Bourdieu’s habitus and field: implications on the practice and theory of critical action learning     

Rob Warwick  Janet McCray  Douglas Board 《Action Learning: Research and Practice》2017,14(2):104-119

This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular habitus which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part of an NHS leadership programme. We argue that Bourdieu provides helpful ways of understanding and explaining the complex processes of social interactions which are centre stage in action learning – especially the ‘social friction’ through which action learners gain new insights and new prompts to action in their workplace from learning set members. These insights can support action learning practitioners keen to explore their own practice.  相似文献   

Letter from the Editor-in-Chief     

Rob Kling 《The Information Society》2002,18(1):1-2

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Scripted collaboration in serious gaming for complex learning: Effects of multiple perspectives when acquiring water management skills     

Hans G. K. Hummel  Jasper van Houcke  Rob J. Nadolski  Tony van der Hiele  Hub Kurvers  Ansje Löhr 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):1029-1041

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The fourth way: the inspiring future for educational change     

Rob Cuthbert 《British Journal of Sociology of Education》2011,32(4):643-663

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Vivisecting Major: a Victorian gentleman scientist defends animal experimentation, 1876-1885     

Boddice R 《Isis; an international review devoted to the history of science and its cultural influences》2011,102(2):215-237

Through an investigation of the public, professional, and private life of the Darwinian disciple George John Romanes, this essay seeks a better understanding of the scientific motivations for defending the practice of vivisection at the height of the controversy in late Victorian Britain. Setting aside a historiography that has tended to focus on the arguments of antivivisectionists, it reconstructs the viewpoint of the scientific community through an examination of Romanes's work to help orchestrate the defense of animal experimentation. By embedding his life in three complicatedly overlapping networks-the world of print, interpersonal communications among an increasingly professionalized body of scientific men, and the intimacies of private life-the essay uses Romanes as a lens with which to focus the physiological apprehension of the antivivisection movement. It is a story of reputation, self-interest, and affection.  相似文献   

The long-term athlete development model: physiological evidence and application   总被引：2，自引：2，他引：0  

Ford P  De Ste Croix M  Lloyd R  Meyers R  Moosavi M  Oliver J  Till K  Williams C 《Journal of sports sciences》2011,29(4):389-402

Within the UK, the "Long Term Athlete Development" (LTAD) model has been proposed by a variety of national governing bodies to offer a first step to considering the approach to talent development. The model, which is primarily a physiological perspective, presents an advancement of understanding of developing athletic potential alongside biological growth. It focuses on training to optimize performance longitudinally, and considers sensitive developmental periods known as "windows of opportunity". However, it appears that there are a number of problems with this theoretical model that are not necessarily transparent to coaches. Principally, the model is only one-dimensional, there is a lack of empirical evidence upon which the model is based, and interpretations of the model are restricted because the data on which it is based rely on questionable assumptions and erroneous methodologies. Fundamentally, this is a generic model rather than an individualized plan for athletes. It is crucial that the LTAD model is seen as a "work in progress" and the challenge, particularly for paediatric exercise scientists, is to question, test, and revise the model. It is unlikely that this can be accomplished using classical experimental research methodology but this should not deter practitioners from acquiring valid and reliable evidence.  相似文献   

Development and preliminary validation of the moral authorship questionnaire     

Gertsen  Rob  Klaassen  Sharon  Butter  René 《Learning Environments Research》2022,25(3):663-686

Learning Environments Research - Background When novice teachers start working in a school, it is vital that they are aware of the moral aspects of the work environment and can use their moral...  相似文献   

Responding to teacher shortages: relationships among mobility experiences,attitudes, and intentions of Dutch teachers     

Renske E. van Geffen  Rob F. Poell 《Asia-Pacific Journal of Teacher Education》2014,42(3):275-290

From all over the world there have been calls from governmental institutions to address a shortage of high quality teachers. As changing jobs generates new experiences, job mobility could be a way for teachers to adhere to the government’s call to develop themselves into the teaching force needed. The research question of this study was: How do the experience with mobility and the attitude towards mobility of Dutch secondary school teachers shape their intentions to be mobile? A secondary analysis was conducted on data collected among 1261 respondents. Attitudes towards mobility were found to be linked to past experience with mobility and there is a strong relationship between the attitude towards mobility and the intention to be mobile. The control variables age, experience in teaching, and type of employment seem to have an effect as well. Implications for the teacher shortage issue are discussed.  相似文献   

Chapter 3. Who has the responsibility for teaching pupils with SEN in mainstream primary schools? Implications for policy arising from the ‘Making a Statement’ study     

Rob Webster  Peter Blatchford 《Journal of Research in Special Educational Needs》2014,14(3):196-199

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Bullying, ‘cussing’ and ‘mucking about’: complexities in tackling homophobia in three secondary schools in south London,UK     

Ian Warwick  Peter Aggleton 《Sex education》2014,14(2):159-173

In countries such as the UK, schools have a responsibility to prevent all forms of bullying, including those related to sexual orientation. However, relatively little is known about how schools go about this work successfully. This study aimed to identify how three secondary schools in south London, England, were addressing homophobia. Three different kinds of schools – a co-educational, boys' and girls' school – were selected, each known to have conducted work to counter homophobic bullying. In each school, interviews were conducted with staff and pupils. Work on homophobia and homophobic bullying was said by most staff respondents to be part of a general commitment to countering bullying. Pupils stated that they were keen that homophobic bullying should be tackled – and distinguished bullying from ‘cussing’, ‘taking the mick’ and ‘mucking about’. Work carried out in schools had influenced pupils to consider homophobia and its effects – although the media as well as personal and family relationships were also important in this respect. Findings are discussed with regard to ways in which schools might better align what they do with regard to pupils' own values and understandings about how best to address homophobia and bullying.  相似文献