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91.
92.
Gareth Harvard Mick Day Richard Dunne 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(1):4-18
In this paper we explore the potential of videodisc technology to develop student teachers'capacity to examine their judgements and reasoning critically about typical classroom events. We describe how the type of setting for such activities is committed to and successful at provoking quality collaborative learning. The videodisc system offers a range of exemplars of teaching which are carefully managed to challenge and extend students'existing ideas. We have adapted the key learning constructs of scaffolding and modelling of various strategies so that the intellectual processes of analysis and reconstruction are persistently attended to. In this way, we are designing a more powerful learning environment to support students in acquiring professionally relevant knowledge. 相似文献
93.
ABSTRACTThis article builds on the previous articles in this special issue to explore two related concepts – a ‘UK policy laboratory’ and ‘expansive policy learning’, with a specific focus on further education (FE) and skills. We argue that the potential for a UK policy laboratory in this area is based primarily on a new balance between the forces of convergence and divergence across the four countries of the UK. In this ‘goldilocks zone’ lie opportunities for policy learning. The methodology of the UK FE and Skills Inquiry, on which this article draws, attempted to model the conditions of the UK policy laboratory by involving a rich mix of social partners and highlighting the importance of national contexts and how these can inform differing approaches to common challenges. The Inquiry also identified ‘interesting practice’ that may form the basis of an initial ‘common project’ across the different systems. However, its pursuit will require shifts towards the more collaborative approach to FE and skills that characterises the three smaller countries of the UK. In this variegated political environment, we conclude by speculating on the wider conditions for the permanent development of a UK policy laboratory (or laboratories) and expansive forms of policy learning. 相似文献
94.
Coping, Stress, and the Psychological Symptoms of Children of Divorce: A Cross-sectional and Longitudinal Study 总被引:9,自引:0,他引:9
The authors conducted a cross-sectional and prospective longitudinal study of stress, coping, and psychological symptoms in children of divorce. The sample consisted of 258 children (mean age = 10.1; SD = 1.2), of whom 196 were successfully followed 5.5 months later. A 4-dimensional model of coping was found using confirmatory factor analysis, with the factors being active coping, avoidance, distraction, and support. In the cross-sectional model avoidance coping partially mediated the relations between negative events and symptoms while active coping moderated the relations between negative events and conduct problems. In the longitudinal model significant negative paths were found from active coping and distraction Time 1 to internalizing symptoms Time 2, while Time 1 support coping had a positive path coefficient to Time 2 depression. Positive paths were found between negative events at Time 1 and anxiety at Time 2, and between all symptoms at Time 1 and negative events at Time 2. 相似文献
95.
Although there is a popular conception that research enhances teaching, evidence of such synergistic relationships is inconclusive. Recent research, undertaken as part of the Higher Education Funding Council for England's (HEFCE) fundamental review of research policy and funding, indicated that there are a range of relationships – both positive and negative – between teaching and research. While the ideal relationship might be perceived by many academics to be a positive one, there are a number of factors that shape the ways in which teaching and research can have a negative influence on each other, or even be driven apart. These factors include pressures to compartmentalize teaching and research through accountability and funding mechanisms, management strategies of academic staff time that treat teaching and research separately, and the competition for scarce resources. If teaching and research are to complement each other, new ways of managing the teaching and research relationship need to be considered. 相似文献
96.
