 academic term. Through in‐depth interviews and questionnaires, the participants described their experiences addressing (a) work environment, (b) sources of satisfaction and pleasure, (c) the interplay between professional and personal domains, and (d) change and transformation. References to tenure and promotion became frequent and prominent across all themes. Recommendations for counselor‐educators‐in‐training, candidates, new counselor educators, and veteran counselor educators are provided. 相似文献
89.
Sandy Alber 《Journal of Early Childhood Teacher Education》2013,34(3):265-274
The aim of the present study was to examine prospective early childhood educators' attitudes towards teaching multicultural classes using the planned behavior theoretical framework. One hundred and forty-eight undergraduate students voluntarily participated in the study. Participants were divided into two groups. The first group comprised students who attended courses on multicultural education, whereas the second group comprised students who did not attend those courses. A specifically designed questionnaire was administered to assess attitudes toward teaching multicultural classes, subjective norms, perceived behavioral control, and self-assessed knowledge. Results showed that the planned behavior model can be applied to the multicultural domain. Self-assessed knowledge significantly increased the predictability of the prospective students' intentions only for the first group (R 2 = .61). It was concluded that prospective early educators' participation in courses regarding cultural diversity facilitated their attitudes towards teaching children from various cultural backgrounds. 相似文献
90.
In this discussion paper we seek to challenge prevailing wisdoms in higher education regarding the value of measuring teaching quality, prescribing standards for professionalism and using student satisfaction as an indicator of teaching effectiveness. Drawing on the literature, we explore and probe four wisdoms in an attempt to identify and problematise popular assumptions about teaching and professionalism. We suggest that externalising procedures for assessing quality can be counter-productive to effective teaching and learning and propose core values we see as central to enhancing higher education practice: collegial reflection on practice, consideration of ethical issues and risk-taking. 相似文献