Subject learning and teachers     

Phillip J. Moore 《教育心理学》2018,38(5):553-555

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Literacy: unravelling the complexities of written symbols     

Phillip J. Moore 《教育心理学》2020,40(7):801-803

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The Significance of Experience in SLE Research     

Phillip Payne 《Environmental Education Research》1999,5(4):365-381

’Experience’ is at the root of individual, socio‐environmental existence. Inquiries into its more ‘significant’ moments and episodes have arrived at a potentially important body of knowledge in environmental education. However, in the absence of parallel research efforts that demonstrate how the findings of those inquiries translate into contextually sensitive and socially useful educational practices, this discussion returns conceptually to questions posed by Louise Chawla about ‘inner nature’ and how significance of experience is socially constructed. To that future research agenda, I add the further question of how those constructions of ‘significance’ must be seen in relation to dominant social constructions of the ‘environment/nature’, sensitivity and activism. This begs the further question, exacerbated somewhat by the above lack of a connection with existing educational practices, of how teachers’ and learners’ thoughts and actions might also need to be examined in relation to dominant conceptions of the environment/ nature and constructions of environmental education. Consequently, by focusing on the ‘continuity of experience’, this response to issues raised primarily by Chawla about inner nature and other assertions by Tanner about the ‘right subjects’ also addresses broader tensions in environmental education. Significant life experiences (SLE) researchers should continue to refine their understandings of the ontological significance of the central category of human ‘experience’.  相似文献   

A review of educators' attitudes toward handicapped children and the concept of mainstreaming     

Cara Alexander  Phillip S. Strain 《Psychology in the schools》1978,15(3):390-396

Literature is reviewed related to the attitudes of educators toward handicapped children and the concept of mainstreaming these youngsters into regular class settings. Opinionnaire data suggest that regular class educators, particularly those with little formal training or experience in special education, do not favor mainstreaming. Moreover, these educators view handicapped children as generally less able to benefit from schooling. Research is also reviewed that documents the relationship between teachers' attitudes toward individual pupils and the differential instructional treatment of children. Finally, efforts to modify the attitudes and perceptions of educators toward handicapped children and mainstreaming are presented.  相似文献   

Evaluation Research: A Pragmatic,Program-Focused,Research Strategy for Decision-Makers     

Gary D. Geroy  Phillip C. Wright 《Performance Improvement Quarterly》1988,1(3):17-26

Human resource development (HRD) practitioners frequently need to gather and organize data to support decisions about programs. Unfortunately, in many work environments there is a short time available to gather data in support of the decision-making process. Yet the ability to develop or use data or to convince others to use data has become the prime concern of decisionmakers. The evaluation research strategy contains four primary features—utility, feasibility, proprietorship, and accuracy. With a philosophical foundation grounded in pragmatism, evaluation research follows a four-level decision-making hierarchy: purpose, techniques, plan, and implementation. In addition, there are nine major purposes. There are two primary participants in evaluation research: the researcher and the stakeholder group. The stakeholder group is included because of the belief that people who have a stake in an evaluation research outcome should be actively and meaningfully involved in shaping that research effort, thus increasing the likelihood of utilization. Evaluation research may be goal-driven; or it may focus on evaluation questions, concerns and issues, program rationales, decisions or problems, or organization (client) needs.  相似文献   

Biomechanical analysis of the different classifications of the Functional Movement Screen deep squat test     

Butler RJ  Plisky PJ  Southers C  Scoma C  Kiesel KB 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(4):270-279

The purpose of this study is to examine the peak sagittal plane joint angles and joint moments of the lower extremity during the deep squat (DS) movement of the Functional Movement Screen (FMS) to assess differences between the classifications (1,2,3). Twenty-eight participants volunteered for the study and were screened to assess their FMS score on the DS task. All participants underwent a quantitative movement analysis performing the FMS DS movement at a self-selected speed. The participants in Group 3 exhibited greater dorsiflexion excursion compared to those in Group 1. Participants in Group 3 had greater peak knee flexion and knee flexion excursion than those in Group 2 who exhibited more than the participants in Group 1. Group 3 also exhibited a greater peak knee extension moment compared to Group 1. At the hip, Groups 3 and 2 exhibited greater peak hip flexion, hip flexion excursion and peak hip extension moment compared to Group 1. Thus, it appears that individuals who score differently on the deep squat as determined by the FMS exhibit differences in mechanics that may be beneficial in assessing strategies for interventions. Future research should assess how fundamental changes in mobility and stability independently affect DS performance.  相似文献   

