Towards a Complete Commonsense Theory of Motion: The interaction of dimensions in children's predictions of natural object motion     

Michael Hast  Christine Howe 《International Journal of Science Education》2013,35(10):1649-1662

Events involving motion in fall are differentiated psychologically from events involving horizontal motion. Do children associate motion down inclines more with motion along horizontals or more with motion in fall, or do they even treat it as an integration of the two? The question was raised over 20 years ago but never satisfactorily answered, so the principal aim of the reported research was to take matters forward. Children (n?=?144) aged 5–11 years were assessed while predicting natural dynamic events along a horizontal, in fall and down an incline. They were required to make predictions of speed with heavy and light balls and under changes in incline heights. The results show that, consistent with previous work, faster horizontal motion was associated with the light ball across all ages, whereas faster fall was associated with the heavy ball. However, while the younger children predicted faster incline motion for the lighter ball, there was a shift in this conception towards older children predicting faster motion for the heavier ball. Understanding of how changes in incline height affect speed was generally good, with this aspect of the study helping to establish how children perceive diagonal dimensions. How supported horizontal motion and unsupported fall motion may affect children's changing understanding of incline motion is discussed, thus providing more complete insight into children's understanding of natural object motion than has been established so far.  相似文献   

Gamesmanship     

Leslie A. Howe 《体育哲学杂志》2013,40(2):212-225

If one sits in the stands for awhile at a local sporting contest, whether it is wrestling, soccer, baseball or particularly basketball, before long someone will exclaim toward a referee, “That was a makeup call. You owe us one.” Everyone knows what this means but if an eight-year old beside you hears this screamed for the first time and asks, “What does that mean?” An explanation given to her will be something like “that's when an official makes a call and immediately realizes it was a wrong call so at the first opportunity he can he makes a call against the team that has benefitted from the previous call; he is trying to even things out for his mistake.” The referee or umpire is attempting to be fair by “giving back” the call with a “makeup call.” A make-up call can be defined as the act of compensating for a questionable or bad officiating call by making a proportionally even call against the team that was aided by the first call. Usually these are immediate and obvious. They can also be conscious or subconscious, intentional or unintentional. The hope is that the two calls generally offset one another without either team being dramatically harmed. I will argue that the makeup call is prima facie immoral but if one were to attempt to find moral justification for it, this could best be done through a corrective theory of justice. But this presents a number of moral questions and ambiguities, most significantly, is a makeup call just and fair? Is it appropriate to understand the makeup call as an example of two wrongs making a right? A broader philosophic al question about officiating is whether each call in a contest should be viewed by as an independent single call with the goal of the official getting that one immediate call correct or should each call be understood as in a direct relationship with every other call in that game as a type of gestalt thus justifying makeup calls? This work will probe the depths of the highly suspect yet common moral puzzle, the makeup call.  相似文献   

Leisure Time Physical Activity and Job Performance     

Steven N. Blair  Aaron Blair  Henry G. Howe  Russell Pate  Morton Rosenberg  Gwynne M. Parker 《Research quarterly for exercise and sport》2013,84(4):718-723

In this study, the dual-task paradigm was used to determine peak attentional demand during the free-throw process. Thirty participants completed 40 free-throw trials. The free throw was the primary task, but participants also verbally responded to a tone administered at one of four probe positions (PP). Repeated measures analysis of variance showed no significant difference in free-throw performance across PPs, indicating participants were able to keep the free throw as the primary task. Repeated measures analysis of response time (RT) showed significant differences, with RT at PP1 (preshot routine) and PP2 (first upward motion of the ball) significantly higher than baseline RT. These results suggest that PP1 requires the greatest attentional demand, followed by PP2.  相似文献   

Key questions in education: historical and contemporary perspectives,by John T. Smith     

Sally Howe 《History of education》2017,46(6):862-863

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Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum     

