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1.
Neil Anthony Buddel 《British Journal of Sociology of Education》2018,39(1):16-31
The notion that the stories of our lives shape dispositions towards imagined futures is another lens through which university underrepresentation should be viewed. A storied lens attends to how futures, like university attendance, are storied during childhood to the extent that some youth imagine, and therefore plan, these futures as natural progression. Such was the case for study participants, indicating that childhood stories contain answers for mitigating social reproduction connected to parental education and cultural forces within the home. Examining social mobility through the underexplored storied-futures grand narrative presents unique solutions that lay hidden within the dominant meritocratic grand narrative. 相似文献
2.
ABSTRACT
Purpose
The 24-Hour Movement Guidelines (24 hMG) provide specific recommendations, including physical activity (PA), screen-time and sleep-duration, which preschoolers should achieve for a healthy day (24 h). The aim of the current study was to analyse preschooler’s adherence with the 24-Hour Movement Guidelines. 相似文献3.
4.
Vasilis Grammatikopoulos Athanasios Gregoriadis Michalis Linardakis 《Educational Measurement》2019,38(3):46-54
Self‐reported measures are an easy, time‐efficient, and low‐cost way to collect research data compared to other assessment methods. They are, however, characterized by several limitations regarding the quality and the clarity of the data they produce, especially when they are implemented in education. The main purpose of the current study was to use a method called discrete choice modeling (DCM) in education, in order to develop a self‐reported instrument that will reduce the bias for socially desirable responses and to assess teachers’ practices in physical activity. DCM method has the ability to overcome the respondents’ tendency to answer in a socially desirable way. A nationally representative sample of 531 Greek early educators participated in this study and were administered a self‐assessment questionnaire based on DCM. Results showed that the DCM based newly developed instrument manages to assess effectively educators’ practices and provided evidence of the applicability of the method in education. Further implications and future recommendations regarding the effective application of DCM in education are discussed. 相似文献
5.
Critical educational literature suggests that an increased reliance upon performative technologies is currently transforming the very foundations from which teacher subjectivities are constructed. Arguably though, the number of studies pointing to this risk or tendency is considerably larger than the ones theorising why this should be the case. Further, in those cases where the relationship between performative technologies and teacher subjectivities is theorised, the psychological mechanisms that the technologies appeal to are seldom brought to the fore. Based on this, the purpose of this article is to theorise the psychological mechanisms that performative technologies appeal to and work through, by means of identifying, systematising and elaborating extant understandings of such mechanisms in the critical educational literature. The results are presented in the form of a conceptual framework (referred to as the CMIS-framework) which suggests that one and the same performative technology may play many different roles, where each such role appeals to and works through a particular psychological mechanism. Importantly, depending on the type of psychological mechanism that is appealed to, the CMIS-framework suggests that this will lead to teachers (un)consciously conducting particular forms of subjectivising work upon themselves, here referred to as compliance, mirroring, identification and self-realisation (CMIS). 相似文献
6.
专家型体育教师的培养 总被引:4,自引:0,他引:4
国外,对专家型教师的研究已成为教育学界和心理学界的重点研究领域。国内,对此问题也相当重视,正在积极开展研究。在体育教学领域,开展有关专家型体育教师的研究,不仅对体育师资的培养和体育教师的进修培训具有现实的指导价值,而且对培养各级各类体育人才,加速我国体育事业的现代化进程也有着重要意义。借鉴心理学对专家型教师的研究成果,教学观摩、微型教学、教学决策训练、教学反思及教学研究是培养专家型体育教师的几条有效的措施和途径。 相似文献
7.
吴晓鸣 《河北体育学院学报》2003,17(3):50-51
通过对学校体育发展的研究与分析,系统地阐述了设计和树立体育教师形象的必要性,并提出了新形势下体育教师形象的内涵,这将对我国学校体育师资队伍的建设有着重要的促进作用。 相似文献
8.
影响体育教师参与体育教育改革三要素的分析研究 总被引:3,自引:0,他引:3
体育教育改革最终需依赖体育教师参与执行,体育教师作为体育教育改革的要素,势必成为体育教育改革的对象与主体,这需要掌握体育教师参与体育教育改革的内在要素,并建立起使体育教师主动参与体育教育改革的促进系统。本研究就体育教师自身的改革与完善,体育教师主动参与性,体育教师参与体育教育改革的内在选择系统,体育教师参与体育改革的促进系统等方面进行了论述,揭示了影响体育教师参与体育教育改革的某些问题。 相似文献
9.
作在多年实践中发现,教练员为了应付比赛,忽于求成,在训练初期普遍存在着许多易被忽视的问题,制约着运动成绩的提高。通过对110m跨栏技术特征、专项素质要求和一般高校课余训练的特点、现状分析,提出了相应的对策。 相似文献
10.
教师专业化背景下反思型体育教师培养模式 总被引:1,自引:0,他引:1
教师的专业化发展要求教师成为反思型教师,而反思型教师的成熟和发展离不开教育实践的锻炼和促进,只有将实践中反映出来的问题上升到理论层面加以反思,才能探寻到根源,使主体的合理性水平得到提升和拓宽.体育教师要坚持积极的自我反思与实践,以主体身份投入其中,扩大自己的专业视野,逐步养成教育反思的习惯,建立自我反思机制,成为反思型教师,同时促进教师专业化发展. 相似文献