Trust schools and the politics of persuasion and the mobilisation of interest     

Simon Warren  Darren Webb  Anita Franklin  Julian Bowers-Brown 《教育政策杂志》2013,28(6):839-853

This paper sets out the theoretical and methodological approach of a study of the politics of persuasion and the mobilisation of interest in relation to the Trust schools initiative in England. Drawing on the discourse theoretical approach of Laclau and Mouffe the paper argues that the politics of consensus associated with New Labour reconfigures the field of politics, closing down legitimate democratic space. Building on this approach and that of policy sociology the paper outlines how the researchers seeks to address the following questions – if the space for legitimate democratic debate is so severely constrained then how does a social democratic government deal with the kind of opposition that Labour faced in relation to Trust schools? How do governments persuade dissident citizens to support unpopular policies? How are citizens mobilised to support such policies? This also raises questions about how, in such a restricted political space, do those questioning or resisting such policies, engage in the politics of persuasion and the mobilisation of interests? The reconfiguration of the field of politics and what this means for the constitution of legitimate democratic debate is the object of study of the research.  相似文献   

A Challenge for the Developer: Issues of interactivity and linguistic-cognitive appropriateness in English language learning   总被引：1，自引：0，他引：1  

Anita Y. K. Poon 《Open Learning》2013,28(2):135-153

It is argued that language learning ought to be interactive. The traditional language classroom provides a favourable interactive situation for language learners. By contrast, the distance education mode is limited in some ways regarding language learning. Necessarily, distance education involves, primarily, self-learning. Face-to-face learning opportunities are scant compared with traditional classroom-based learning. It is, therefore, a challenge for language professionals to explore new ways of teaching language, the speaking skills in particular, within the constraints of the distance education mode. Being able to master English--an increasingly important international language--provides a key to information and learning societies in the 21 st century. In this paper, I will suggest some ways of maximizing the amount of interactive activities in English language distance learning, based on my work-based experience as a course developer of a new English enhancement course offered by the Open University of Hong Kong. I will focus on the development of listening and speaking skills, which are in fact the most problematic areas--the speaking skill, in particular, involves two-way communication. I will consider the issue from the perspectives of learners' motivation, peer support and technological support. Finally, I will present findings of a survey on the learners and tutors' feedback on the teaching materials of this new English language enhancement course.  相似文献   

Sewing Seams of Stories: Becoming a teacher during the First World War     

Anita Sinner 《History of education》2013,42(3):369-404

In this article the author shares a partial biography of Elizabeth Evans, who became a domestic science teacher in Britain during the First World War. This story begins with a small collection of artefacts—professional letters and personal photographs—which infuse our understanding of teaching and learning and Elizabeth’s everyday life nearly a century ago. This inquiry is an entry point to an interpretive process that explores questions of teaching during war and the interrelationships that defined Elizabeth’s lived experiences.  相似文献   

Preschool Teachers' Sense of Community,Instructional Quality,and Children's Language and Literacy Gains     

Ying Guo  Joan N. Kaderavek  Shayne B. Piasta  Laura M. Justice  Anita McGinty 《Early education and development》2013,24(2):206-233

Research Findings: This study investigated relations among preschool teachers' (n = 75) sense of community, classroom language and literacy instructional quality, and children's (n = 398) gains in vocabulary and print concept knowledge during an academic year. Hierarchical linear modeling (HLM) results indicated that teachers' language and literacy instructional quality significantly predicted children's gains in print concept knowledge. Also, HLM results revealed significant interactions among teachers' sense of community, language and literacy instructional quality, and vocabulary and print concept knowledge gains. Higher levels of teachers' sense of community were associated with greater gains in children's vocabulary and print concept knowledge when children were in classrooms with higher quality language and literacy instruction. Practice or Policy: Findings underscore the importance of evaluating both language and literacy instructional quality and teachers' sense of community when considering high-quality preschool education.  相似文献   

