The art of freedom in HE teacher development     

Christine Jarvis 《Teaching in Higher Education》2019,24(1):17-31

This paper considers the benefits of framing the education of Higher Education teachers as an art, and of facilitating a creative and artistic approach to teaching in Higher Education. It recognises the difficulties this poses in an international context in which Higher Education is increasingly presented as a commodity which must be standardised to provide guaranteed outcomes for students and governments. It presents the findings from a study of two cohorts of academic staff at a UK University who followed an arts-informed development programme and suggests that they and their students benefitted from the freedom to improvise and experiment. The study suggests that teachers appreciate the structure and discipline offered by the arts, as well as the opportunity to work with methods and materials outside their normal comfort zones.  相似文献   

What Teachers Can Learn from the Practice of Artists     

Michael Jarvis 《The International Journal of Art & Design Education》2011,30(2):307-317

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Notions of development and their implication for adult education     

Peter Jarvis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(1):85-95

Clarifying initially the concepts of development and adult education, this brief article explores possible relations between development and four ideological perspectives upon education: conservative, liberal, reformative, and radical. Whereas the first two of these approaches are initiated from the higher echelons of the power structure, the other two models of development are postulated. It seeks to show that there is a correlation between ideological approaches to education and notions of development.

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Zusammenfassung Am Anfang des Artikels werden die Begriffe Entwicklung und Erwachsenenbildung definiert. Anschließend werden mögliche Verbindungen zwischen Entwicklung und ideologischen Perspektiven zur Erziehung untersucht: eine konservative, eine liberale, eine reformative und eine radikale. Während die ersten beiden Ansätze von höheren Stufen der Machtstruktur ausgehen, werden die anderen beiden postuliert. Der Verfasser versucht, die Korrelation zwischen dem ideologischen Ansatz zur Erziehung und Konzepten der Entwicklung zu verdeulichen.

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Résumé En présentant tout d'abord les concepts de développement et d'éducation des adultes, ce bref article recherche les relations possibles entre le développement et les quatre perspectives idéologiques de l'éducation: conservatrice, libérale, réformatrice et radicale. Alors que les deux premières de ces approaches sont initiées par les échelons les plus hauts du pouvoir, les deux autres modèles de développement sont postulés. On cherche à montrer dans cet article qu'il y a une corrélation entre les approaches idéologiques de l'éducation et les notions de développement.

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The place of function in a world of mechanisms     

Peter Godfrey-Smith  Paul E. Griffiths  Huw Price  Werner Callebaut  Karola Stotz 《Metascience》1997,6(2):7-31

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Influence of recovery time on post-activation potentiation in professional rugby players     

Kilduff LP  Owen N  Bevan H  Bennett M  Kingsley MI  Cunningham D 《Journal of sports sciences》2008,26(8):795-802

Following a bout of heavy resistance training, the muscle is in both a fatigued and potentiated state with subsequent muscle performance depending on the balance between these two factors. To date, there is no uniform agreement about the optimal acute recovery required between the heavy resistance training and subsequent muscle performance to gain performance benefits. The aim of the present study was to determine the recovery time required to observe enhanced muscle performance following a bout of heavy resistance training. Twenty professional rugby players performed a countermovement jump at baseline and approximately 15 s, 4, 8, 12, 16, 20, and 24 min after a bout of heavy resistance training (three sets of three repetitions at 87% one-repetition maximum squat). Power output, jump height, and peak rate of force development were determined for all countermovement jumps. Despite an initial decrease in countermovement jump performance after the heavy resistance training (P<0.001), participants' performance increased significantly following 8 min recovery (P<0.001) (i.e. jump height increased by 4.9%, s=3.0). The findings suggest that muscle performance during a countermovement jump can be markedly enhanced following bouts of heavy resistance training provided that adequate recovery (approximately 8 min) is allowed between the heavy resistance training and the explosive activity.  相似文献   

What goes up must come down: Consequences of jump strategy modification on dance leap take-off biomechanics     

Danielle N. Jarvis  Kornelia Kulig 《Journal of sports sciences》2020,38(16):1836-1843

ABSTRACT

Chronic foot and ankle injuries are common in dancers; understanding how lower extremity loading changes in response to altered task goals can be beneficial for rehabilitation and injury prevention strategies. The purpose of this study was to examine mechanical demands during jump take-offs when the task goal was modified to focus on either increasing jump distance or increasing jump height. It was hypothesized that a jump strategy focused on height would result in decreased energetic demands on the foot and ankle joints. Thirty healthy, experienced female dancers performed saut de chat leaps while travelling as far as possible (FAR) or jumping as high as possible (UP). Ground reaction force (GRF) impulses and peak sagittal plane net joint moments and sagittal plane mechanical energy expenditure (MEE) of the metatarsophalangeal (MTP), ankle, knee, and hip joints were calculated. During take-off, vertical and horizontal braking GRF impulses were greater and horizontal propulsive GRF impulse was lower in the UP condition. MEE at the MTP, ankle, and hip joints was lower in UP, and MEE at the knee was higher in UP. These results suggest that a strategy focused on height may be helpful in unloading the ankle and MTP joints during dance leaps.  相似文献   

Support and barriers in long-term recovery after Hurricane Sandy: improvisation as a communicative process of resilience     

Seungyoon Lee  Bailey C. Benedict  Caitlyn M. Jarvis  Laura Siebeneck  Britt-Janet Kuenanz 《Journal of Applied Communication Research》2020,48(4):438-458

ABSTRACT

This study examines the long-term recovery and resilience processes of households on the New Jersey coast after Hurricane Sandy. Based on theoretical frameworks of community ecology, communication ecology, and the Communication Theory of Resilience, we analyzed focus group interviews and timeline data to examine the sources and forms of support and barrier and provide a detailed account of the ways in which individuals engaged with support and barrier sources. Results show that resilience was enacted through the process of mobilizing and improvising networks of informal and institutional ties, sometimes joining them, to access resources. Communicative processes were central to improvisation, and ineffective communication and coordination constituted a majority of barriers in accessing social support for recovery. Results also detail how processes varied temporally. This study contributes to the literature on resilience as a communicative process, with improvisation at its core, that is enacted through interacting informal, institutional, and physical systems in communities.  相似文献   

“Selling the pass”: The Daily Herald and the 1923 docks strike     

Huw Richards 《Media History》2013,19(1-2):103-117

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Developing attitude to science education scales for use with primary teachers     

Anthony Pell  Tina Jarvis 《International Journal of Science Education》2013,35(10):1273-1295

This paper reports the development of attitudes to science and science teaching scales for primary teachers. The investigation is part of a project intended to improve pupil achievement in science in 16 English city schools. The baseline performance of the attitude scales is reported with 76 teachers, half of whom formed a control group. The 49-item attitudes to science teaching scale of Cronbach-alpha reliability 0.96 has sub-scales of practical science teaching and professionalism. The project teachers were less confident of teaching science than teaching the English language. They particularly lacked confidence in teaching physical processes, 'guided discovery' investigations and planning lessons within the National Curriculum as required in English schools. Attitude findings suggest appropriately focused in-service might be successful. Being a promoted teacher with some subject or administrative responsibility tends to lower certain attitudes to effective science teaching. This 'regression upon promotion effect' is speculated to be a consequence of the demands of the English school National Curriculum.  相似文献   

Lifelong learning in Europe: national patterns and challenges     

Peter Jarvis 《比较教育学》2015,51(2):298-300

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