Dare we know the nation? Considering the nexus of discursive leveraging and identity     

Brenda Trofanenko 《Discourse: Studies in the Cultural Politics of Education》2008,29(2):257-272

The public history museum holds an inherent pedagogical purpose to define the nation through a history considered collectively supported by its citizenry. Widely acknowledged criticism often accompanies such exhibits and prompts calls for a more critical examination of the narratives advanced through the affirmed educational intent held by museums. How scholars are engaging the question of how – and even whether – history can succeed in interrogating the strategies utilized by the public history museum means reconsidering what role social education holds in advancing a critical sensibility about how nation is defined. This article offers a theoretical analysis that reviews the inherent nationalist purpose advanced by the public museum, and the tensions educators could face when seeking to better understand how it affirms a particular understanding of history and of the nation. This article suggests that social education needs to address its role to engage critically the complicity the public history museum holds in defining and guarding the nation, and in confronting the museum authority of history and exhibition practices.  相似文献   

Social Justice,Character Education,and Sport: A Position Statement     

Brenda Light Bredemeier 《Quest (Human Kinetics)》2019,71(2):202-214

ABSTRACT

In this article, we suggest that character education in sport contexts can promote social justice. After defining key terms, we suggest that rethinking competition and the nature of team relationships is required to build a team culture responsive to concerns for social justice. The character of the team provides a nexus within which to develop individual character, which is elaborated in terms of four types of character: moral, civic, intellectual, and performance character. To promote commitment to social justice, character educators can focus on three elements of moral character: moral reasoning, the circle of moral regard, and moral identity. Within civic character, three themes are elaborated: human dignity, full participation, and accountability. The dimensions of critical thinking, willful ignorance, and prioritizing the marginalized are discussed in relation to intellectual character. Performance character is discussed in relation to an ethic of excellence. Finally, conclusions for character educators are elaborated.  相似文献   

Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy     

Kenta Asakura  Sarah Todd  Brooke Eagle  Brenda Morris 《Journal of Teaching in Social Work》2018,38(2):151-165

ABSTRACT

Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education.  相似文献   

Emotion regulation in context: the jealousy complex between young siblings and its relations with child and family characteristics   总被引：1，自引：0，他引：1  

Volling BL  McElwain NL  Miller AL 《Child development》2002,73(2):581-600

Jealousy is a social emotion that has received little attention by developmental researchers. The current study examined sibling jealousy and its relations to child and family characteristics in 60 families with a 16-month-old toddler and an older preschool-age sibling. Sibling jealousy was elicited in social triads consisting of a parent (mother or father) and the two siblings. Positive marital relationship quality (i.e., love and relationship maintenance) was a particularly strong predictor of the older siblings' abilities to regulate jealousy reactions in the mother sessions. Younger siblings' jealous affect with mothers was linked to the child's temperament, whereas older siblings' jealous affect with mothers was related to the child's emotional understanding. Younger siblings displayed more behavioral dysregulation in the mother-sibling triads if there was greater sibling rivalry reported by mothers. Session order (i.e., which sibling was challenged first in the jealousy paradigm) had a strong effect on both the affect and behavioral dysregulation displayed by the older and younger siblings. Results are discussed with respect to the need for future research to consider social relationships as developmental contexts for young children's emotion regulation.  相似文献   

Emerging education hubs: the case of Singapore     

Ravinder Sidhu  K.-C. Ho  Brenda Yeoh 《Higher Education》2011,61(1):23-40

In anticipation of a globalising post-Fordist political economy, countries and universities are increasingly pursuing strategic transnational education and research alliances. This article analyses the Global Schoolhouse, a key education policy platform that aims to transform Singapore into a knowledge and innovation hub by establishing networks and collaborations with foreign universities. Two Global Schoolhouse initiatives are examined—the alliance between Singapore and MIT (Massachusetts Institute of Technology), and the institutional restructuring aimed at re-modelling the National University of Singapore into a ‘leading global university centred in Asia’. We outline some of the complexities and unanticipated outcomes which emerge when nations and their education institutions seek to globalise.  相似文献   

