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排序方式: 共有104条查询结果,搜索用时 15 毫秒
81.
Casado-Ledesma Lidia Cuevas Isabel Van den Bergh Huub Rijlaarsdam Gert Mateos Mar Granado-Peinado Miriam Martín Elena 《Instructional Science》2021,49(4):515-559
Instructional Science - Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and... 相似文献
82.
Rony Ibrahim Vosse A de Boode Gert S. Faber Jaap H. van Dieën 《Journal of sports sciences》2019,37(3):313-321
Kinetics and full body kinematics were measured in ten elite goalkeepers diving to save high and low balls at both sides of the goal, aiming to investigate their starting position, linear and angular momentum, and legs' contribution to end-performance. Our results showed that goalkeepers adopted a starting position with a stance width of 33 ± 1% of leg length, knee flexion angle of 62 ± 18° and hip flexion angle of 63 ± 18°. The contralateral leg contributed more than the ipsilateral leg to COM velocity (p < 0.01), both for the horizontal (2.7 ± 0.1 m·s?1 versus 1.2 ± 0.1 m·s?1) and for the vertical component (3.1 ± 0.3 m·s?1 versus 0.4 ± 0.2 m·s?1). Peak horizontal and peak angular momenta were significantly larger (p < 0.01) for low dives than for high dives with a mean difference of 55 kg·m·s?1 and 9 kg·m2·s?1, respectively. In addition, peak vertical momentum was significantly larger (p < 0.01) for high dives with a mean difference between dive heights of 113 kg·m·s?1. Coaches need to highlight horizontal lateral skills and exercises (e.g. sideward push-off, sideward jumps), with emphasis on pushing-off with the contralateral leg, when training and assessing goalkeeper’s physical performance. 相似文献
83.
Gert Biesta 《Educational theory》2010,60(1):39-59
The idea of emancipation plays a central role in modern educational theories and practices. The emancipatory impetus is particularly prominent in critical traditions and approaches where the aim of education is conceived as that of emancipating students from oppressive structures in the name of social justice and human freedom. What is needed to effect emancipation, so it is assumed in this tradition, is an exposition of the workings of power, as it is only when one sees and understands how power operates that it is possible to address its influence. In several of his publications the French philosopher Jacques Rancière has raised questions about the logic of this view of emancipation. Throughout his career Rancière has also worked consistently on the articulation of a different approach, an alternative way to understand and do emancipation. In this essay Gert Biesta provides a systematic reconstruction of Rancière's ideas on emancipation from three angles: political theory, political practice, and the practice of education. Biesta argues that Rancière provides us with a new and different way to understand how education might contribute to emancipation and also where and how, often in the name of emancipation and democracy, it actually hinders emancipation. 相似文献
84.
Gert Vanthournout Liesje Coertjens David Gijbels Vincent Donche Peter Van Petegem 《Studies in Educational Evaluation》2013
Research regarding the development of students’ learning approaches have at times reported unexpected or lack of expected changes. The current study explores the idea of differential developments in learning approaches according to students’ initial learning profiles as a possible explanation for these outcomes. A learning profile is conceived as the degree to which students use aspects of deep and surface approaches in their learning process and taking into account the dynamic interrelations between these aspects. Two cohorts of students in a teacher-training course-module completed questionnaires measuring their learning approaches, in a pre-test post-test design. Analyses on the whole sample indicated few significant changes in students’ learning approaches during the course-module. Only a significant decrease in the deep motive subscale was found. Hierarchical cluster-analysis revealed four groups of students with specific initial learning profiles: a deep approach profile, a surface approach profile, an all-low profile and an all-high profile. Using a regressor variable approach, significant differences in growth were found for the initial learning profiles on the surface approach to learning and the deep strategy scale, even after controlling for other significant background variables such as students’ academic discipline and gender. These results suggest that unexpected developments in students’ learning approaches, or lack of significant changes at a whole-group level, may be partially due to dynamic (contradictory) tendencies at the sub-group level. Findings point towards the need of looking at approaches to learning at a more fine-grained level. 相似文献
85.
86.
HOW IS EDUCATION POSSIBLE? PRAGMATISM, COMMUNICATION AND THE SOCIAL ORGANISATION OF EDUCATION 总被引:2,自引:0,他引:2
ABSTRACT: Education cannot mean that the young are the product of the activities of their teachers. At the same time, we do not speak of education if students would simply learn something irrespective of the activities of their teachers. In this paper we focus on the question: How is education possible? Our aim is to contribute to a social theory of education, a theory that does not reduce our understanding of educational processes and practices to underlying 'constituting elements' but rather tries to understand the social nature of education as a reality sui generis. 相似文献
87.
88.
From teaching citizenship to learning democracy: overcoming individualism in research,policy and practice 总被引:3,自引:1,他引:3
Gert Biesta 《Cambridge Journal of Education》2006,36(1):63-79
In this article we argue for a shift in educational research, policy and practice away from teaching citizenship to an understanding of the ways young people learn democracy. In the first part of the article we identify the ways in which the discussion about citizenship in Britain has developed since the Second World War and show how a comprehensive understanding of citizenship, which has underpinned much recent thinking about citizenship education, has been replaced by a more overtly individualistic approach. In the second part of the article we delineate the key problems of this individualistic approach and make a case for an approach to citizenship education that takes as its point of departure the actual learning that occurs in the real lives of young people. In the concluding section, we outline the implications of our view for research, policy and practice. 相似文献
89.
Vanessa de Oliveira Andreotti Gert Biesta Cash Ahenakew 《Globalisation, Societies & Education》2015,13(2):246-259
This article explores some of the tensions at the interface of nationalist and global orientations in ideals of global mindedness and global citizenship looking specifically at the Finnish context. We engage with discussions related to the social–political and historical context of national identity in Finland and outline the conceptual framework of an educational initiative related to the development of global mindedness through experiences of international mobility and partnerships. This conceptual outline presents a set of theoretical distinctions through which we seek to challenge humanist and universalist approaches to the question of (the formation of) global mindedness by arguing that the issue is neither about cognition or understanding nor about empathy and relationships but ultimately has to do with modes of existence and exposure. Similar to discussions in other small states, the historical trajectory in Finland illustrates how the encounter between the nation and the globe poses particular challenges for education as it runs the risk of reverting to ethnocentric rather than globally minded forms of national identity building. We argue that this risk cannot be addressed with the promotion of a mere understanding of or mere empathy for the other as an educational or political antidote but rather requires an existential approach. 相似文献
90.
Gert Biesta 《Journal of educational administration and history》2016,48(2):183-192
ABSTRACTIn this paper, I explore the educational significance of the work of Hannah Arendt through reflections on four papers that constitute this special issue. I focus on the challenge of reconciling ourselves to reality, that is, of being at home in the world. Although Arendt's idea of being at home in the world is connected to her explorations of understanding, such understanding should not be approached as a matter of sense making, but in terms of ‘eccentric judgement’. For judgement to be eccentric, we must expose ourselves to otherness, which has to do with friendship if we understand friendship as a public rather than an entirely private matter. While political judgement requires a ‘being in the presence of others’ Arendt's views on thinking and its role in moral judgement indicate the necessity of solitude, of being alone with oneself. Rather than seeing this a process through which one calls oneself into question, I highlight the importance of the experience of being called into question, which I understand as the experience of ‘being taught’. I conclude that the educational significance of Arendt's work particularly lies in this link with teaching, and less so in notions of learning, reflection and sense making. 相似文献