‘From Excellence to Relevance?’ A Review of Erika Kraemer-Mbula,Robert Tijssen,Matthew L. Wallace and Robert McLean (eds.), Transforming Research Excellence: New Ideas from the Global South     

Muller  Johan 《Minerva》2020,58(3):485-488

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Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland     

Emmanuel O. Acquah  Nikolett Szelei  Heidi T. Katz 《British Educational Research Journal》2020,46(1):122-139

Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservice teachers’ learning experiences and facilitating the finding of pedagogical responses in their future work. The article examines preservice teachers’ awareness of modelling as a teaching strategy in a multicultural education course in Finland, and the ways in which they connected the modelled strategy to their own learning and intentions for future teaching. A total of 246 reflective learning journals were analysed qualitatively, using a constant comparison approach. The results indicate that preservice teachers recognised and reflected on modelling culturally responsive pedagogy. They highlighted several aspects of the culturally responsive activities, environment and teacher educator behaviours modelled for them. For some preservice teachers, this recognition stayed at the level of personal awareness of own learning on the course, but for others these revelations were springboards to start forming ideas about future teaching practice. Preservice teachers articulated their intentions about the kind of teachers they would like to become, their principles in teaching, as well as specific teaching/learning activities. We present how the modelling of culturally responsive pedagogy strategies allowed preservice teachers to self-reflect, critique and connect their own learning experiences to future practice. Therefore, modelling culturally responsive pedagogy is argued to be a fruitful strategy in teacher education.  相似文献   

Inclusion of children with special educational needs in mainstream schools in Ghana: influence of teachers’ and children’s characteristics     

Emmanuel Kofi Gyimah  David Sugden  Sue Pearson 《International Journal of Inclusive Education》2013,17(8):787-804

The issue of where to teach children with special educational needs (SEN) and disabilities has been a great concern as countries respond to the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Statement on inclusion of 1994. In this study, the responses of 500 trained and untrained mainstream primary school teachers selected from three of the ten regions of Ghana were analysed to investigate their attitudes to including children with SEN and disabilities in mainstream schools in Ghana. These attitudes were examined alongside teachers’ characteristics such as gender, age, length and level of teaching experience, and knowledge of SEN, and also the type, nature and degree of children’s SEN. The results showed that teachers in Ghana were positive towards the inclusion of children with SEN and disabilities with a few reservations which are elaborated. On the basis of the findings, conclusions were drawn that the inclusion agenda should be subject to national and local interpretation, aimed at ensuring that policies and regulations on SEN are fashioned to meet local situations and standards.  相似文献   

On disciplinary judgement     

Johan Muller 《International Studies in Sociology of Education》2013,23(4):283-298

This paper enquires into the grounds for convergence of judgements in a situation of blind peer review, where reviewers are asked to assess the standing of scholars in a disciplinary field. The paper first considers traditional accounts of peer review and threats to its reliability and validity. Next it examines the grounds for disciplinary sociality and different forms of expertise that stratify the disciplinary field. The paper will report the results of an initial study of peer review judgements in the disciplines of Law, Psychology and Historical Studies. The paper will conclude by assessing the variable merits of micro- and macro-sociological explanations in accounting for the phenomenon of convergent disciplinary judgements. A case will be made for the explanatory power of social norms.  相似文献   

What Type of Internet Development Programme in Cameroon?     

Emmanuel Tonye 《International Information and Library Review》2013,45(3-4):415-430

Everyone is trying to reap the extraordinary benefits of international networks, but without bothering to find out whether it is safe to do so. This paper echoes some questions being raised by the Cameroonian, and indeed the African, community. What will become of countries or social groups which do not get on to the Internet in time? Would the majority of the world population thus be cut off from a small group? What is the position regarding equality of conditions of access, freedom to communicate and interactivity facilities, understood as a network of exchanges? The programme for the development of the Internet in Cameroon is intended as a pilot experiment in a developing country, that could be taken up in other countries of the region.  相似文献   

Comparisons of the ski turn techniques of experienced and intermediate skiers     

Erich Muller  Roger Bartlett  Christian Raschner  Hermann Schwameder  Ulrike Benko-Bernwick  Stefan Lindinger 《Journal of sports sciences》2013,31(6):545-559