Charles O.N. Winn Kelly A. Mackintosh William T.B. Eddolls Gareth Stratton Andrew M. Wilson Melitta A. McNarry Gwyneth A. Davies 《运动与健康科学(英文)》2021,10(4):488
BackgroundHigher levels of cardiorespiratory fitness are associated with reduced asthma severity and increased quality of life in those with asthma. Therefore, the purpose of this study was to evaluate the effectiveness of a 6-month high-intensity interval training (HIIT) intervention in adolescents with and without asthma.MethodsA total of 616 adolescents (334 boys; 13.0 ± 1.1 years, 1.57 ± 0.10 m, 52.6 ± 12.9 kg, mean ± SD), including 155 with asthma (78 boys), were recruited as part of a randomized controlled trial from 5 schools (4 control and 1 intervention). The 221 intervention participants (116 boys; 47 asthma) completed 6 months of school-based HIIT (30 min, 3 times per week, 10–30 s bouts at >90% age-predicted maximum heart rate with equal rest). At baseline, mid-intervention, post-intervention, and 3-month follow-up, measurements for 20-m shuttle run, body mass index (BMI), lung function, Pediatric Quality of Life Inventory, Paediatric Asthma Quality of Life Questionnaire, and Asthma Control Questionnaire were collected. Additionally, 69 adolescents (39 boys (of the 36 with asthma there were 21 boys)) also completed an incremental ramp test. For analysis, each group''s data (intervention and control) were divided into those with and without asthma.ResultsParticipants with asthma did not differ from their peers in any parameter of aerobic fitness, at any time-point, but were characterized by a greater BMI. The intervention elicited a significant improvement in maximal aerobic fitness but no change in sub-maximal parameters of aerobic fitness, lung function, or quality of life irrespective of asthma status. Those in the intervention group maintained their BMI, whereas BMI significantly increased in the control group throughout the 6-month period.ConclusionHIIT represents an effective tool for improving aerobic fitness and maintaining BMI in adolescents, irrespective of asthma status. HIIT was well-tolerated by those with asthma, who evidenced a similar aerobic fitness to their healthy peers and responded equally well to a HIIT program. 相似文献
97.
Recent developments in UK higher education are turning attention to the undergraduate curriculum. Drawing on Lyotard's concept of performativity, this paper explores broad patterns of curriculum change in five subject areas. The curriculum is understood as an educational project forming identities founded in three domains: knowledge, action and self. Curriculum models are proposed that identify these components and their relationships with each other. The evidence suggests that the weightings and levels of integration of these components vary between the sciences and technology subjects, the arts and humanities, and professional courses. Attempts to develop curriculum strategies should take account of the patterns of curriculum components as they vary between the subject areas. 相似文献
98.
Nadine M. Kalin Daniel T. Barney Rita L. Irwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):353-367
In this article we articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor‐protégé models. From the perspectives of a senior administrator and two assistant professors, we revisit the mentoring spaces and relations within which we were engaged while working in an approach to arts‐based educational research known as a/r/tography during dissertation research projects. From our interconnected experiences, we propose a framing of the intersections between a/r/tographic research and mentorship informed by complexity thinking. We analyzed our work together while deconstructing the ways in which we have supported and unsettled each other. Through narrative inquiry we share reflections from dissertation research experiences, while also describing patterns of an emerging pedagogy of mentoring within higher education that we term complexity thinking mentorship. Borrowing from complexity theory, this conception of mentorship attends to the specific conditions of redundancy, decentralized control and diversity as being facilitative of evolving change and insight within graduate student research development. 相似文献
99.
This report details the aims, methodology and selected findings of the Arts and Humanities Research Council (AHRC)-funded project ‘A History of Television for Women in Britain, 1947–1989’, running between 2010 and 2013 at the University of Warwick and De Montfort University. Here, we consider the difficulties of conducting historical television research and the ways in which we have tried to use a method which is attentive to production research, textual analysis and audience work in a dialogic relationship. We discuss the work of Doreen Stephens, the BBC's first Editor, Women's Programmes, the ‘discovery’ of the daytime women's arts programme Wednesday Magazine and the ways in which the women who have participated in our study have described the significance of television for women in their lives. Finally, we discuss the ways in which the project has attempted to engage with constituencies outside the academy. 相似文献
100.
Mary Irwin 《Media History》2013,19(2):162-177
Wednesday Magazine (1958–1963) was an innovative BBC television afternoon arts and culture strand produced by the specialist BBC women's programme unit, which had been built up and nurtured by the first dedicated head of women's programmes Doreen Stephens, who was appointed in 1953. Stephens was responsible for the development of a diverse and extensive range of women's programming; highly ambitious in the offering that it presented to its female viewers. This article will examine the series Wednesday Magazine exploring the wealth of arts and culture items broadcast, whilst considering the programme's significance in critical histories of both women's programming and arts television. The article will also make an intervention into historical debates around what constituted women's television in Britain. 相似文献