Physical education futures     

Dean Barker 《Sport, Education and Society》2013,18(3):383-385

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Understanding teachers: the potential and possibility of discourse analysis     

Dean M. Barker  Anthony Rossi 《Sport, Education and Society》2013,18(2):139-158

Understanding the ways in which teachers make sense of what they do and why is critical to a broader understanding of pedagogy. Historically, teachers have been understood through the thematic and content analysis of their beliefs or philosophies. In this paper, we argue that discourse analysis (DA) involves a much finer-grained analysis of the ‘lifeworlds’ of teachers and, in our view, provides a more detailed canvas from which inferences can be made. Our argument is structured in four parts. We begin by locating DA within the physical education (PE) literature and discuss what others have referred to as its relatively modest use. Following our location of DA, we outline a conceptual framework that we regard as useful, which contains six interrelated principles. We then introduce the idea of interpretive repertoires, which we consider to have particular explanatory power as well as being a sophisticated way to represent the subjectivities of PE teachers. Finally, we discuss the methodological strengths of interpretive repertoires. The paper concludes with a discussion on the theoretical and practical merits of adopting DA to analyse problems within PE.  相似文献   

What were you thinking? A methodological approach for exploring decision-making and learning in physical education     

Eirik Aarskog  Dean Barker  Jorunn Spord Borgen 《Sport, Education and Society》2013,18(8):828-840

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Understanding work,learning and the remaking of cultural practices     

Stephen Billett  Raymond Smith  Michelle Barker 《Studies in Continuing Education》2013,35(3):219-237

This paper focuses on dualities in both the process and outcomes of participation in work. Firstly, the process of participation in work activities and interactions draws on contributions of both individuals and the social world in ways that are variably interdependent, that is, relational. The affordances of workplaces shape the array of experiences individuals are able to access and, they in turn, elect how they engage, construe and construct what is afforded them. Both the social and individual contributions are exercisable with different degrees of intensity, focus and intentionality, thereby making the process of participation in work a relational one. Secondly, and consistent with these processes, the outcomes of workplace participation also comprise dualities. These are individuals’ learning or change, on one hand, and the remaking and transformation of cultural practice that comprises work, on the other. In illuminating and elaborating these concepts, this paper draws upon the initial findings of an inquiry that is mapping the working lives of groups of three workers in each of four workplaces. The aim is to understand how these relational interdependences shape the participation, learning and remaking of work practices in these workplaces. Further, the paper identifies the exercise of both affordances and engagement for each participant within their workplaces. The findings emphasise the distinctive bases by which the groups of workers engage with their work and construct meaning and remake practice as a result of that engagement.  相似文献   

Racial Identification and Audience in Roll of Thunder, Hear My Cry and the Watsons Go to Birmingham—1963     

Jani L. Barker 《Children‘s Literature in Education》2010,41(2):118-145

Multiethnic children’s literature addresses multiple audiences, providing different reading experiences and benefits for each. Using critical race theory as an interpretive tool, this article examines how two African American historical fiction novels, Mildred Taylor’s Roll of Thunder, Hear My Cry and Christopher Paul Curtis’s The Watsons Go to Birmingham—1963, frame anti-racist identifications for readers of all races. It argues that these identifications are key elements in the novels’ rhetorical strategies for engaging readers and opposing racism. Both novels portray strong African American families with whom both black and nonblack readers can identify and present African American perspectives on race, but they differ in how directly they approach racism and how they frame the identification of white readers. The conclusion offers implications of analyzing race and audience when teaching multiethnic literature.  相似文献   

A checklist for clarifying issues in working with primary care     

Dorothy Husband  Marie Montague  Jackie Barker 《Health information and libraries journal》1999,16(2):125-127

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Experimental training for communication skills in business education     

Loretta A. Malandro  Larry L. Barker 《Journal of Applied Communication Research》2013,41(2):56-59

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Partial Relationships between Race and Fitness with Socioeconomic Status Controlled     

D. G. Barker  N. A. Ponthieux 《Research quarterly for exercise and sport》2013,84(3):773-775

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The analytical determination of friction for flow through conical converging dies     

Keith J. Barker  Betzalel Avitzur  Walter C. Hahn 《Journal of The Franklin Institute》1976,301(3):263-277

The effects of friction upon the intermediate and final distorted grids for wire drawing and/or extrusion were analytically studied for an assumed triangular velocity field. An upper-bound solution for the process was used. This solution predicted that the shape of the final and intermediate distorted grids were functions of the process geometry and of friction. Initially, combinations of reduction and semi-cone angle (α) were found for which the triangular velocity field was energetically preferred over an existing spherical velocity field. The analytical final distorted grids were then compared to experimentally obtained final distorted grids to determine the experimental friction. This was done by plotting calibration curves for distortion where friction served as the parameter and by comparing the actual distortion with the family of calibration curves.  相似文献   

The Impact of Educational Reform: empirical evidence from two Dutch generations     

J. H. Faasse  B. Barker  J. Dronkers  H. Schijf 《比较教育学》1987,23(3):261-277

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