Fathers' involvement in young children's literacy development: Implications for family literacy programmes     

Anne Morgan  Cathy Nutbrown  Peter Hannon 《British Educational Research Journal》2009,35(2):167-185

Relatively few studies of family literacy programmes have investigated parents' experiences and whilst a number of such programmes have been specifically aimed at fathers, little is known about the involvement of fathers in programmes which target both mothers and fathers. This article reports fathers' involvement in a family literacy programme and their home literacy practices with their young children. The article provides a definition of family literacy and describes the context of the study, which was carried out in socio‐economically disadvantaged communities in a northern English city. Fathers' participation in their children's literacy was investigated through interviews at the beginning and end of the programme (n = 85) and home visit records made by teachers throughout the programme. Quantitative and qualitative analysis of these data indicate that, while fathers' participation in the family literacy programme was not easily visible, almost all fathers were involved to some extent in home literacy events with their children. During the programme, teachers shared information about literacy activities and the importance of children having opportunities to share literacy activities with their parents. Data indicate that fathers who were not mentioned by mothers as having been involved in their children's literacy were significantly more likely to be on a low income than those who were reported as being engaged with their children in home literacy activities. Fathers in the study were involved in providing literacy opportunities, showing recognition of their children's achievements, interacting with their children around literacy and being a model of a literacy user. Although involved in all four of these key roles, fathers tended to be less involved in providing literacy opportunities than mothers. While fathers and sons engaged in what might be described as traditionally ‘masculine’ literacy activities, fathers were more often reported to be involved with their children in less obviously gendered home literacy activities. The article concludes with discussion of implications for involving fathers in future family literacy programmes.  相似文献   

Three-year maintenance of a teacher-led programme targeting motor competence in early adolescent girls     

Natalie Lander  Jo Salmon  Philip J. Morgan  Naomi Symington  Lisa M. Barnett 《Journal of sports sciences》2020,38(16):1886-1896

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Discovering frequently recurring movement sequences in team-sport athlete spatiotemporal data     

Alice J. Sweeting  Stuart J. Cormack  Stuart Morgan 《Journal of sports sciences》2017,35(24):2439-2445

Athlete external load is typically analysed from predetermined movement thresholds. The combination of movement sequences and differences in these movements between playing positions is also currently unknown. This study developed a method to discover the frequently recurring movement sequences across playing position during matches. The external load of 12 international female netball athletes was collected by a local positioning system during four national-level matches. Velocity, acceleration and angular velocity were calculated from positional (X, Y) data, clustered via one-dimensional k-means and assigned a unique alphabetic label. Combinations of velocity, acceleration and angular velocity movement were compared using the Levenshtein distance and similarities computed by the longest common substring problem. The contribution of each movement sequence, according to playing position and relative to the wider data set, was then calculated via the Minkowski distance. A total of 10 frequently recurring combinations of movement were discovered, regardless of playing position. Only the wing attack, goal attack and goal defence playing positions are closely related. We developed a technique to discover the movement sequences, according to playing position, performed by elite netballers. This methodology can be extended to discover the frequently recurring movements within other team sports and across levels of competition.  相似文献   

The Dawn of the Cheap Press in Victorian Britain: The End of the ‘Taxes on Knowledge’, 1849–1869     

Simon J. Morgan 《Cultural and Social History》2016,13(1):120-121

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Test-retest reliability of a battery of field-based health-related fitness measures for adolescents   总被引：2，自引：2，他引：0  

Lubans DR  Morgan P  Callister R  Plotnikoff RC  Eather N  Riley N  Smith CJ 《Journal of sports sciences》2011,29(7):685-693

The main aim of this study was to determine the test-retest reliability of existing tests of health-related fitness. Participants (mean age 14.8 years, s?=?0.4) were 42 boys and 26 girls who completed the study assessments on two occasions separated by one week. The following tests were conducted: bioelectrical impedance analysis (BIA) to calculate percent body fat, leg dynamometer, 90° push-up, 7-stage sit-up, and wall squat tests. Intra-class correlation (ICC), paired samples t-tests, and typical error expressed as a coefficient of variation were calculated. The mean percent body fat intra-class correlation coefficient was similar for boys (ICC?=?0.95) and girls (ICC?=?0.93), but the mean coefficient of variation was considerably higher for boys than girls (22.2% vs. 12.2%). The boys' coefficients of variation for the tests of muscular fitness ranged from 9.0% for the leg dynamometer test to 26.5% for the timed wall squat test. The girls' coefficients of variation ranged from 17.1% for the sit-up test to 21.4% for the push-up test. Although the BIA machine produced reliable estimates of percent body fat, the tests of muscular fitness resulted in high systematic error, suggesting that these measures may require an extensive familiarization phase before the results can be considered reliable.  相似文献   

Amateurism and Professionalism as Moral Languages: In Search of a Moral Image for Sport     

