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1.
Tyler G. Johnson 《Quest (Human Kinetics)》2013,65(3):187-196
Mind-body dualism has likely influenced how many view human beings and their behavior—mind (i.e., thinking) is elevated over body (i.e., performing)—even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more “intellectual” or “academic” content. This article invites Physical Education Teacher Education faculty to consider how to effectively “send the message” to future physical educators that physical education content is valuable and respectable and in many ways epitomizes intelligent human behavior. Specifically, Physical Education Teacher Education faculty are invited to (a) challenge traditional definitions of intelligence and introduce alternative definitions, (b) participate regularly in their own playgrounds, (c) provide a sufficient dose of activity courses in their curricula, (d) teach activity courses, (e) establish a performance-oriented culture, and (f) administer performance and/or game play evaluations. 相似文献
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Inger Erixon Arreman Marianne Dovemark 《Scandinavian Journal of Educational Research》2018,62(4):570-585
Under a recent national curriculum reform in Sweden within a highly decentralised, competitive, and marketised education system, access to post-16 education is restricted. In this study, we map and analyse the early onset of new preparatory programmes. We draw on interviews with local politicians and school staff in six different municipalities, along with documents and statistics. The study is positioned within a framework of analysis of policy ideas and theoretical perspectives on inclusive education, equal education opportunities, and marketisation. Bernstein’s theoretical concept of “pedagogic rights” serves as a lens for the interpretation of the findings. The study suggests that the preparatory programmes tend to have marginalising effects for vast numbers of 16 plus students, in contrast to wider policy aims of social and economic inclusion and employability. 相似文献
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Hans van der Mars 《Quest (Human Kinetics)》2018,70(2):169-190
In this article, I provide a brief historical perspective on how state-level policy was an integral part of the rise of school physical education in the first half of the twentieth century, as well as the evolution of sport pedagogy as a subdiscipline within the field of kinesiology. The role and importance of policy in changing behavior are presented using reductions in tobacco use and improvements in automobile safety as examples. “Impact” of best available research evidence is presented as a multilayered concept, from surface level impact at the personal level to “deep impact” that would be reflected in improved professional practice. The influence of the changing landscapes in K-12 and higher education present both external and internal barriers that, coupled with a lack of awareness (or neglect?) of the role and impact of policy, have hamstrung any appreciable progress in professional practice. In the final section, I argue that unless kinesiology becomes proactive in advocacy toward state-level policy development, school physical education will retain its marginalized place. Initial suggestions are provided to help initiate greater involvement in such policy development. 相似文献
4.
《The Journal of educational research》2012,105(5):295-308
ABSTRACT The aim of the study was to examine the impact of a self-determined motivational climate including support of autonomy, relatedness, task involvement, and ego-involving climate on students’ affective responses and effort in physical education. The sample involved 338 sixth-grade students (11–12 years old) who completed a questionnaire battery incorporating measures of motivational climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving climate, autonomy, and relatedness support had more positive influences on pupils’ affective responses in comparison to an ego-involving climate. 相似文献
5.
Kenneth Aggerholm Øyvind Førland Standal Mats Melvold Hordvik 《Quest (Human Kinetics)》2018,70(3):385-400
Competition is an essential part of youth sport. But should it also be part of the curriculum in physical education? Or are competitive activities incompatible with the educational context? While some researchers have argued that physical education should embrace the sporting logic of competition, others have criticized the negative experiences it can create for some students in school. In this article, we draw on insights from the philosophy of sport as well as educational philosophy, with the aim of questioning and critically examining the integration of competitive activities in physical education. We present and discuss four normative arguments (AVOID, ASK, ADAPT, and ACCEPT) that can each in their own way inform and guide future talks on the topic. 相似文献
6.