The impact of three years of professional development on knowledge and implementation     

Kimberly A. Wolbers  Hannah M. Dostal  Paulson Skerrit  Brenda Stephenson 《The Journal of educational research》2017,110(1):61-71

A professional development (PD) program for Strategic and Interactive Writing Instruction (SIWI) integrating effective PD features was implemented with teachers over 3 years. Using a 1-way analysis of variance, it was examined whether length of participation in PD impacted knowledge and ability to faithfully implement. Findings indicate significant improvements with each year of PD; those who participated for 3 consecutive years received the highest possible ratings on knowledge as measured by the levels of use and instruction as measured by the SIWI observation and fidelity instrument. Additionally, because of modifications to the PD program, it was examined whether the year of the PD involvement impacted outcomes. Findings reveal that outcomes were strongest during the last year when SIWI mentors were present.  相似文献   

Validated dpractice. The research base for performance improvement     

Brenda Sugrue 《Performance Improvement》2004,43(6):8-13

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Evaluation of wrist and hip sedentary behaviour and moderate-to-vigorous physical activity raw acceleration cutpoints in older adults     

George J. Sanders  Lynne M. Boddy  S. Andy Sparks  Whitney B. Curry  Brenda Roe  Axel Kaehne 《Journal of sports sciences》2019,37(11):1270-1279

Wrist-based accelerometers are now common in assessing physical activity (PA) and sedentary behaviour (SB) in population-based studies, but there is a scarcity of raw acceleration cutpoints in older adults. The study aimed to determine and evaluate wrist-based GENEActiv (GA) and hip-based ActiGraph GT3X+ (AG) raw acceleration cutpoints for SB and moderate-to-vigorous PA (MVPA) in older adults ≥60 years of age. A laboratory-based calibration analyses of 34 healthy older adults involved receiver operator characteristic (ROC) curves to determine raw acceleration cutpoints for SB and MVPA. ROC analysis revealed an area under the curve (AUC) of 0.88 for GA SB and MVPA, and 0.90 for AG SB and 0.94 for AG MVPA. Sensitivity optimised SB and specificity optimised MVPA GA cutpoints of 57 mg and 104 mg, and AG cutpoints of 15 mg and 69 mg were also generated, respectively. Cross-validation analysis revealed moderate agreement for GA and AG SB cutpoints, and fair to substantial agreement for GA and AG MVPA cutpoints, respectively. The resultant cutpoints can classify older adults as engaging in SB or not engaging in MVPA but the sensitivity optimised SB cutpoints should be interpreted with a degree of caution due to their modest cross-validation results.  相似文献   

Parents' mainstreaming modification preferences for children with educable mental handicaps,behavior disorders,and learning disabilities     

Richard L. Simpson  Brenda Smith Myles 《Psychology in the schools》1989,26(3):292-301

Parents of children with educable mental handicaps, behavior disorders, and learning disabilities completed a questionnaire on the types and numbers of program modifications needed to persuade them to accept full-time mainstreaming for their exceptional children. Results suggest that successful full-time mainstreaming requires parent involvement. Contingent upon recognition and implementation of their recommendations for mainstreaming, most parents are supportive of full-time integration of their mildly handicapped children in regular classrooms. Parents' specific mainstreaming recommendations are discussed along with educational reform implications.  相似文献   

魔术师     

刘昕蓉 《世界文化》2007,(7):15-15

你在梦中哭醒“为什么我们的孩子死了?”我说“,你在做梦。我们哪有孩子?”“有的,我们有一个。可是它死了。”你依旧在啜泣,汗水涟涟。“瞧,亲爱的,你叫‘它’这证明我们从未有过孩子。如果真的有,你就会喊‘她’或‘他’。”我轻拂着你的头发。我亲吻着你的面颊。你的体温开始下降。你再次昏昏欲睡它本该有个名字。“男孩儿的名字或女孩儿的名字,可这名字却总在我醒来前消失得无影无踪。”是的,在你入睡之前一切本未发生。■You woke up crying"Why did our baby die?"I said,"You're dreaming.We don't have a baby."Yes,we do.But i…  相似文献