Testing,training and tensions: the expression of health within physical education curricula in secondary schools in England and Wales     

Jo Harris  Gemma Leggett 《Sport, Education and Society》2015,20(4):423-441

This paper utilises critical discourse analysis to explore and discuss the expression of health within physical education (PE) curricula in secondary schools in England and Wales. The study adopted a case study approach, involving three state secondary schools in England and two in Wales. Data were drawn from interviews with PE teachers and health-related school documentation in the five schools plus observation of a health-related unit of work in one of the schools. The expression of health in PE broadly reflected ideologies associated with promoting ‘fitness for life’ and ‘fitness for performance’. The extent to which teachers could express their favoured discourses in policy and practice was partly determined by their position of power, relative to others within the department, although they could find ways of privileging their favoured discourse in their own lessons. Curiously, rhetorical ‘fitness for life’ discourses were commonly expressed through ‘fitness for performance’ practices in the form of testing and training activities. These were found to be the most common contexts for the delivery of health-related learning. In terms of Bernstein's location of discourses within contexts of educational systems, the findings suggest that recontextualisation of statutory PE curricula occurred at the site of the relocation of discourse (in this case, within PE departments in secondary state schools), resulting in the privileging of discourses heavily influenced by sport- and fitness-related ideologies. Improved awareness of the expression of health in secondary school PE curricula should help to better understand and address the complex tensions between health-related policies and practices in schools.  相似文献   

Elisabeth Bing Is a Treasure: Personal Reflections on a Life in Birth     

Mary Jo Podgurski 《The Journal of perinatal education》2014,23(4):169-171

Celebrating Elisabeth Bing’s 100th birthday is an honor and a joy. Elisabeth’s life is an inspiration to all who continue her mission of birth and women’s advocacy. Dr. Mary Jo Podgurski strives to capture the indomitable spirit of the founder of American Society for Psychoprophylaxis in Obstetrics (ASPO)/Lamaze (now Lamaze International) through a personal reflection. Elisabeth Bing lived with valor. She is a role model to women everywhere, the mother of childbirth education, and a woman of great courage and wisdom. Thank you, Elisabeth, for the huge gift of your life.  相似文献   

How Should Performance Assessments Be Evaluated? The Role of Scores     

Paul LeMahieu  Drew Gitomer  Jo Anne Eresh 《Educational Measurement》1996,15(2):37-38

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Portfolios in Large-scale Assessment: Difficult But Not Impossible     

Paul G. LeMahieu  Drew H. Gitomer  Jo Anne T. Eresh 《Educational Measurement》1995,14(3):11-28

Can districtwide portfolio assessment yield reliable scores? How can content and scoring be standardized? How can such assessment be integrated with instruction? What are the costs?  相似文献   

The private, public and open training markets: A study of private training providers in regional North Queensland     

Peter Kelt  Jo Balatti  Sandy Muspratt 《The Australian Educational Researcher》1997,24(2):43-57

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Involving Parents in the Teaching of Reading: Will they respond?     

Jo Weinberger  Angela Jackson  Peter Hannon 《Literacy》1986,20(3):179-183

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Self-training through the Internet     

António S. C. Fernandes  Maria João Martins 《European Journal of Engineering Education》2001,26(2):169-177

The development of five courses, aimed at advanced engineering training, using the Internet, is described in this paper. A European consortium was responsible for the development, implementation and testing of the courses through the organization of virtual classes on the Internet. An important outcome was the definition of the training service characteristics, which led to the development of a quality system based on four fundamental concepts: credit, accreditation, certification and qualification. Professionals of several age groups and industrial sectors with different expectations as well as engineering students attended pilot virtual classes. From the trainee's side, we report on how the training opportunity was received and how the training service provided was felt. The main project successes and a few weak points and a number of important recommendations are listed for future reference.  相似文献   

Communicating shared meaning in social pretend play     

Jo Ann M. Farver 《Early childhood research quarterly》1992,7(4)

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Voting rights,anti-intersectionality,and citizenship as containment     

V. Jo Hsu 《Quarterly Journal of Speech》2020,106(3):269-276

ABSTRACT

This piece argues that dominant histories of U.S. suffrage have misremembered the history of voting rights legislation as one of steady social progress and multicultural inclusion. By contrast, I consider landmark legislation affecting voting rights such as the 19th Amendment and the Dawes and Magnuson Acts as strategies of containment that that expand but also continue to police the racialized gender norms of U.S. citizenship. These legal reforms, while providing potential channels for redistributions of power and resources, also perpetuate anti-intersectional (Brandzel) vocabularies that impose single-axis frameworks (Crenshaw) onto understandings of citizenship and civic inclusion. While acknowledging the partial and contingent gains made by suffrage movements, I offer a counternarrative of U.S. voting rights as means of managing and maintaining colonial dominance. I argue that the settler-colonial nation state continues to restrict the decision-making capacities of those marginalized by race, indigeneity, gender, sexuality, and/or disability through a vast network of administrative practices that must be analyzed in concert with voting rights.  相似文献   

Teacher design teams as a strategy for professional development: the role of the facilitator     

Heleen Becuwe  Jo Tondeur  Natalie Pareja Roblin  Jeroen Thys  Els Castelein 《Educational Research and Evaluation》2016,22(3-4):141-154

ABSTRACT

The goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group discussions with team members and semi-structured interviews with facilitators confirm that the perceived importance of a facilitator depends on several factors, such as team characteristics and the design phase. Moreover, we found that a facilitator can fulfil three roles in a dynamic way: (a) providing logistic support, (b) scaffolding the design process, and (c) monitoring the design process. The discussion centres on how these results can be used to support facilitators for successful Teacher Design Teams.  相似文献