Book reviews     

Annette Gough 《The Australian Educational Researcher》1997,24(3):133-137

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Editorial     

Stephen Gough 《Environmental Education Research》2001,7(2):117-120

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Development of a search filter to identify reports of controlled clinical trials within CINAHL Plus     

Julie Glanville  Gordon Dooley  Susi Wisniewski  Ruth Foxlee  Anna Noel‐Storr 《Health information and libraries journal》2019,36(1):73-90

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Moving Well-Being Well: Investigating the maturation of fundamental movement skill proficiency across sex in Irish children aged five to twelve     

Stephen Behan  Sarahjane Belton  Cameron Peers  Noel E O’Connor  Johann Issartel 《Journal of sports sciences》2013,31(22):2604-2612

ABSTRACT

Fundamental movement skills (FMS) are the basic building blocks of more advanced, complex movements required to participate in physical activity. This study examined FMS proficiency across the full range of Irish primary school children (n = 2098, 47% girls, age range 5–12 years). Participants were assessed using the Test of Gross Motor Development, 3rd edition (TGMD-3), Victorian Fundamental Movement skills manual, and the balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2). Independent sample t-tests and a one way between groups ANOVA with planned comparisons were used analyse sex and age differences. Mastery or near mastery of skills ranged from 16% for overhand throw, to 75.3% for run. Girls scored significantly higher than boys in the locomotor and balance subtests with the boys outperforming the girls in object control skills. Improvements in ability can be seen over time (F(8,1968) = 70.18, p < 0.001), with significant increases in FMS proficiency seen up to the age of 10, after which proficiency begins to decline. The findings demonstrate the low levels of FMS proficiency amongst Irish primary school children, the differences between sex that exist, and highlights the need for more programmes that focus on developing these FMS at an early age.  相似文献   

Issues for Higher Education in the Teaching of Ethics     

Noel Preston 《高等教育研究与发展》1992,11(1):9-20

This paper presents a general case for the teaching of ethics in the contemporary Australian university, both across the curriculum generally and within a range of professional preparations specifically. It claims that social ethics has a central place in the mission of the university. Furthermore, recent developments in the Australian community and its universities have created a context which gives the teaching of ethics enhanced priority. Current initiatives in applied ethics are discussed. Vexed questions of implementation (such as who should teach these courses and how they should teach) are also examined.

The author claims that applied ethics courses require interdisciplinary expertise, but demand a sufficient basis in moral philosophy to allow for the critical appraisal essential to ethics, and to go beyond a narrow discourse about professional codes of conduct. The argument supporting this perspective is informed by Habermasian critical theory, which maintains that the ethical should engage the technical and professional reality.  相似文献   

Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s     

Leah O’Toole  Diane McClelland  Deirdre Forde  Suzanne O'Keeffe  Noel Purdy  Carl Anders Säfström  Thomas Walsh 《British Educational Research Journal》2021,47(4):1021-1038

Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.  相似文献   

Environmental Education in a Region of Rapid Economic Development: the case of Sarawak     

Stephen Gough 《Environmental Education Research》1995,1(3):327-336

Conflicts between developmental and environmental goals are reflected in differing approaches to education. Competing views of the origins of, and the potential solutions to, environmental problems have given rise to alternative theoretical approaches to environmental education. Sarawak, a State of East Malaysia, exhibits both rapid development and rapid environmental degradation. However, no existing theoretical approach to environmental education seems capable of fully respecting the region's cultural and environmental complexity. As a response to this situation, an approach from cultural theory is proposed. The intention is not to provide a means of choosing between competing theoretical stances, but rather to promote productive co‐existence between them. This is to accept that the field is likely to continue to be characterised by uncertainty and contradictory perceptions for the foreseeable future. One example of how such an approach might lead to useful innovation is given.  相似文献   

A prospective study of personality changes in students in medicine,dentistry, and nursing     

Harrison G. Gough  Wallace B. Hall 《Research in higher education》1973,1(2):127-140

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