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Annals of Dyslexia - 相似文献
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Lotte Stausgaard Skrubbeltrang Jesper Stilling Olesen Jens Christian Nielsen 《Ethnography and Education》2016,11(3):371-387
In this article we show how a hybridisation of elite sport and school in lower-secondary education in Denmark produces a particular kind of learning subject with dual tracks for development, and we ask what kind of actions the students apply in order to stay becoming along both tracks. We apply theoretical conceptions of ‘becoming’ inspired by Brembeck and Johansson that allow us to understand how the sports students live up to the code of conduct of the sports classes. The article is based on an ethnographic study carried out in four schools located in four regions of Denmark. We argue that the hybrid obliges students to follow a narrow developmental track with an ambitious goal of performing in both sport and school, and that the hybrid is threatened when a sports student prioritises either sport or school while he/she is still enrolled in the class. 相似文献
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Lotte L. Lintmeijer Mathijs J. Hofmijster Guido A. Schulte Fischedick Patrick J. Zijlstra A. J. “Knoek” Van Soest 《Journal of sports sciences》2018,36(18):2138-2146
In rowing, mechanical power output is a key parameter for biophysical analyses and performance monitoring and should therefore be measured accurately. It is common practice to estimate on-water power output as the time average of the dot product of the moment of the handle force relative to the oar pin and the oar angular velocity. In a theoretical analysis we have recently shown that this measure differs from the true power output by an amount that equals the mean of the rower’s mass multiplied by the rower’s center of mass acceleration and the velocity of the boat. In this study we investigated the difference between a rower’s power output calculated using the common proxy and the true power output under different rowing conditions. Nine rowers participated in an on-water experiment consisting of 7 trials in a single scull. Stroke rate, technique and forces applied to the oar were varied. On average, rowers’ power output was underestimated with 12.3% when determined using the common proxy. Variations between rowers and rowing conditions were small (SD = 1.1%) and mostly due to differences in stroke rate. To analyze and monitor rowing performance accurately, a correction of the determination of rowers’ on-water power output is therefore required. 相似文献
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Lotte Svalgaard 《Action Learning: Research and Practice》2016,13(1):50-59
Action Learning is a well-proven method to integrate ‘task’ and ‘process’, as learning about team and self (process) takes place while delivering on a task or business challenge of real importance (task). An Action Lab® is an intensive Action Learning programme lasting for 5 days, which aims at balancing and integrating individual challenges and business challenges, as well as the ‘Action’ and the ‘Learning’ of Action Learning. However, in spite of the aspiration to balance and integrate ‘task’ and ‘process’, a tendency and a challenge is experienced: When deeply involved in delivering on a business challenge, participants tend to shy away from or see reflection on the process as disturbing or disrupting. This tendency is like a seesaw: When the pressure of the task increases, awareness about the process goes down. This account of practice aims at exposing and understanding better this tendency by sharing a study looking into what hinders and promotes mindful awareness on the process, while dealing with a business challenge in an Action Lab®. Drawing on the findings, the account of practice will share some recommendations for the Action Learning facilitator to take up the challenge of integrating task and process whenever the seesaw is tipping. 相似文献
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Leonardo Fuentealba Hernandez Lotte Schenk-Danzinger M. J. Langeveld Per Kirstein Richard D'Aeth R. E. Hennion Fritz Bohnsack Hans Thomae Oskar Anweiler L. J. Pongratz G. De Landsheere Hans Möckelmann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1961,7(3):358-376
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Bjørn Hamre Lotte Hedegaard-Sørensen Søren Langager 《International Journal of Inclusive Education》2018,22(6):655-670
This article reports on a Danish study on interprofessional collaboration between child psychiatrists and educational psychologists concerning children who are categorised as being at risk. Methodologically, the analysis is grounded in qualitative interviews with psychologists. A Foucauldian approach is applied to narratives and experiences that occur within these interviews concerning external collaboration with child psychiatrists. The article is informed by the research tradition that has problematised the significance of psychiatry and diagnoses in the field of special needs education and social pedagogy. We thus enquire into how the rise of diagnostics and medicalisation affects our understanding of children's difficulties. We discuss a paradox that is present in Denmark and other countries. As educational policies emphasise inclusion, the field of schooling experiences a huge rise in children with medical diagnoses. We argue that diagnostic knowledge is itself an insufficient basis for action and must be considered in relation to teachers’ overall training and teachers’ situated professionalism. 相似文献
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Inneke Berghmans Lotte Michiels Sara Salmon Filip Dochy Katrien Struyven 《Learning Environments Research》2014,17(3):437-459
The present study aimed to shed light on students’ appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors’ approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students. 相似文献
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