We compared selected kinematic variables for four different ski turn techniques performed by five experienced and five intermediate male skiers. The four ski turn techniques were the upstem turn, the downstem turn, the parallel turn and the parallel step turn. Each turn was divided into the initiation phase and the first and second steering phases. Most of the statistically significant differences (P < 0.05) between the two groups were found for the initiation phases of the four turns. Both the hip axis-hand axis angle and the edging angle of the uphill ski were significantly different between the two groups for the upstem turn at the beginning of the initiation phase. For the downstem turn, significant differences between the groups were found at the start of the initiation phase for the hip axis-hand axis angle, the shoulder axis-fall line angle, and the edging angle of the uphill ski. The standard deviation of the distance between the tips of the two skis over the second steering phase also differed significantly between the two groups. For the parallel step turn, significant differences were found at the start of the initiation phase for the edging angle of the downhill ski and the downhill ski to movement direction angle. Significant differences were also found for the edging angle of the downhill ski in the middle of the second steering phase and the shoulder axis to movement direction angle at the end of this phase. For the initiation phase of the parallel turn, significant differences were found for the timing of setting the ski pole, the uphill knee angle at the start of this phase and the range of the knee angle of the uphill leg from the start to the end of this phase. For this turn, significant differences between the two groups were also found for the edging angle of the downhill ski in the middle of the second steering phase and the shoulder axis to movement direction angle at the end of this phase. One of the reasons it was possible to identify a few significant differences only for the turns analysed, was the variability within the intermediate group: for most of the variables analysed, the standard deviation was much higher for the intermediate than for the experienced group.  相似文献   

Squat Jump Performance During Growth in Both Sexes     

Eric Doré  Mario Bedu  Emmanuel Van Praagh 《Research quarterly for exercise and sport》2013,84(4):517-524

The purpose of this cross-sectional study was to investigate leg muscle power and compare two activities (jumping and cycling) in 383 girls and 407 boys ages 9–19 years. Results in anthropometric characteristics and jumping performance were comparable until midadolescence, and sex differences were observed. Lean leg volume (LLV) was the reason for most of the variance (76% in girls and 88% in boys) in jumping performance. However, the LLV exponent was higher than expected in boys but not girls. Therefore, unidentified qualitative changes of muscle function during growth in boys must be considered. The squat jump index (SJI) was highly correlated to cycling peak power (CPP; N = 790, r = .94, p < .001). Although prediction error of CPP from SJI was less than 5% when considering each sex-and-age group, individual errors mounted to 40%. Due to its practicability, SJI is recommended in large-scale developmental prospective studies. However, cycling and jumping protocols are not interchangeable when measuring peak power values.  相似文献   

Teachers' emotional intelligence as a predictor of their attitude,concerns and sentiments about inclusive education: teacher professional-related factors as control variables     

Kingsley Chinaza Nwosu  Williem Petrus Wahl  Adeline Nne Anyanwu  Ngozi Elizabeth Ezenwosu  Emmanuel Nkemakolam Okwuduba 《Journal of Research in Special Educational Needs》2023,23(1):38-51

Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional-related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using hierarchical regression analysis, our findings revealed that teacher EI was significantly associated with attitude and concerns about inclusive education after controlling teacher professional-related factors. There was no significant relationship between EI and teachers' sentiments about inclusive education, and teachers' professional-related factors did not account for individual contributions to the variances in teachers' sentiments. It was concluded that teachers' EI, may be a crucial factor that can impact aspects of teachers' perception of inclusive education such as attitude, and concerns about inclusive education but may not be able to erase teachers' deep-seated beliefs on inclusion. Implications of the study were highlighted.  相似文献   

Pre-service teachers’ views about the use of digital educational games for collaborative learning     

Kaimara  Polyxeni  Fokides  Emmanuel  Oikonomou  Andreas  Deliyannis  Ioannis 《Education and Information Technologies》2022,27(4):5397-5416

Education and Information Technologies - Digital educational games (DEGs) constitute an effective teaching approach, particularly when they are used in combination with collaborative learning...  相似文献   

The Costa Rica GLOBE (Global Learning and Observations to Benefit the Environment) Project as a Learning Science Environment     

María Dolores Castro Rojas  Ana Lourdes Acuña Zuñiga  Emmanuel Fonseca Ugalde 《Journal of Science Education and Technology》2015,24(6):721-734

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