Digital Module 04: Diagnostic Measurement: Modeling Checklists for Practitioners https://ncme.elevate.commpartners.com     

Natacha Carragher  Jonathan Templin  Phillip Jones  Boaz Shulruf  Gary Velan 《Educational Measurement》2019,38(1):89-91

In this ITEMS module, we provide a didactic overview of the specification, estimation, evaluation, and interpretation steps for diagnostic measurement/classification models (DCMs), which are a promising psychometric modeling approach. These models can provide detailed skill‐ or attribute‐specific feedback to respondents along multiple latent dimensions and hold theoretical and practical appeal for a variety of fields. We use a current unified modeling framework—the log‐linear cognitive diagnosis model (LCDM)—as well as a series of quality‐control checklists for data analysts and scientific users to review the foundational concepts, practical steps, and interpretational principles for these models. We demonstrate how the models and checklists can be applied in real‐life data‐analysis contexts. A library of macros and supporting files for Excel, SAS, and Mplus are provided along with video tutorials for key practices.  相似文献   

Pedagogical content knowledge of experienced teachers in physical education: functional analysis of adaptations     

Ayvazo S  Ward P 《Research quarterly for exercise and sport》2011,82(4):675-684

Pedagogical content knowledge (PCK) is the teacher's ability to pedagogically adapt content to students of diverse abilities. In this study, we investigated how teachers' adaptations of instruction for individual students differed when teaching stronger and weaker instructional units. We used functional analysis (Hanley, Iwata, & McCord, 2003) of the instructional interaction to examine PCK. We observed and measured student-teacher interactions and their appropriateness. Participants were 2 experienced elementary physical educators who taught stronger and weaker units. Primarily, the appropriateness data indicated PCK differences between the stronger and weaker units. Results show that functional analysis of instructional adaptations is an effective strategy for examining PCK and that teachers were better able to meet students' needs in the stronger unit.  相似文献   

Educational experiences of post-critical non-place     

Yoshifumi Nakagawa  Phillip G. Payne 《International journal of qualitative studies in education》2017,30(2):147-160

This ethnographic small-scale interpretive study investigates four international Study Abroad (SA) students’ mobile experiences of local coastal/beach sites, as part of a semester-long undergraduate outdoor environmental education unit ‘Experiencing the Australian Landscape’ (EAL) offered at Monash University in Melbourne, Australia. Their individual and collective experiences of the coast in EAL highlighted the problematic status of uncritically assuming and accepting place pedagogy in education practices. With a specific focus on the lived time experience of the four SA students, this study examined how the participants negotiated their meanings of the Australian landscape over the limited duration of the EAL unit. Three temporal themes related to non-place experience were identified: transitory; creative; and re-normalising. In discussing these findings, we recommend that any (eco)pedagogical conceptualisation, practice, and research of ‘place’ needs to attend empirically and theoretically to the non-placeness of the body-time-space-relation and their increasing abstraction within globalising processes.  相似文献   

Ecopedagogy and radical pedagogy: Post-critical transgressions in environmental and geography education     

Phillip G. Payne 《The Journal of environmental education》2017,48(2):130-138

This critical essay/review of The Radicalization of Pedagogy: Anarchism, Geography, and the Spirit of Revolt, edited by Simon Springer, Marcelo Lopes de Souza, and Richard J. White, is a geneaologically oriented “conversation” of the discourse of critical environmental education, in particular critical pedagogy and ecopedagogy, and anarchic geography education, in particular deschooling. The purpose is to restory a critical materialist and symbolic frame of “post-critical” inquiry and praxis in EE and EER (environmental education research).  相似文献