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   

The Effects of ‘Falling Rolls’ on the 16–19 Curriculum     

Ian Morgan Vice Principal 《School Leadership & Management》2013,33(4):359-364

This article offers a critique of the concept of ownership central to contemporary theorising about professional development in education. The theorising was tested against data from a national programme of professional development projects for 185 primary headteachers, in which a strong sense of ownership had been embedded. In four areas, i.e. the focus of the projects, funding priorities, capacity building and impact on pupils, the theory appeared to be paradoxical. The concluding discussion examines some explanations for the paradoxes, including the possibility that theorising has developed ahead of empirical data and that pragmatism has high salience for headteachers.  相似文献   

Drama in Education: An Annotated List of Selected Works     

Norah Morgan 《Teaching Education》2013,24(2):169-172

The present study aimed to examine Jewish, Arab (Christian and Muslims), and Druze teacher trainees' orientations toward teaching-learning processes in relation to their cultural background. The parameter used for characterizing culture comprised the continuum of individualism-collectivism. As a generalization, Jews were located at the individualistic end of the continuum, Muslim Arabs at its collectivistic end, and Christian Arabs and Druze in between them. Data were collected via a questionnaire. Teacher trainees' responses revealed differences in orientation toward teaching-learning processes in accordance with culture, mainly contributed by the Jewish and Muslim students.  相似文献   

DECLINING REVENUES,INCREASING ENROLLMENTS,AND THE OPEN DOOR     

Thomas C. Leitzel  Samuel D. Morgan  Robert J. Stalcup 《Community College Journal of Research & Practice》2013,37(6):489-495

A national study of community colleges found declining state support and increasing enrollments in a majority of the states. Although the community college officials who participated in the study indicated that they did not view current levels of state support as sufficient given the significant increases in enrollment, few reported plans to limit enrollment or restrict access.  相似文献