William J. Morgan 《Quest (Human Kinetics)》2013,65(4):470-493

In this paper, amateurism and professionalism are treated as moral images, that is, as moral ideals whose point is to enliven and enrich our involvement in sport. Treating them as such enables one to assess their moral fitness as models of sporting conduct, an assessment made imperative by the apparent demise of the amateur ideal and the triumph of the professional ideal. That assessment is made more urgent because the eclipse of amateur sport by professional sport is a morally problematic development: While athletes are entitled to make a living off their athletic accomplishments, they are not entitled to turn sport into a commercial exploit, because doing so compromises and imperils the central goods that underpin and galvanize sport's practice.  相似文献   

Folklore as an instrument of education among the Chewa people of Zambia     

Dennis Banda  W. John Morgan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(2):197-216

This article considers the folklore of the Chewa people of Zambia as an instrument of education. It suggests that there is only a fine distinction between Chewa culture [mwambo wa a Chewa] and Chewa education [maphunziro ya Uchewa]. The former comprises tribal “truths” to be imposed on the minds of the younger generation. The latter comprises stages in the development of the young through training and some formalised learning. However, by and large, the former dominates the latter. The strongest features of an African Indigenous Knowledge System (AIKS) such as that of the Chewa people are best expressed in terms of Jakayo Peter Ocitti’s five philosophical principles of African indigenous education, namely preparationism, functionalism, communalism, perennialism and holisticism. They build on one another and are, therefore, related. The authors of this article demonstrate how Chewa culture and education use folklore to influence the minds of the young. They give examples of how various components of Chewa folklore are used to criticise, commend, dislike, admire, discard and adapt various traits in people. This paper does not present folklore as an educational panacea; there are weaknesses in Chewa traditional education which are also discussed. Rather, folklore is considered here as a valuable supplementary element in education. What the authors propose is to integrate folklore and informal learning as practised by the community in the formal curriculum to enhance the quality of the education provided for all and to maintain cultural identity.  相似文献   

Developing and Piloting a Baselining Tool for Education for Sustainable Development and Global Citizenship (ESDGC) in Welsh Higher Education     

Alison Glover  Yvonne Jones  Jane Claricoates  Jan Morgan  Carl Peters 《Innovative Higher Education》2013,38(1):75-86

Mainstreaming Education for Sustainable Development in higher education is vital if graduates are to possess the abilities, skills, and knowledge needed to tackle the sustainability issues of the future. In this article we explain the development and piloting of a baselining tool, the Education for Sustainable Development and Global Citizenship Development Framework, developed with support from the Higher Education Funding Council for Wales. We draw comparisons with the Sustainability, Tracking, Assessment and Rating System Program, developed by the North American Association for the Advancement of Sustainability in Higher Education. The resulting framework offers consistency with existing Welsh Government strategic documentation, builds on increasing momentum, and has relevance across the higher education sector globally.  相似文献   

A sociocultural analysis of organisational learning   总被引：2，自引：0，他引：2  

Nick Boreham  Colin Morgan 《牛津教育评论》2013,39(3):307-325

The concept of organisational learning has been widely debated and frequently contested by educationalists, but the specific processes and actions which constitute this form of learning have received relatively little research attention. This paper reports a three‐year empirical investigation into organisational learning in a large industrial complex, with the aim of clarifying the practices of organisational learning and interpreting them within sociocultural learning theory. A sociocultural model is proposed which identifies dialogue as the fundamental process by which organisations learn, and relational practices as the social structure which embeds the dialogue and makes it sustainable in a potentially conflictual environment. Three relational practices are analysed in detail: opening space for the creation of shared meaning, reconstituting power relationships and providing cultural tools to mediate learning. A pedagogy of organisational learning is defined in terms of participation in these practices, either as the carrier of a practice or as the facilitator of participation by others. The theoretical requirement that adult learning must be autonomous is reconciled with the concept of collective learning in pursuit of organisational goals by rejecting the notion of an individually‐contained self in favour of a relational concept of the self, in which autonomy is achieved by building relationships with others.  相似文献   

Inclusive education: pre-service teachers' reflexive learning on diversity and their challenging role     

Robyn Bentley-Williams  Jennifer Morgan 《Asia-Pacific Journal of Teacher Education》2013,41(2):173-185

Today people from a wide range of socio-cultural backgrounds are entering the teaching profession. The changing profile of pre-service teachers prompted inquiry into personal and professional influences in understanding diversity and inclusive practices. Two teacher educators collaborated across Australian universities to explore reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Modes of delivery were an on-campus Inclusive Education unit with situated learning opportunities in community settings and a fully online Inclusive Education unit. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues. By creating a supportive learning environment, teacher educators were able to shift pre-service teachers from mere acceptance of diversity to a commitment to ethical decision-making and quality inclusive education.  相似文献