Dennis Fung  Christine Howe 《Cambridge Journal of Education》2014,44(2):245-270

This article reports the findings of a one-year longitudinal study that investigated the impact of group work on the development of students’ critical thinking in Hong Kong secondary schools. It explores whether the participation of teachers in a group-based teaching intervention adapted from an earlier study conducted in the United Kingdom (UK) facilitated students’ use of critical arguments in Liberal Studies lessons. In addition to examining students’ critical thinking skills through test performance and the use of reasoned justifications in written class-work, the article also discusses the applicability to the Hong Kong context of the programme on which the intervention was based. In general, the results of the study indicate that group work is more effective than whole-class instruction in developing students’ critical-thinking skills and that students make better progress in ‘teacher-supported’ than ‘student self-directed’ group work.  相似文献   

THE EDUCATION SCIENCE QUESTION: A SYMPOSIUM     

Kenneth R. Howe 《Educational theory》2005,55(3):235-243

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The Meritocratic Conception of Educational Equality: Ideal Theory Run Amuck          下载免费PDF全文

Kenneth R. Howe 《Educational theory》2015,65(2):183-201

The dominant conception of educational equality in the United States is meritocratic: an individual's chances of educational achievements should track only (natural) talent and effort, not social class or other morally irrelevant factors. The meritocratic conception must presuppose that natural talent and effort can be isolated from social class — and environmental factors in general — if it is to provide guidance in the world of educational policy and practice. In this article Kenneth R. Howe challenges that presupposition and related elements of the meritocratic conception having to do with the role of competition and education as a positional good. Howe argues that, in use, the meritocratic conception unavoidably distributes education based on developed talent and motivation that cannot be isolated from the effects of social class, thus masking the real basis of the distribution and contributing to the perpetuation of illicit group privilege. Howe then entertains and rejects several rejoinders to his critique, including that the meritocratic conception might eliminate the presupposition of isolatable natural talent. Finally, Howe sketches an alternative conception of educational equality based on Elizabeth Anderson's adaptation of Rawls's “democratic equality.”  相似文献   

Development to learning: semantic shifts in professional autonomy and school leadership     

Michael Stevenson  John G. Hedberg  Kerry-Ann O’Sullivan  Cathie Howe 《Educational Media International》2015,52(3):173-187

In the digital age, technology is playing an important role in changing the nature of professionalism. Newer forms of professional learning stand in contrast to more traditional forms of professional development. The shifting paradigm has implications for school leaders in all contexts. This study sought to qualitatively examine how a sample of eight school leaders worked to support professional learning in their school communities and leverage tools in areas such as content aggregation, media creation, blogging and social media. In one-on-one and focus group interviews, participants discussed how technology is changing professional learning in their context and reflected on how their leadership has evolved in response to perceived challenges. Findings suggest that school leaders are aware of the importance of supporting professional learning through multiple device platforms, online networks and opportunities to play, and experiment with technology. Current issues identified include the need to shift from “buyer” to “driver” mindsets and to respond to the increasing role of popular thinkers whose ideas are amplified through online channels, such as social media.  相似文献   

National ideals and educational policy     

Harold Howe II 《The Urban Review》1968,2(4):22-24

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Institutional Authority and Traces of Intergenerational Conflict     

İsmail Tufan  Sultan Kılıç  Nimet Tokgöz  Jürgen Howe 《Educational gerontology》2013,39(8):676-686

While society's level of education increases in a modernization process, the knowledge monopoly is taken over by the young. Increasing demand on knowledge attained through organized education leads to increasing power by the young. In the modernizing society of Turkey, this kind of struggle will occur between intellectual groups. Results of this study reveal a conflict between the elder generations granted institutional authority and the young population having the capability of seizing this authority. Obtained results demonstrate that there exist remarkable negative aspects in the attitudes of the university youth towards the institutional authority of the elderly. The importance of the study lies in the fact that it is the first study introducing the concept of “intergenerational conflict” to the sociological society of Turkey and, thus, paving the way to further research.  相似文献