Learning to teach literacy through collaborative discussions of student work     

Marie Tejero Hughes  Michelle Parker-Katz  Anita Balasubramanian 《Teachers and Teaching》2013,19(5):543-558

Despite the high numbers of students with disabilities struggling with literacy, few teachers report feeling well prepared to address it. Most students with disabilities encounter challenges in reading and professional development can help teachers learn a range of ways to address those. In this article, we discuss a professional development project in which prospective teachers work collaboratively with practicing teachers throughout their university preparation. The professional development provided builds on the idea of ‘literacy artifacts’, which are samples of students’ and teachers’ work. Using guided discussions, teachers across the career continuum construct understandings and practices in which they learn how to infuse literacy instruction into all teaching and learning. By conjoining the literacy artifact with instructional resources teachers use, participants make visible the complexity of literacy instruction and how literacy could be embedded in teaching content for students with disabilities especially in general education classrooms.  相似文献   

Diagnosis,Evaluation, and Treatment of Lead Poisoning in General Population     

D'souza HS  Dsouza SA  Menezes G  Venkatesh T 《Indian journal of clinical biochemistry : IJCB》2011,26(2):197-201

Among the heavy metals, lead still remains the major toxic pollutant of the environment. Human exposure to lead can occur through numerous pathways including air, food, dust, soil, and water. In the present study 14 lead poisoned patients with non-occupational lead exposure were evaluated. They were followed up and compared against the controls with no history of lead exposure. The patients had high blood lead levels and symptoms of weakness, dizziness, abdominal pain, generalized body ache, loss of appetite, and anxiety. Repeated course of chelation therapy helped to bring down their body burden of lead. Alternative sources for lead exposure can cause severe lead poisoning in general population. Screening and medical management of such individuals is very important to identify and eliminate sources of lead. The treatment and management requires a thorough medical evaluation and environmental intervention.  相似文献   

Defensive transition in soccer – are prompt possession regains a measure of success? A quantitative analysis of German Fußball-Bundesliga 2010/2011     

Martin Vogelbein  Stephan Nopp  Anita Hökelmann 《Journal of sports sciences》2013,31(11):1076-1083

Abstract

The aim of the study was to evaluate the time required by German Bundesliga soccer teams to recover ball possession – which was operationalised as defensive reaction time – and identify both the differences between top teams and the rest of the league and the influence of match status on the aforementioned indicator. Therefore, teams were classified into 3 distinct groups according to their final league position: top, in-between and bottom. In total, all 306 games of the season 2010/2011 were analysed post-event. Top teams recovered ball possession quickest after losing it in comparison to the other groups and demonstrated lower defensive reaction times (approximately 1 s in each match status) compared to the remaining teams. Moreover, all groups showed the lowest defensive reaction times when trailing. The results of this study imply that recovering ball possession as quickly as possible after losing possession was an important determinant of successful defensive performance in German Bundesliga season 2010/2011. Further, the current score seemed to be highly influential on the defensive reaction time. The implications of the results for future research, especially considering opponent interactions, are critically discussed.  相似文献   

Quality curriculum for under‐threes: the impact of structural standards     

Monika Wertfein  Anita Spies‐Kofler  Fabienne Becker‐Stoll 《Early Years: An International Journal of Research and Development》2009,29(1):19-31

The purpose of this study conducted in 36 infant–toddler centres (Kinderkrippen) in the city of Munich in Bavaria/Germany was to explore structural characteristics of early child care and education and their effects on child care quality. Stepwise regressions and variance analysis (Manova) examined the relation between quality of care and structural characteristics such as group size, staff competence and preparation time. A multi‐respondent approach was employed, including self‐report questionnaires of educators (Erzieherinnen) as well as data on local working conditions collected from the directors of the centres. The findings of this study suggest that different sets of variables can be used to predict quality of education for under‐threes. The practitioners' reported quality of education was found to relate to higher competence (with regard to centre programme, documentation, teamwork and staff qualification), better orientation towards the children's needs and better working atmosphere. Furthermore there were multivariate effects of the availability of and networking with external specialists, preparation time, and grouping arrangements within the centre such as changing from a home‐group approach to an open‐group setting. The findings are discussed in terms of their implications for research and the basic impact of education in early childhood.  相似文献   

