THE CHURCH AS A FIELD IN RELIGIOUS LEADERSHIP     

James M. Greenwood LL.D. 《Religious education (Chicago, Ill.)》2013,108(5):465-467

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Factors Influencing the Development of Career-Change Teachers' Science Teaching Orientation     

Greenwood  Anita M. 《Journal of Science Teacher Education》2003,14(3):217-234

Journal of Science Teacher Education -  相似文献   

The role of a vertical reference point in changing gait regulation in cricket run-ups     

Daniel Greenwood  Keith Davids  Ian Renshaw 《European Journal of Sport Science》2016,16(7):794-800

The need to identify information sources which facilitate a functional coupling of perception and action in representative practice contexts is an important challenge for sport scientists and coaches. The current study investigated the role of visual information in regulating athlete gait behaviours during a locomotor pointing task in cricket. Integration of experiential knowledge of elite coaches and theoretical understanding from previous empirical research led us to investigate whether the presence of an umpire would act as a vertical informational constraint that could constrain the emergent coordination tendencies of cricket bowlers’ run-up patterns. To test this idea, umpire presence was manipulated during run-ups of 10 elite medium-fast bowlers. As hypothesised, removal of the umpire from the performance environment did not result in an inability to regulate gait to intercept a target, however, the absence of this informational constraint resulted in the emergence of different movement patterns in participant run-ups. Significantly lower standard deviation values of heel-to-crease distances were observed in the umpire condition at multiple steps, compared to performance in the no-umpire condition. Manipulation of this informational constraint altered gait regulation of participants, offering a mechanism to understand how perception–action couplings can be varied during performance in locomotor pointing tasks in sport.  相似文献   

A critical pedagogy of place: from gridlock to parallax 1     

David A. Greenwood 《Environmental Education Research》2008,14(3):336-348

Differences of perspective, standpoint and subjectivity can help to enlarge the conceptual landscape of environmental education theory. Rejections of difference, on the other hand, can become an intolerance that narrows the scope of inquiry. This rejoinder argues that Bowers’ repeated rejections of critical pedagogy are based on a partial reading of the critical tradition, and that these critiques, including his current call to ‘avoid embracing’ a critical pedagogy of place, are unnecessarily dismissive and therefore counterproductive. Environmental education has benefited and will continue to benefit from the critical tradition of which critical pedagogy is a part. Relationships and/or antagonisms are constructed through human responses and interactions. Sameshima’s pedagogical theory of parallax is introduced as a way of seeing relationships between ideas that have been thought to be opposed. Moving toward relationship rather than rivalry, the rejoinder concludes by suggesting that Bowers’ and Freire’s criticality is actually more alike than different.  相似文献   

Students as ‘catalysts’ in the classroom: the impact of co‐teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science     

Colette Murphy  Jim Beggs  Karen Carlisle  Julian Greenwood 《International Journal of Science Education》2013,35(8):1023-1035

This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science.  相似文献   

IDEALS AND METHODS OF RELIGIOUS EDUCATION FOR THE COMING WORLD ORDER∗     

Frederick Tracy.†  Francis Greenwood Peabody§  J. W. F. Davies∗  Henry Churchill King†  Herbert Wright Gates∗  Kenyon L. Butterfield∗ 《Religious education (Chicago, Ill.)》2013,108(3):181-195

This article brings to bear on our understanding of learning many insights from the field of psychology

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Publication Press and Teaching Press     

Gordon E. Greenwood  John M. Newell  Charles M. Bridges  George W. Etheridge 《College Teaching》2013,61(2):158-160

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Student teachers’ prior experiences of history,geography and science: initial findings of an all-Ireland survey1     

Fionnuala Waldron  Janet Varley  Colette Murphy  Richard Greenwood 《Irish Educational Studies》2013,32(2):177-194

Research into student teachers’ perceptions, attitudes and prior experiences of learning suggests that these experiences can exert an influence on practice which can be relatively undisturbed by their initial teacher education. This article is based on the initial findings of an all-Ireland survey of all first-year students on B.Ed. courses in colleges in Northern Ireland and in the Republic of Ireland. The survey is the first stage in a longitudinal study which will follow the same cohort of students for the duration of their initial teacher education, seeking to map and track the development of their ideas about teaching and learning in primary history, geography and science. Based on an analysis of the quantitative data in the entry questionnaire, the initial findings suggest that subject knowledge remains a problematic issue in initial teacher education and that both location and gender interact with knowledge, attitudes and subject area to produce a complex and challenging context for teacher educators in history, geography and science education.  相似文献   

Implementing cycles of Assess,Plan, Do,Review: a literature review of practitioner perspectives          下载免费PDF全文

Jo Greenwood  Catherine Kelly 《British Journal of Special Education》2017,44(4):394-410

This article uses a literature review process to explore current literature on Response to Intervention (RtI), an approach to the identification of and provision for students with special educational needs introduced in the USA by the Individuals with Disabilities Education Improvement Act of 2004. Parallels are made between RtI and the graduated approach of successive cycles of Assess, Plan, Do, Review (APDR) outlined in the Special Educational Needs and Disability Code of Practice introduced in England in 2014. Research concerning APDR is scarce, and therefore this review looks to research on RtI to inform current practice. Recurring themes throughout the literature relate to the ongoing professional development and learning for practitioners that is afforded by engagement in RtI, and an awareness that it takes time to accrue the benefits of such an approach. Further research is needed to ascertain the outworking of a reform such as RtI/APDR within the English context.  相似文献   

Longitudinal analysis of time, engagement, and achievement in at-risk versus non-risk students   总被引：7，自引：0，他引：7  

C R Greenwood 《Exceptional children》1991,57(6):521-535

This longitudinal study investigated the effects of time spent in academic instruction and time engaged on elementary students' academic achievement gains. Three groups were compared over grades as follows: (a) an at-risk experimental group of low-socioeconomic status (SES) students for whom teachers implemented classwide peer tutoring (CWPT) beginning with the second semester of first grade continuing through Grade 3; (b) an equivalent at-risk control group; and (c) a non-risk comparison group of students of average- to high-SES. In both the control and comparison groups, teachers employed conventional instructional practices over Grades 1 through 3. Results indicated significant group differences in the time spent in academic instruction, engagement, and gains on the subtests of the Metropolitan Achievement Test that favored the experimental and comparison groups over the control group. Implications include the effectiveness of CWPT for at-risk students and the continuing vulnerability of at-risk students whose daily instructional programs provide less instructional time and foster lower levels of active academic engagement.  相似文献