Managing classroom entry: an ecological analysis of ritual interaction and negotiation in the changing room     

Toni M. O'Donovan  David Kirk 《Sport, Education and Society》2013,18(4):399-413

The first interactions between teachers and pupils in physical education often take place in the changing rooms, and, as such, the changing rooms are a useful place to begin an exploration of the processes and practices of negotiation in physical education. Pupils are generally required to change their clothing for physical education lessons, an activity consistently identified as negatively experienced by many young people, and particularly girls (Kay, 1995; Flintoff & Scraton, 2001); hence the changing rooms are an important location to consider in determining young people's engagement with physical education. Throughout this paper, I foreground the naturally occurring interaction between teachers and pupils in the changing rooms of one suburban UK secondary school. This is supplemented by interviews with three teachers and pupils in year 7 (aged 11–12 years) throughout the Spring term. The paper examines how the young people attempted to modify participation requirements in a way that allowed them to pursue their own agendas, and yet also comply with the school, department and teacher rules. Throughout the paper, a consideration of the way in which the teachers held the pupils accountable for their attendance and dress in physical education is present. The orderliness of interaction sequences highlights the ritual nature of pupil–teacher talk in the changing room. The analysis of naturally occurring talk is interspersed with a consideration of how the teachers understood the young people's changing room behaviour.  相似文献   

Give or Take a Few? Comparing Measured and Self-Reported Height and Weight as Correlates of Social Physique Anxiety     

Jennifer Gay  Eva V. Monsma  Toni Torres-McGehee 《Research quarterly for exercise and sport》2013,84(3):656-662

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A Comprehensive Plan for Library Support of Online and Extended Education     

Leslee B. Shell  Jennifer Duvernay  Ann Dutton Ewbank  Phil Konomos  Allison Leaming  Ginny Sylvester 《图书馆管理杂志》2013,53(7-8):951-971

ABSTRACT

Acknowledging Arizona State University's (ASU) long-term goal of 100,000 students in online degree programs and recognizing the 8 new 100% online undergraduate programs slated to come online in 2010, ASU Libraries is planning for the continued integration and relevance of the library to online students and programs. During the summer and fall of 2009, the ASU Libraries Task Force for Online and Extended Education met to develop the elements of a Comprehensive Plan for Library Support of Online Programs. The plan includes: (1) guiding principles for library support of online and extended education; (2) a needs assessment and environmental scan; and (3) a sustainable and scalable plan for library support of the online programs. This article discusses the process of developing the comprehensive plan.  相似文献   

Factors that influence students' plans to take computing and information technology subjects in senior secondary school   总被引：1，自引：0，他引：1  

Toni Downes  Dianne Looker 《Computer Science Education》2013,23(2):175-199

This article explores factors that contribute to low participation rates in computing and information technology (CIT) courses in senior secondary school, particularly for females. Partly drawing on the Values-Expectancy Theory the following variables are explored separately and within a single model: gender, ability and values beliefs, access and use at home and at school. As well as presenting results consistent with current literature, an inclusive and eclectic model is developed. The model indicates that, in addition to gender and the student's beliefs about the value of the subjects, plans to take CIT subjects are also affected by the amount of use of IT at school. These school-related factors are inter-connected either directly or indirectly with students' beliefs about their IT abilities at both schooland home, as well as the amount of use at home. For educators who seek to improve participation rates, particularly for females, theidentification of school-related variables is encouraging, as the school – unlike the home – is a relatively accessible site of intervention.  相似文献   

Comparing the Visitor Experience at Immersive and Tabletop Exhibits     

Toni Dancstep  Joshua P. Gutwill  Lisa Sindorf 《Curator: The Museum Journal》2015,58(4):401-422

Many museum professionals believe that immersive exhibits—those that surround visitors—provide more attractive, engaging and effective learning experiences than tabletop exhibits. We investigated this claim by comparing visitors’ experiences of the two exhibit types, using pairs of exhibits that differed in scale (immersive vs. tabletop), but shared the same content and similar visitor activity. We randomly selected, videotaped, interviewed, and sent follow‐up surveys to sixty families who experienced immersive exhibits and sixty families who experienced tabletop exhibits. We found that each design type had strengths. Learners at immersive exhibits more often returned to the exhibits mentioned the exhibits’ positive aspects, and saw themselves as part of the exhibits. Conversely, learners spent longer periods of time at tabletop exhibits, and engaged in more content‐related reasoning. Study results partially support the view that immersive exhibits may be more fun and engaging than tabletops. However, results also counter the expectations that being immersed in exhibit experiences will lead to greater physical and intellectual engagement.  相似文献   

