Preservice Teachers Adrift on a Sea of Knowledges     

Kay Martinez 《Asia-Pacific Journal of Teacher Education》1998,26(2):97-106

The paper argues for fresh recognition of the complexities faced by preservice teachers, particularly during the practicum, where they are expected to bring their stockpile of diverse, and sometimes conflicting, knowledges about effective teaching to immediate use with classroom learners. The paper abo draws on insights from postmodern theorising on the privileging of knowledges. While the major focus of the paper is on issues surrounding multiplicity of knowledges about effective classroom teaching, it is also recognised that much of learning to teach occurs in affective, ethical and interpersonal ways as well as cognitive. Several suggestions are made to assist preservice teachers negotiate the complexities of the process of becoming teachers. It is argued that the practicum in preservice teacher education can be seen as a rich site for further exploration of this process—and should be resourced commensurately. Such explorations have the potential to illuminate the ways in which preservice teachers mesh knowledges about effective teaching with their own personal values and beliefs within the specific contexts of their classrooms. Associated with the recognition of the complexities of the processes involved, is a call for university and school based teacher educators to model, with respect to their programmes and practices, the same level of critical reflection they advocate for student teachers.  相似文献   

School psychologists' perceptions of priorities for dealing with the dropout problem     

Carla J. Egyed  David E. McIntosh  Kay S. Bull 《Psychology in the schools》1998,35(2):153-162

A sample of 444 (245 males and 199 females) Nationally Certified School Psychologists were surveyed to determine which causes of dropping out should be national priorities. A Principal Axis Factoring with oblimin rotation was conducted using the 42-item School Psychologist's Dropout Survey. The five factors which emerged were Criminal/Victimization, Different from Peer Group, School Conflict, Dysfunctional Family/Lack of Support, and Family Responsibilities. The factors comprised of items with loadings of .40 or higher were added together for each factor to obtain subscale total scores for each participant. Then, for each subscale all total scores were added together and divided by 444 to obtain an average subscale total score for the entire sample. This process was followed for all five subscales. Finally, the average subscale scores were ranked to identify which causes of dropping out were viewed by school psychologists as the most important national priority. School psychologists perceived school conflicts and dysfunctional families as the primary causes of dropping out that should be national priorities. © 1998 John Wiley & Sons, Inc.  相似文献   

Effects of diagnostic label,race, gender,educational placement,and definitional information on prognostic outlook for children with behavior problems     

Terry A. Stinnett  Kay S. Bull  Danel A. Koonce  Jennifer O. Aldridge 《Psychology in the schools》1999,36(1):51-59

Across the United States, children with behavioral and emotional problems receive one of a variety of labels if they are determined eligible for special education services. Labels like SED, EBD, and BD can result in lowered or negative expectations that others have for these children. This study investigated the effects of label, child's gender and race, child's educational placement, and availability of definitional information on prognostic judgments for children with behavior problems. Three‐hundred‐sixty‐three undergraduate students enrolled in teacher education courses read a vignette and completed a prognostic outlook questionnaire. The questionnaire items asked for judgments about the likelihood of further behavioral disruption, the likelihood of developing and maintaining adequate interpersonal relationships, and requested an estimate of overall adjustment of the child. The vignette described an elementary school child with behavior problems and its content was held constant. Gender (boy vs. girl), race (African American vs. Caucasian), educational placement (receiving special education services full‐time through inclusion vs. self‐contained), diagnostic label (BD vs. EBD vs. SED) and definition of the disorders (present vs. absent) were varied. There was a label × race × placement interaction and a label × definition interaction for the behavioral disruptiveness dependent measure. Under the inclusion condition White children who had the SED or EBD label were rated to be significantly more likely to be disruptive than children with the BD label. For the 2‐way interaction when no definitional information was given children who had the SED label were rated more likely to be disruptive than children who had either the EBD or BD labels. There was also a significant gender × race × definition interaction on the overall adjustment measure. However, post hoc contrasts were not significant and no conclusions were drawn other than that the effect was minimal. There was a significant main effect of gender on the interpersonal relationships variable. Girls were judged as significantly more likely to develop appropriate interpersonal relationships with others than were boys. No other significant effects were noted. © 1999 John Wiley & Sons, Inc.  相似文献   

From the Editor     

Zahava D. Doering  Kay Larson 《Curator: The Museum Journal》2008,51(4):314-341

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‘They call me headmaster’: Malawian and Australian women leaders     

Kay Whitehead  Elaine Andretzke  Valesi Binali 《Gender and education》2018,30(2):156-171

This article explores commonalities in the lives and work of women head teachers in Malawian secondary schools and women principals in Australian Lutheran schools. In both Australia and Malawi women are under-represented in school leadership and often appointed to complex schools and communities. We commence with a brief discussion of Malawi and Australia’s political and educational histories which have much in common, before outlining current selection policies for school leadership. The second part of the article explores women leaders’ initial and ongoing challenges in relation to their school systems, daily work and domestic lives. The final section focuses on their perspectives of current strategies to address women’s under-representation as leaders in their respective school systems. Notwithstanding the stark contrast in socio-economic contexts, we highlight enduring transnational inequalities in women leaders’ lives and work in Malawian secondary and Australian Lutheran schools.  相似文献   

