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排序方式: 共有112条查询结果,搜索用时 252 毫秒
81.
Robin Brooke‐Smith 《比较教育学》1978,14(2):143-150
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Kenta Asakura Sarah Todd Brooke Eagle Brenda Morris 《Journal of Teaching in Social Work》2018,38(2):151-165
ABSTRACTAlthough field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education. 相似文献
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Brooke Boback Eisenbach 《Clearing house (Menasha, Wis.)》2016,89(6):223-227
Caring relationships are a core component in effective classrooms, and safe learning environments. As such, it is important for pre-service teachers to reflect on their own perceptions and experience regarding care and care within the classroom if they are to build upon that knowledge and grow as caring educators. In addition, teacher educators can learn more about the developing theories of care that exist within college classrooms, and utilize this knowledge in working with pre-service teachers to understand the power of care and relationships between students and teachers. The purpose of this article is to examine pre-service teacher perceptions of “care” and caring relationships within the classroom. How do pre-service teachers define “care”, and how do their experiences align with their personal beliefs? More importantly, how do these perspectives shape their teacher identity? 相似文献
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Brooke Klingberg Natasha Schranz Lisa M. Barnett Verity Booth Katia Ferrar 《Journal of sports sciences》2019,37(4):378-386
Fundamental movement skill (FMS) assessment in preschools allows for early intervention; however it is unclear what assessments are feasible. The purpose of this review is to systematically review the feasibility of FMS assessments for pre-school aged children. The search was conducted across four databases, MEDLINE, Scopus, ERIC and SportsDiscus. Search terms included synonyms of “fundamental movement skills” and “pre-school children”. Inclusion criteria were: (i) FMS assessment; (ii) feasibility data; (iii) assessment of children aged three to six years; (iv) assessment of typically developing children; and (v) peer reviewed full text publications in English. Feasibility concepts (administration time, equipment, space, assessment type, item, training, qualification) were each coded as ‘poor = 1?, ‘average = 2? and ‘good = 3?; potential total of 21. A total of 330 full text articles were considered but a quarter (n = 86) were excluded due to no feasibility data. Sixty-five studies using 13 different FMS assessments were included. The Athletic Skills Track and DEMOST-PRE assessments were most feasible (18/21) and the Test of Gross Motor Development and Movement Assessment Battery for Children were common but among the least feasible (12–14/21). This review allows pre-school staff to choose a FMS assessment based on feasibility. Future studies need to present feasibility of assessments. 相似文献
87.
In this article the authors examine The Student as Historian project in highlighting how critical historical thinking can provide other and more complex renditions of history. The authors note that teachers’ understandings of educational ends, purposes, values, and critical content knowledge are entwined and inextricable from ideological stances and historical positionality. 相似文献
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ABSTRACTMany engineering education research faculty have put much effort into providing empirical evidence demonstrating the success of student-centred teaching strategies in the hopes that this evidence will result in widespread changes of engineering teaching practices. Unfortunately, these student-centred strategies have not been widely adopted as many engineering faculty still rely heavily on traditional lectures. In this study, we investigate three engineering faculty who have successfully made the transition to student-centred teaching strategies to uncover the complexities and nuances through their stories. This study uses Dewey’s Theory of Experience as a theoretical framework and Joseph Campbell’s Hero’s Journey as a structural way to construct and analyse narratives of participant’s journeys. These engineering faculty narratives shed light on the stages involved in the process of changing teaching practices and how individuals interact with the environment to evolve over time. 相似文献
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Brooke R. Brisbine Julie R. Steele Elissa J. Phillips 《Journal of sports sciences》2020,38(5):528-533
ABSTRACTAlthough breast pain is problematic for many active women, no published research has investigated breast pain experienced by elite female athletes. This study aimed to examine the extent that mastalgia and exercise-induced breast pain affected the sporting performance of elite female athletes during training and competition. A custom-designed online survey with questions related to sport participation, as well as the frequency, severity and perceived performance effects of mastalgia and exercise-induced breast pain, was distributed to sporting organisations, coaches, medical staff and teams/clubs throughout Australia. Five hundred and forty female athletes competing nationally or internationally across 49 different sports participated in the survey. Sixty-three percent of respondents reported experiencing breast pain associated with their menstrual cycle and 33% reported that this pain worsened during activity. Forty-four percent of athletes reported experiencing exercise-induced breast pain during training or competition. Both types of breast pain were also reported to negatively affect sporting performance (20% and 32%, respectively). Mastalgia associated with the menstrual cycle and exercise-induced breast pain should be acknowledged as potential problems affecting the sporting performance of elite female athletes. Awareness around the impact of breast pain and the development and implementation of breast pain management strategies are essential for this population. 相似文献
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