Understanding the rationale for preschool physical education: implications for practitioners' and children's embodied practices and subjectivity formation     

Nollaig McEvilly  Matthew Atencio  Martine Verheul  Mike Jess 《Sport, Education and Society》2013,18(6):731-748

This paper provides an overview of selected academic research literature that underpins contemporary preschool physical education. We highlight and interrogate diverse rationales and beliefs that serve to influence and structure preschool physical education in various forms. We speculate as to how preschool practitioners and children might engage in specific practices relative to these discourses. Our consideration of preschool physical education discourses relies upon a Foucaultian analysis of the major techniques of power and also raises possibilities of conceptualising subjectivity formation through his concept of the ‘technologies of the self’. Discourses related to motor skill development, play and physical activity, in particular, appear to be prevalent in the selected literature, along with a related pedagogical discourse concerning ‘structure and freedom’. These sometimes competing discourses arguably underpin competing agendas reflecting those who advocate supporting children's free play and those who propose more structured and interventionist practices in relation to young children's physical activity. We conclude that these diverse approaches lend themselves to interpretation and negotiation in the context of preschool physical education, with specific consequences for the embodied experiences and subjectivities of preschool practitioners and children.  相似文献   

White Paper: functionality and efficacy of wrist protectors in snowboarding—towards a harmonized international standard     

Frank I. Michel  Kai-Uwe Schmitt  Richard M. Greenwald  Kelly Russell  Frank I. Simpson  David Schulz  Mike Langran 《Sports Engineering》2013,16(4):197-210

The wrist is the most frequently injured body region among snowboarders. Studies have shown that the risk of sustaining a wrist injury can be reduced by wearing wrist protection. Currently, there are a wide variety of wrist protection products for snowboarding on the market that offer a range of protective features. However, there are no minimum performance standards for snowboarding wrist protectors worldwide. The International Society for Skiing Safety convened a task force to develop a White Paper to evaluate the importance and necessity of a minimum performance for all wrist protectors used in snowboarding. The White Paper outlines the need for a general framework for a harmonized international standard and reviews the existing evidence. Therefore, this White Paper may serve as a common base for future discussions. The broader goal of developing and implementing such a standard is to reduce the incidence and the severity of wrist injuries in snowboarding without increasing the risk of adverse events, such as upper arm or shoulder injury. The European standard for inline skating wrist protectors (EN 14120) can serve as a starting point for efforts related to a standard for snowboard wrist protectors, but certain modifications to the standard would be required. It is hypothesized that implementation of a snowboarding wrist protector standard would result in fewer and less severe wrist injuries in the sport and could translate into more riding days for healthy snowboarders and significant health-care costs savings.  相似文献   

Examining proximal and distal influences on the part-time student experience through an ecological systems theory     

Mike McLinden 《Teaching in Higher Education》2017,22(3):373-388

This conceptual paper contributes to the literature base on promoting equality of opportunity for students in higher education through seeking to broaden understanding of the influences on part-time study in the United Kingdom (UK). These students constitute a significant proportion of the total student population in the UK with research highlighting particular issues they encounter in their learning experience. An analysis of these issues suggests multiple sources of influence within a complex higher education landscape. Bronfenbrenner’s ecological systems theory is drawn upon as a lens through which to examine proximal and distal influences on part-time students and their study experiences in higher education and to propose a research design to facilitate future participation. The paper has significance for educators and researchers concerned with developing understanding of the multilayered influences on participation in higher education in a rapidly changing educational landscape in order to ensure equality of opportunity for all students.  相似文献   

Change in Teacher Education: interpreting and experiencing new professional roles     

David Blake  Vince Hanley  Mike Jennings  Michele Lloyd 《欧洲师范教育杂志》1996,19(1):19-34

In this paper we consider the effect of moves by the British Government to make initial teacher education (ITE) in England and Wales more school‐based (Blake, 1993). To monitor the impact of this shift towards school‐based training we conducted a fine grain study of what was happening on the ground within the one‐year Secondary School‐Based Postgraduate Certificate in Education (PGCE) at the Chichester Institute of Higher Education (ChIHE). * *At the time the research was conducted, the Institute's name was the West Sussex Institute of Higher Education, hence interviewees refer to ‘WSIHE’ and ‘West Sussex’. View all notes Data were gathered from questionnaire surveys and interviews. Findings from our regional case study indicate that while school‐based ITE programmes may offer student teachers greater insight into school life, this should not be at the expense of developing students’ analytical and theoretical understanding of education and schooling promoted within higher education‐based work.  相似文献   

Moving towards transdisciplinarity: an ecological sustainable focus for science and mathematics pre‐service education in the primary/middle years     

Kathryn Paige  David Lloyd  Mike Chartres 《Asia-Pacific Journal of Teacher Education》2008,36(1):19-33

One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger picture. Capra (2000 Capra, F. 2000. The challenge of our time.. Resurgence, 203: 18–20.  [Google Scholar]) argues, “To become ecologically literate we must learn to think systemically – in terms of connectedness, context and processes” (p. 270). We have attempted to structure connected learning experiences through our transdisciplinary approach to teaching for learning science, mathematics and ecological aspects of society and environment. We support Jucker's (2002 Jucker, R. 2002. Our common illiteracy: Education as if the Earth and people mattered, Frankfurt: Peter Lang.  [Google Scholar]) view that we must have lateral rigor across disciplines and vertical rigor within disciplines in order to best prepare students for teaching. This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment.  相似文献   

The Rhetoric of Misdirection in Corporate Privacy-Policy Statements     

Mike Markel 《Technical Communication Quarterly》2005,14(2):197-214

U.S. businesses wish to continue to profit by collecting personal information from their website visitors, yet they fear that the practice both alienates visitors and exposes them both to legal problems from U.S. authorities and business sanctions from data-privacy authorities in Europe and Canada. This dilemma is reflected in the typical corporate privacy-policy statement, which is full of misleading and deceptive rhetoric intended to cover up the gap between the company's privacy policy and the image it wishes to project.  相似文献   

Understanding Schooling     

Mike O'Donnell 《British Journal of Sociology of Education》1989,10(4):495-500

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The Impact of Pre‐school Children's Intelligence and Adjustment on their Parents’ Long‐term Educational Expectations     

Edmund J. S. Sonuga‐Barke  Jim Stevenson  Margaret Thompson  Mike Lamparelli  Mandy Goldfoot 《教育心理学》1995,15(2):141-148

The present study set out to examine the role played by preschool children's intellectual and behavioural characteristics in their parents’ expectations for school performance. Preschool children who were expected by their parents to attend university were compared with those who were expected to leave school at the earliest opportunity. Children whose parents had lower expectations came from lower social classes and tended to be boys. The two groups differed in a number of other ways. The high expectations group tended to be more intelligent and less overactive. When the associations between expectations, sex and SES were controlled for, these differences persisted. The findings show that there is already an association between high educational expectations and educational advantage before children enter school. Educationalists should be cautious when developing policy on the basis of the assumption that the reported association between parental expectations and school achievement reflects the impact of expectations rather than the persistence of early acquired competence.  相似文献   

Comment on “identification of student misconceptions in genetics problem solving via computer program”     

Mike U. Smith 《科学教学研究杂志》1991,28(4):383-384

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Contexts for questioning: two zones of teaching and learning in undergraduate science     

Helena Pedrosa-de-Jesus  Betina da Silva Lopes  Aurora Moreira  Mike Watts 《Higher Education》2012,64(4):557-571

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