Learning through the adventure of youth sport     

Tarkington J. Newman  Melissa Kim  Anita R. Tucker  M. Antonio G. Alvarez 《Physical Education & Sport Pedagogy》2018,23(3):280-293

Background: Participation in youth sport is often associated with a variety of positive development outcomes. In order to effectively utilize sport as a context of learning and development, the sport must be intentionally designed and programed. One often-used approach is known as sport-based positive youth development (PYD). Recently, to further enhance the intentionality of a sport-based PYD approach, several researchers have posited the potential benefits of applying experiential learning theory to youth sport programing. Through utilizing experiential learning within a sport-based PYD approach, it is believed youth sport can be designed to intentionally promote desired PYD outcomes.Purpose: Experiential learning theory offers a deep understanding and history of effective youth programing. However, within the field of experiential learning, many different pedagogical approaches exist. To date, sport-based PYD has yet to identify a specific pedagogical approach within experiential learning. In order to be accessible and applicable for youth sport leaders, a more definitive pedagogical approach is needed. One specific application of experiential learning which offers specific programing techniques that are compatible with a sport-based PYD approach is adventure pedagogy.Conclusions: Adventure pedagogy draws from adventure-based learning and adventure-based groupwork. Thus, adventure pedagogy is defined as a participant-centered approach consisting of intentionally designed and sequenced challenging group activities, which, when processed and debriefed, can lead to a shared opportunity for growth and development related to the intrapersonal development and interpersonal skills. Specifically, to enhance the programing and practices of the youth sport leader, this paper identifies key tenets of adventure pedagogy and highlights their applicability within a sport-based PYD approach. These tenets include the promotion of PYD outcomes, physical and emotional safety, intentionally designed activities, sequencing of prescribed activities, a novel learning experiences, intentional facilitation, challenging group activities, real and immediate consequences, and debriefing to transfer learning. Through the integration of adventure and sport-based PYD, youth sport leaders can effectively program and facilitate youth sport to promote desired PYD outcomes.  相似文献   

Kinetic and kinematic patterns during high intensity clean movement: searching for optimal load     

Achraf Ammar  Bryan L. Riemann  Liwa Masmoudi  Marcel Blaumann  Osama Abdelkarim  Anita Hökelmann 《Journal of sports sciences》2018,36(12):1319-1330

The aim of the present study was to investigate loading effects on kinematic and kinetic variables among elite-weightlifters in order to identify an optimal training load to maximize power production for clean-movement. Nine elite-weightlifter (age: 24 ± 4years, body-mass: 77 ± 6.5kg, height: 176 ± 6.1cm and 1RM clean: 170 ± 5kg) performed 2 separate repetitions of the clean using 85, 90, 95% and 100%, in a randomized order, while standing on a force platform and being recorded using 3D-capture-system. Differences in kinematics (barbell displacement, velocity and acceleration) and kinetics (power, vertical ground reaction force (vGRF), rate of force development (RFD), and work) across the loads were statistically assessed. Results revealed significant load effects for the majority of the studied parameters (p < 0.01) and showed that typical bar-displacement, greatest bar-velocity and peak-power were achieved at 85 and 90% 1RM (p < 0.001). Additionally greater average power was shown for 90 and 95% (p < 0.01) and greater work and vGRF were shown for 90, 95 and 100% than 85% 1RM (p < 0.05). Load had no significant effect on peak-vGRF and peak-RFD (p > 0.05). The results of this study, suggest 90% 1RM to be the most advantageous load to train explosive-force and to enhance power-outputs while maintaining technical efficiency in elite-weightlifters.  相似文献