Reclaiming education: ‘fake news’, research and social justice     

Louise Hayward  Steve Higgins  Kay Livingston  Dominic Wyse 《Curriculum Journal》2018,29(1):1-3

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Effect of carbohydrate ingestion during cycling exercise on affective valence and activation in recreational exercisers     

Vivian Lee  Kay Rutherfurd-Markwick 《Journal of sports sciences》2018,36(3):340-347

Carbohydrate (CHO) ingestion enhances “feel-good” responses during acute exercise but no study has examined the effect of regular ingestion of CHO on affective valence. We investigated the effect of CHO ingestion on perceptual responses and perceived work intensity of individual exercise sessions throughout a 10-week cycling (“spin”) exercise intervention. We also assessed whether any changes in affect and/or perceived work intensity would influence health and fitness parameters. Twelve recreational exercisers (46 ± 9 years; nine females and three males) were randomly allocated to either CHO (7.5% CHO; 5 mL · kg^?1 per exercise session; n = 6; CHO) or placebo (0% CHO, taste- and volume-matched solution; n = 6; PLA) groups. Participants exercised 2 × 45-min per week, over a 10-week intervention period. Perceptual measures of exertion (RPE), affect (feeling scale, FS) and activation (felt arousal scale, FAS) were assessed after each exercise session. The FAS ratings increased over time in CHO but decreased throughout the intervention in PLA (P = 0.03). There were no differences in heart rate (P = 0.70), RPE (P = 0.05) and FS (P = 0.84) between trials. Furthermore, no changes in health and fitness parameters were observed over time or between groups. CHO ingestion enhanced ratings of activation in recreational exercisers throughout a 10-week cycling intervention.  相似文献   

Fluid ingestion and exercise hyperthermia: Implications for performance,thermoregulation, metabolism and the development of fatigue     

Derek Kay  Frank E. Marino 《Journal of sports sciences》2013,31(2):71-82

The development of fatigue during exercise and the subsequent onset of exhaustion occur earlier in the heat than in cooler environments. The underlying mechanisms responsible for the premature development of fatigue in the heat have yet to be clearly identified. However, the proposed mechanisms include metabolic, cardiovascular and central nervous system perturbations, together with an elevated core temperature. Fluid ingestion is one of three strategies that have been shown to be successful in enhancing the performance of endurance exercise in the heat, with the other interventions being precooling and acclimatization. However, like the development of fatigue in the heat, the mechanisms by which fluid ingestion allows for improved exercise performance remain unclear. We propose that fluid ingestion enhances exercise performance in the heat by increasing the heat storage capacity of the body. We suggest that the thermoregulatory, metabolic and cardiovascular alterations that occur as a result of this increased heat storage capacity contribute to performance enhancement when fluid is ingested during exercise heat stress.  相似文献   

Factors contributing to mathematical problem-solving performance: An exploratory study     

Nina Kay Buchanan 《Educational Studies in Mathematics》1987,18(4):399-415

This paper describes differences in mathematical problem-solving performance of third-grade gifted and fifth-grade average students observed during an eight week period. Results indicated that such factors as attitude, motivation, and belief systems were important to performance. In addition there were major differences in problem-solving behavior between the girls and boys in this study. Because these results were incidental to the original questions of the study (Buchanan, 1984), they were deemed especially significant. Four groups, one of third-grade gifted boys, one of third-grade gifted girls, one of average boys and one of fifth-grade average girls met with the experimenter twice a week for eight weeks to solve a variety of mathematical problems. In the global analysis of video tapes of all sessions and post hoc statistical analysis of selected quantifiable variables, differences in problem-solving performance were best described in terms of motivation, beliefs about mathematics, problem-solving strategies, and means of achieving satisfaction. In addition, the girls' groups were more ego-involved and social; they completed fewer problems and had longer solution times than the boys' groups. Further holistic research is needed to describe the complex interaction that occurs during mathematical problem solving in group situations. Then, appropriate intervention might be designed to assure that both boys and girls have an opportunity to perform at optimum levels.  相似文献   

Research on Social Integration: What Are The Problems?     

Shirley M. Chambers  Russell W. Kay 《International Journal of Disability, Development & Education》1992,39(1):47-59

THIS LIMITED REVIEW of research on the social integration of children with disabilities in mainstreaming programs showed that there are several factors which may explain the apparent inconsistencies within the research literature. The diverse groups of individuals involved necessitate that attention be paid to pertinent variables and that care must be taken when findings are generalized to other groups of children with disabilities. An issue of particular concern was the simplistic measuring techniques employed in some research, particularly where studies relied on a single technique such as sociometry. There is limited evidence to support the increased use of multivariate statistical procedures as a means of producing more consistent findings. While most studies reviewed did not incorporate special treatments, that is other than integrated settings, invariably such treatments produced positive outcomes. Studies involving research designs which used the social acceptance of normal children as the basis for assessing social integration frequently resulted in negative findings.  相似文献