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41.
Daniela Acquadro Maran Giorgio Soro Alessandra Biancetti Tania Zanotta 《Higher Education Quarterly》2009,63(1):46-63
Unlike other countries, Italy has no 'service learning', the method enabling students to join accredited voluntary organisations in order to gain experience in serving others. An investigation was conducted in 2006 and 2007 to understand the opportunity that service learning provides to young adults, community and volunteer associations. The objectives were, first, to determine whether there is a need to forge links between the university and the world of volunteer work and, second, to describe the specific areas of action in the local context. A total of 603 video-recorded interviews were conducted. The findings show that there is a need to create a network for helping institutions, neighbourhoods and young adults to assess the demand and provide an organised response for educational and community needs. As a result, starting from this year, Turin University will be operating the first service learning in Italy. 相似文献
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A powerful means to understand young children's normative development in context is to examine their everyday activities. The daily activities of 79 children (3 years old) were observed, for 20 hr each, in their usual settings. Children were selected from 4 cultural groups: European American and African American (Greensboro, United States), Luo (Kisumu, Kenya), and European descent (Porto Alegre, Brazil), evenly divided by social class. Examining children's naturally occurring engagement in school-relevant activities, both in and out of child care, revealed the importance of ecological context. The variation in activities was not explainable simply by cultural group (including race within the United States) or social class, but by the intersection of culture and class. The developmental implications of these findings are discussed. 相似文献
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Tania Cassidy 《Teaching Education》2013,24(2):175-188
The attempt to understand the relationship between messages intended and messages received has been an enduring issue in teacher education. For the past three decades researchers have made forays into understanding this enduring issue, and in the process have drawn on various explanatory frameworks, one of them being socialisation. In this paper we work with Giddens' structuration theory as well as his concept of knowledgeability as analytical frameworks for understanding the relationship between messages intended (by the teacher educator) and messages received (by the student‐teachers). Our discussion is informed by the findings of a study that investigated student‐teachers' interpretations of the pedagogical process of a physical education teacher education course. Data generated from conversations with, and observations of, the student‐teachers indicated that there was considerable “slippage” between the teacher educator's critical pedagogy inspired intentions and what was understood by the student‐teachers. 相似文献
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Tania Aspland 《Teaching Education》2013,24(4):427-429
This paper reports on a study that was conducted on the effects of training students in specific strategic and meta-cognitive questioning strategies on the development of reasoning, problem-solving, and learning during cooperative inquiry-based science activities. The study was conducted in 18 sixth grade classrooms and involved 35 groups of students in three conditions: the cognitive questioning condition; the Philosophy for Children condition; and the comparison condition. The students were videotaped as they worked on a specific inquiry-science task once each term for two consecutive school terms. The results show that the students in all conditions demonstrated more helping discourses or discourses known to mediate learning than any other of the discourse categories. This outcome is encouraging because it is the helping discourses where students provide explanations, elaborations, and reasons that promote follow-up learning. 相似文献
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Brenton J. Boddington Ashley J. Cripps Aaron T. Scanlan Tania Spiteri 《Journal of sports sciences》2019,37(14):1648-1654
The aim of this study was to examine the content validity, construct validity and reliability of the newly developed Basketball Jump Shooting Accuracy Test (BJSAT). Basketball athletes from different playing levels (State Basketball League [SBL], n = 30, age: 22.7 ± 6.1 yr; SBL Division I, n = 11, age: 20.6 ± 2.1 yr) completed four separate trials of the BJSAT with each trial consisting of shot attempts from two- and three-point distances at pre-determined court locations. Each shot attempt was scored utilising a criteria where higher scores were given when greater accuracy was exhibited. The BJSAT detected a significant, large difference in accuracy between two- and three-point shots (d = 0.99, p < 0.01). Relative reliability across the repeated trials was rated as moderate for all athletes (intraclass correlation coefficient [ICC] = 0.71, p < 0.01) and good for the SBL athletes (ICC = 0.78, p < 0.01). Absolute reliability for all athletes was above the acceptable benchmark (coefficient of variation = 16.2%); however superior to skill tests available in the literature. In conclusion, the BJSAT is sensitive to two- and three-point shooting accuracy and can reliably assess jump shooting accuracy in basketball athletes. 相似文献
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Tania de St Croix 《教育政策杂志》2018,33(3):414-438
A growing policy emphasis on measurement and outcomes has led to cultures of performativity, which are transforming what educators do and how they feel about themselves in relation to their work. While most analysis of performativity in education has focused on schools, this article investigates parallel developments in youth work. Youth work is a practice of informal education, in which young people learn and develop through activities, conversation and association. Its evaluation and monitoring have changed over the past two decades, as funding has become tied to targets and measureable outcomes. This article focuses on the English context, where government and third sector organisations are promoting a ‘youth impact agenda’, encouraging organisations to predefine and measure their outcomes. Drawing on data from interviews and focus groups with youth workers, the article argues that the current emphasis on impact risks further marginalising youth work at a time when this practice is already suffering from extensive spending cuts. The article concludes that we need to re-think the purposes and processes of evaluation and accountability - in youth work and beyond – in ways that genuinely value the perspectives of young people and grassroots practitioners. 相似文献
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Children's Increased Emotional Egocentricity Compared to Adults Is Mediated by Age‐Related Differences in Conflict Processing 
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下载免费PDF全文 This study investigated the cognitive mechanisms underlying age‐related differences in emotional egocentricity bias (EEB) between children (aged 7–12 years, n = 30) and adults (aged 20–30 years, n = 30) using a novel paradigm of visuogustatory stimulation to induce pleasant and unpleasant emotions. Both children and adults showed an EBB, but that of children was larger. The EEB did not correlate with other measures of egocentricity. Crucially, the developmental differences in EEB were mediated by age‐related changes in conflict processing and not visual perspective taking, response inhibition, or processing speed. This indicates that different types of egocentricity develop independently of one another and that the increased ability to overcome EEB can be explained by age‐related improvements in conflict processing. 相似文献
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Drawing on 30 semi-structured interviews with women academics based in London higher education institutions in the UK, this paper investigates the gendered nature of the prestige economy in academia. We explore how mid-career academic women strategise their career development and the opportunities and barriers they perceive, particularly in relation to the accrual of academic esteem. Concept maps were used to facilitate dialogue about career plans and provided an artefact from the interviewee’s own perspective. The analysis draws on the concept of prestige, or the indicators of esteem that help advance academic careers, against the backdrop of a higher education context which increasingly relies on quantitative data to make judgements about academic excellence. The interviews indicated that women generally feel that men access status and indicators of esteem more easily than they do. Many women also had ambivalent feelings about gaining recognition through prestige: they understood the importance of status and knew the ‘rules of the game’, but were critical of these rules and sometimes reluctant to overtly pursue prestige. The findings are valuable for understanding how women’s slow access to the highest levels of higher education institutions is shaped by the value that organisations place on individual status. 相似文献
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