Today all fifty states in America have many laws about education.One of these laws says all chil-dren must go to school.Each state collects tax money from people who own property.Taxes _schools,buy books,and pay teachers.In that way,everyone could go to school.In Colonial days,it wasdifferent.Usually,people had to pay to send children to school.Not everyone could afford to send theirchildren and many young people never went to school.In school,most children were taught only toread and write.Children from rich families had a better education.During the early _,people be- 相似文献
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Emmalee Gisslevik Inga Wernersson Christel Larsson 《Scandinavian Journal of Educational Research》2019,63(4):585-604
The aim of this study is to explore conditioning factors influencing learning opportunities in food-related education taught from a perspective of sustainable development. Over the course of the eighth-grade school year, data were derived from field studies of two classes taught in Home and Consumer Studies with an exploratory case-study design. Data were analyzed using thematic and ideal-type analysis, resulting in four ideal-type portrayals: the Convinced, the Easygoing, the Unable, and the Skeptical, which characterize how pupils participate in and respond to sustainable food education in different ways. The characteristics of each of the four ideal types imply contextual frames that condition unequal learning opportunities in sustainable food education. By identifying, scrutinizing, and accommodating to existing conflicts and related structures, educational policy makers and practicing teachers can increase opportunities for pupils to develop informed reasoning, regardless of their ideal type characteristics. 相似文献
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Svein Stensaasen 《Scandinavian Journal of Educational Research》2013,57(1):111-129
Stensaasen, S. 1975. Pupils’ Liking for Physical Education as a School Subject. Scand. J. educ. Res. 19, 111‐129. The intention of the present study was to assess adolescent pupils’ liking for physical education as a school subject and what aspects of this subject they particularly liked and disliked. The empirical data stem from 1321 pupils at the 7th, 8th and 9th grades levels at youth schools situated in eight densely populated areas in south‐east Norway. Data on the pupils’ liking for physical education and other school subjects were gathered by means of a five‐graded Likert scale and on aspects which the pupils liked or disliked by means of open‐ended questions. Physical education was found to be one ‘of the best liked subjects in school. No sex or grade differences could be detected. The results showed a very high degree of consistency over time from fall to spring. 相似文献
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《Journal of Further & Higher Education》2012,36(3):105-109
Abstract The increasing demand on nurses to adopt the roles and responsibilities of full professional status have been reflected in nurse training by the move into higher education. However, while there are undoubted benefits to this move, the authors believe that it has been at the expense of student involvement in their courses and a widening of the gap between theory and practice. This paper presents three strategies for addressing those problems. Firstly, the authors argue for a student‐centred humanistic approach to education within the constraints of a curriculum for professional training. Secondly, they present a strategy for narrowing the theory practice gap through the use of reflective practice. Finally, they outline an approach to continuous and ongoing course evaluation in which findings are immediately applied to produce a flexible and responsive curriculum. The paper concludes by arguing that this broad approach could be successfully employed in any professional training within the further and higher education framework. 相似文献
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Critical Education in Cyberspace? 总被引：1，自引：0，他引：1
15.
王昌发 《中学生英语读写(高中版)》2002,(5)
In the United States,boys and girls start school when they are five yearsold.In some states they must stay in school until they are sixteen.Moststudents are seventeen and eighteen years old when they finish high school. 相似文献
16.
Laura Azzarito Doune Macdonald Symeon Dagkas Jennifer Fisette 《Quest (Human Kinetics)》2017,69(2):205-219
Critical theorists have called attention to the intensification of diversity that is now occurring inside and outside of school, while critically engaging with the detrimental effects of globalization on equity, diversity, and social justice. Globalization presents new challenges to education and to issues of social justice. In this article, we argue that there is a need for scholars in the field of physical education to re-think and re-frame the social-justice agenda to address current inequalities produced by globalization. To support this argument, we first reflect on the impact of global neoliberalism on physical education; second, we discuss the ways in which, as a result of global neoliberalism, public health discourses have an “othering” effect on ethnically diverse young people; third, we propose a theoretical shift from a focus on equality to a focus on difference; and finally, we conclude with considerations for future research and curricula in school physical education. 相似文献
17.
Mary O'Sullivan Deborah Tannehill Nancy Knop Clive Pope Mary Henninger 《Quest (Human Kinetics)》2013,65(3):225-243
The promise and potential for collaborative teams of school and university colleagues to address substantive issues in physical education were the focus of an international conference and a series of high-profile articles in the late 80s and early 90s. However, school-university partnerships have seldom focused on school reform. Few scholars address secondary school physical education, save for the occasional article describing its eminent demise. Successful implementation of innovative practices, such as curricular and instructional revisions, requires significant investments in teacher development. This paper details a specific collaborative effort in physical education that makes a case for systematic long-term commitments to improve young people's physical education experiences. Stories from a 4-year collaborative highlight the complexities and challenges faced by any subdisciplinary group that commits to connecting professional preparation and practice for the benefit of our respective constituencies. 相似文献
18.
张宇 《中学英语园地(高三版)》2007,(11)
My little brother is six years old, in his first grade. Yesterday, he gave Mum a letter from his teacher. "I got a red card today. Could you 相似文献
19.
Huimin Feng Chunyan Zhao Yuliang Wang 《美中教育评论》2006,3(5):19-26
This thesis points out the main problems consisting in general education in higher education institutions （HEIs） of China mainland. General education need to be further improved and so does the quality of general education curriculum. The faculty construction should be more reasonable; the teaching administration models and the evaluation system should also be perfected. This thesis is also aimed to put forward the countermeasures： to pay more attention to general education, improve the quality of the general education curriculum with every effort, develop the faculty urgently, ameliorate the teaching administration models and establish the scientific and proper evaluation system of general education curriculum, and so on. 相似文献
20.
ABSTRACTDominant discourses in physical education research center on subject-wide crisis. This is despite repeated calls to address enduring concerns about how physical education is taught. In short, the subject seems caught in Groundhog Day (defined by Oxford Dictionaries (n.d.) as “a situation in which a series of unwelcome or tedious events appear to be recurring in exactly the same way”). This article scrutinizes this position through Foucault’s lens of governmentality, which focuses particularly on power/knowledge relations and their relationship to subjectivity. Through this lens, research functions as a shaper of contemporary understanding and becomes a means for intervention by “experts.” The article is structured as a conversation between authors about dominant discourses in physical education research and issues of governmentality. It argues that research approaches such as action research are framed within other power/knowledge relations and may provide a way to wake up on a new day. 相似文献