体育学院优秀散打运动队管理现状研究     

刘健  刘云安  高露露 《山东教育学院学报》2015,(2):104-108

本文采用文献资料法、问卷调查法、访谈法、数理统计法对我国体育院校优秀散打运动队的基本情况和运动员在思想、学习、训练以及生活管理中的现状进行分析探讨,希望能及时解决管理中存在的问题,从而为进一步提高我国散打运动队的管理提供服务。  相似文献   

Characterizing instructor gestures in a lecture in a proof-based mathematics class     

Aaron Weinberg  Tim Fukawa-Connelly  Emilie Wiesner 《Educational Studies in Mathematics》2015,90(3):233-258

  相似文献   

The risks of ‘university speak’: relationship management and identity negotiation by mature students off campus     

Neil O’Boyle 《International Studies in Sociology of Education》2015,25(2):93-111

Research finds that participation in higher education is generally empowering for mature students but that it can also create tensions in their off-campus relationships. This article reports on findings from an ongoing study of the experiences of mature students at university in Ireland and draws from interviews with 15 such students in the final year of their studies. Following similar research by Baxter and Britton in the UK, the article considers how mature students experience and represent changes in identities and social relationships brought about by entry to higher education. Specifically, the article focuses on the risks associated with using newly acquired academic language (or ‘university speak’) off campus. The findings reported here complement existing research and offer support for Baxter and Britton’s suggestion that mature students often experience compartmentalisation and fragmentation in their self-identities.  相似文献   

Establishing respectful educative relationships: a study of newly qualified teachers in Ireland     

Emmanuel O’Grady 《Cambridge Journal of Education》2015,45(2):167-185

Interpersonal respect is a fundamental aspect of relating to others. This is especially true for teachers, as cultivating relationships is implicit in effective teaching. This three-year qualitative study examines a developing understanding of respect for pre-service teachers that progresses on to their first year’s teaching to examine the influential factors on that understanding. These teachers’ pupils were also asked to comment on their perceptions of respect. The findings indicate that interpersonal respect in an educative relationship is influenced by the level of autonomy afforded pupils and minimising the power differential between teachers and pupils.  相似文献   

Education Assistant Support in Inclusive Western Australian Classrooms: Trialling a Screening Tool in an Australian Context     

John O’Rourke  John West 《International Journal of Disability, Development & Education》2015,62(5):531-546

Education assistants (EAs) who support students with disability in general education classrooms often find themselves in difficult situations. Caught in the firing line between their personal sense of duty, expectations of the classroom teachers, and the challenges that inclusion presents, their roles as primary support agents are anything but clear. In the following article the authors describe the findings from a modification of screening tool on the over-utilisation of paraprofessionals. The 16-item electronic survey focused on factors associated with EA support, conducted in a variety of Western Australian schools. The findings revealed that school community members such as EAs, classroom teachers, administrators and parents observed aspects of EA support that appear counter-productive towards more inclusive pedagogy.  相似文献   

Outside of School Matters: What We Need to Know in Urban Environments     

H. Richard Milner IV  Ira E. Murray  Abiola A. Farinde  Lori Delale-O’Connor 《Equity & Excellence in Education》2015,48(4):529-548

This article focuses on factors outside of school that we have identified from the established research literature as essential for educators to consider in supporting students in urban environments. We start by conceptualizing what it means for a school to be “urban.” Following this discussion, we describe four outside-of-school factors that emerge from the literature: (1) Understanding Student and Family Homelessness; (2) Understanding Geography and Social Contexts; (3) Understanding Policy and School Funding; and (4) Understanding Parental and Family Involvement. These factors are important to helping educators, especially pre- and in-service teachers, in their understanding of and, consequently, the practices they use to meet the needs of students in these social contexts. We conclude with recommendations for educational practice.  相似文献   

Between education and psychology: school staff perspectives     

Tim Corcoran  Dave Finney 《Emotional and Behavioural Difficulties》2015,20(1):98-113

When discussing contributions from psychology in/to educational practices like school-based mental health promotion, it is peculiar that psychologists (of an educational or clinical kind) or education-oriented sociologists, both not often based in schools or classrooms, dominate the topic. It has been acknowledged that school staff have been over looked and underutilised in contributing to the discussion, particularly as this pertains to sharing perspectives on how they experience their role in relationship to education policy and practice. The study presented here looked to address this situation by seeking the perspectives of school staff on a range of concerns situated at the nexus between education and psychology. Contrary to the type of displaced assessment intimated above, this group of school staff generally accepts they perform a crucial task in supporting students, their main concern being to incisively question how they might negotiate existing role-related pressures to better current school-based practice.  相似文献   

Longitudinal analysis of the environmental attitudes of university students     

Kerry Shephard  John Harraway  Tim Jowett  Brent Lovelock  Sheila Skeaff  Liz Slooten 《Environmental Education Research》2015,21(6):805-820

This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship.  相似文献   

中国古代的水煮方便食品:棋子面与挂面     

高启安 《楚雄师范学院学报》2015,(1):7-11

棋子面最早出现于《齐民要术》,是一种状如棋子、蒸熟以备不时水煮食用的方便食品。唐宋元明各代多作为军食,其烹熟方式也衍生出炒、油煎等,后世又作为幼儿方便食品。近代的"棋子面"则多了一种擀切为菱形的面片。"挂面"一词始出《饮膳正要》,但在唐代敦煌文献中即有"须面"称谓,元代文献也称之为"索面"。是一种水煮方便条状粉食。  相似文献   

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014     

Laura Crane  Jade Davies  Anne Fritz  Sarah O’Brien  Alison Worsley  Anna Remington 《British Educational Research Journal》2022,48(1):22-48

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.  相似文献