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Van Schalkwyk François B. van Lill Milandré H. Cloete Nico Bailey Tracy G. 《Higher Education》2022,83(3):613-630
Higher Education - A quarter of a century after South Africa’s transition to democracy, the rhetoric of ‘transformation’ remains firmly ingrained in its higher education policy... 相似文献
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Major findings from the Canadian incidence study of reported child abuse and neglect 总被引：1，自引：0，他引：1
OBJECTIVE: To present key findings from the Canadian Incidence Study of Reported Child Maltreatment (CIS) in sufficient detail to provide a basis for international comparisons in terms of forms and severity of maltreatment and the age and sex of victims. METHOD: A survey conducted in a random sample of 51 child welfare service areas across Canada tracked child maltreatment investigations conducted during the months of October to December 1998, produced a national sample of 7672 child maltreatment investigations. Information was collected directly from investigating workers on child and family background, perpetrator characteristics, severity and types of maltreatment and service and court outcomes of investigations. RESULTS: Forty-five percent of investigations were substantiated and in a further 22% of investigations maltreatment remained suspected. Primary reasons for investigation were physical abuse (31%), sexual abuse (11%), neglect (40%), and emotional maltreatment (19%). A larger proportion of physical abuse cases are isolated incidents involving older children and are more likely to lead to injuries. Sexual abuse, neglect and emotional maltreatment involve more chronic situations with children showing signs of emotional harm. Rates of investigated and substantiated maltreatment are lower in Canada compared to the United States, but are higher than rates reported in Australia. CONCLUSIONS: The CIS provides much needed information for developing a better understanding of the profile and needs of children and families investigated by child welfare authorities in Canada. The study also serves as a point from which international comparisons can be made. 相似文献
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Jan Pieter van Oudenhoven Bert Wiersema Nico van Yperen 《European Journal of Psychology of Education - EJPE》1987,2(1):83-91
In a field experiment among third grade pupils from 15 primary schools, three instruction methods were compared. At five schools (control condition) pupils did spelling exercises as usual, i. e. individually; at five other schools the pupils also worked individually, but checked each other’s work after which they had the opportunity to correct their own mistakes. At another five schools pupils worked in pairs. Each pupil had to check the other pupil’s work and discuss the mistakes. For the low achievers cooperation led to higher achievement than the individual working method. Pupils who checked each other’s work but did not cooperate did not show any more improvement than pupils who worked individually. 相似文献
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This study investigated the knowledge that experienced science teachers have of models and modelling in science in the context of a school curriculum innovation project in which the role and the nature of models and modelling in science are emphasized. The subjects in this study were teachers of biology, chemistry and physics preparing for the curriculum innovation. Two instruments were used: a questionnaire with seven open items on models and modelling, which was completed by 15 teachers, and a questionnaire consisting of 32 items on a Likert-type scale (n=71). Results indicated that the teachers shared the same general definition of models. However, the teachers' content knowledge of models and modelling proved to be limited and diverse. A group of teachers who displayed more pronounced knowledge appeared to have integrated elements of both a positivist and a social constructivist epistemological orientation in their practical knowledge. Implications for the design of teacher education interventions are discussed. 相似文献
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The use of analogies in language teaching: Representing the content of teachers' practical knowledge 总被引：1，自引：0，他引：1
This study sought to determine how experienced language teachers use analogies to help students comprehend a text on the course of their regular teaching routines. It is assumed that analogies constitute one important component of the content of teachers' practical knowledge in the context of reading-comprehension instruction. The framework of the study drew from Shulman's notion of 'pedagogical content knowledge'; the perspective was the analogy-provider (e.g. teacher or textbook author). Eight lessons taught by eight different teachers were observed and analysed for the presence of analogies. The frequent use of analogies, continuously under discussion in the literature about science education, seems at least open to question. The research suggests that teacher education programmes for language teaching should include information about developing and evaluating instructional analogies. 相似文献
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Tamara Platteel Hans Hulshof Petra Ponte Jan van Driel Nico Verloop 《Educational Action Research》2013,21(4):429-451
This article describes the complex nature of collaborative relationships, the difficulties of conducting research with others, and the complications of partnerships in educational research. To create and sustain a communicative space in which participants can collaborate to innovate education and curriculum, time and opportunity to develop trust in the group are needed. We report on a collaborative action research project in the Netherlands in which 14 teachers, three facilitators and an academic researcher formed a partnership, and together designed Language 1 education. We find contextual and the communicative conditions are important in the collaborative action research partnership. We use metaphors of facilitative actions – map, magnifying glass, mirror and compass – formulated by Wadsworth to analyze and describe the collaboration. We show that the participants had to come to terms with their roles and responsibilities and, through dialogue and reflection, evolved and learned to contribute to the collaborative action research partnership by sustaining dialogue and utilizing their unique expertise. 相似文献
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Christiane Lösch Nico Nitzsche Christian Maiwald Daniel Zschäbitz Martin Weigert Henry Schulz 《Sportwissenschaft》2018,48(3):428-437
In the context of strength training in rehabilitation, visual movement control can be helpful to ensure correct movements. However, there are only a few studies that deal with the effectiveness of feedback during resistance exercises. To investigate the effect of feedback during guided exercise, 18 young adults (28.8?±?5.5 years) and 12 senior citizens (67.9?±?4.1 years) were tested. Subjects performed shoulder press exercises (3 sets, 15 repetitions) with and without visual movement control in a randomized order. On day 1, the subjects trained without load, and on day 2 they trained at 50% of their single repetition maximum. Joint articulation at the elbow was recorded using elbow extension and flexion. Autocorrelation was used to determine the reproducibility of movements. Subjects achieved better reproducibility of the movement with feedback than without (χ2?=?19.73; p?<?0.001). There was no effect of the load on motion accuracy (p?>?0.05), but the age group showed a significant effect (χ2?=?6.00; p?=?0.014). The younger group shows a higher degree of movement accuracy. In summary, visual movement control is useful in guided exercises to control movement execution. In clinical setting, this may be a way to control the motion performance of guided strength exercises and to ensure purposeful muscle work. Further studies should clarify the effect of visual feedback on the movement quality in unguided strength exercises. 相似文献
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Nico Schulenkorf 《Sport Management Review》2010,13(2):118-128
There is increasing evidence that NGOs and Government agencies are turning to sport events as a tool for reconciliation and inter-community development (Burnett, 2006; Gasser & Levinsen, 2004; Stidder & Haasner, 2007; Sugden, 2006), yet the different roles and responsibilities of the organising ‘change agent’ within development projects have not received much empirical investigation. To address this gap, this paper analyses the different roles and responsibilities of an international sport event change agent in the ethnically divided Sri Lanka. Following an interpretivist mode of inquiry, findings of this research are derived from the analysis of 2 focus groups and 35 in-depth interviews with Sinhalese, Tamil, Muslim and international event stakeholders.Findings suggest that the change agent holds nine key roles and responsibilities in the inter-community development process. These are being an agent for community participation; a trust builder; a networker; a leader; a socially responsible advocate; a resource developer; a proactive innovator; a financial supporter; and a strategic planner for the long-term sustainability of projects. This research suggests that it is important to fulfil these roles to secure active community participation, to achieve positive socio-cultural event impacts and outcomes, and to provide a strategic framework for sustainable inter-community development. 相似文献