Evaluating teachers’ self-perceptions of their knowledge and practice after participating in an environmental education professional development program     

Toni A. Sondergeld  Charles Rop 《Teacher Development》2014,18(3):281-302

Building teachers’ confidence in their understanding of nature and encouraging the use of field experiences with students are important factors in increasing environmental awareness in students. A River Runs Through It (ARRT) is an integrated environmental education professional development program, immersed practicing teachers in hands-on field inquiry while providing them with valuable experiences, tools, and support necessary for raising teacher enthusiasm and self-confidence. The authors begin by taking a broad look at environmental education. They then narrow the focus to their environmental education professional development program – ARRT – and the positive knowledge and attitudinal impacts found from allowing teachers to explore local outdoor environments with a support system that aided them in bringing their ARRT experiences into their own classrooms.  相似文献   

War Veterans’ Memoirs as Narrated to Students: An Intergenerational Service-learning Project for Interpersonal Communication     

Toni S. Whitfield  Annick D. Conis 《Communication Teacher》2013,27(1):23-27

Objective: To increase understanding of interpersonal communication theories and concepts, to apply interpersonal skills studied in class, and to develop an intergenerational relationship by means of an interview project

Course: Interpersonal Communication  相似文献   

An Experimental Comparison of a Conventional and a Project Centered Method of Teaching a College General Botany Course     

Brian C. Patrick  Jennifer Hisley  Toni Kempler 《Journal of Experimental Education》2013,81(3):217-236

Research on teacher behaviors that actively promote student intrinsic motivation to learn has been relatively scarce. In this article, 2 studies exploring the effects of teacher enthusiasm on both students' intrinsic motivation to learn and their pychological vitality are presented (Ryan & Frederick, 1997). In Study 1, a questionnaire including measures of intrinsic motivation, vitality, teacher enthusiasm, and numerous other positive teacher behaviors was administered to 93 college students. Among the teacher variables, enthusiasm was the most powerful unique predictor of students' intrinsic motivation and vitality. In Study 2, level of teacher enthusiasm (high vs. low) was manipulated in an experimental design with 60 college students. The students who received an enthusiastically delivered lecture subsequently reported greater intrinsic motivation regarding the lecture material and experienced higher levels of vitality. The authors speculate about possible mechanisms for and limitations to the positive motivational effects of teacher enthusiasm.  相似文献   

PERCEPTIONS OF THE ELDERLY AMONG MINISTERS AND MINISTRY STUDENTS: IMPLICATIONS FOR SEMINARY CURRICULA     

James L. Knapp  Lisa M. Beaver  Toni D. Reed 《Educational gerontology》2013,39(4):313-324

The changing age composition of the American population has direct implications for clergy members. Despite older individual's high rates of involvement in religious activities and reliance on members of the clergy, most clergy members, both current and prospective, are not adequately prepared for ministry with older adults. In the present study, 754 ministers and 363 ministry students completed Palmore's Facts on Aging Quiz I to determine their knowledge of the aging process and perceptions of the elderly. The results indicate that both ministers and ministry students are poorly informed about the processes and realities of aging. The main implication of the findings is that seminary curricula and continuing education offerings need to be infused with gerontological content so that members of the clergy can be better prepared for ministry to, and with, older adults.  相似文献   

An interpretive study of doctoral mentoring in literacy     

Thomas W. Bean  John E. Readence  Diane M. Barone  Terry Sylvester 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):371-381

This research focused on one mentor and her advisee and how they characterized the mentoring process and their roles in it. The mentor, a seasoned veteran, was independent, self‐motivated, and passionate about her work. The doctoral student, on the other hand, sought the expertise of a more knowledgeable person to help her deal with, and reduce, her stress. Clearly, both individuals saw reciprocity in their relationship. The faculty mentor perceived the doctoral student as someone who could lend another set of eyes to her work; the student viewed herself in the role of expanding the mentor's research interests. The faculty member saw mentoring as a concrete, sequential process, ultimately leading to independence as a scholar. The doctoral student expressed a combination of anxiety and eventual comfort, viewing the range of research experiences as an opportunity to explore options.  相似文献