Towards creating an inclusive community of researchers: the first three years of the North American Association for Environmental Education research symposium     

Ronald B. Meyers  Michael Brody  Justin Dillon  Paul Hart  Marianne Krasny  Martha Monroe 《Environmental Education Research》2007,13(5):639-661

This article uses a series of interlinked, personal vignettes to discuss the first three years of the North American Association for Environmental Education research symposium, from the perspectives of the key organizers. Seven challenges in the field of environmental education research are identified in a recent historical context, and we illustrate how the symposium sought to address them. The challenges were, that: (i) environmental education research has been marginalized in some areas and not recognized in others; (ii) environmental education research and environmental education practice need to be brought closer together; (iii) environmental education research is still in early development of a professional perspective; (iv) environmental education research has to give a voice to early career scholars and graduate students; (v) environmental education research needs to enable discourse about both process and outcomes; (vi) environmental education researchers need social learning contexts to help develop professional identities and create more meaningful dialogue to address these challenges; and (vii) methodologies, theoretical frameworks and differences in beliefs in environmental education research need to be accommodated. The last challenge is seen as the most significant with which to continue to engage, in developing open, inclusive forums for researchers of environmental education.  相似文献   

Studying the everyday information behavior of tweens: Notes from the field     

Eric M. Meyers  Karen E. FisherElizabeth Marcoux 《Library & information science research》2007

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CITIZENSHIP-AS-PRACTICE: THE EDUCATIONAL IMPLICATIONS OF AN INCLUSIVE AND RELATIONAL UNDERSTANDING OF CITIZENSHIP   总被引：2，自引：0，他引：2  

Robert  Lawy  Gert  Biesta    《British Journal of Educational Studies》2006,54(1):34-50

ABSTRACT:  Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with 'outcome' rather than with 'process'– with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and between these related discourses. It advocates an inclusive and relational view of citizenship-as-practice within a distinctive socio-economic and political, and cultural milieu. Drawing upon some empirical insights from our research we conclude that an appropriate educational programme would respect the claim to citizenship status of everyone in society, including children and young people. It would work together with young people rather than on young people, and recognise that the actual practices of citizenship, and the ways in which these practices transform over time are educationally significant.  相似文献   

Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education     

Casado-Ledesma  Lidia  Cuevas  Isabel  Van den Bergh  Huub  Rijlaarsdam  Gert  Mateos  Mar  Granado-Peinado  Miriam  Martín  Elena 《Instructional Science》2021,49(4):515-559

Instructional Science - Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and...  相似文献   

Effects of self-questioning on EFL students’ engagement in literary reading / Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera     

Phuong Nam T. Nguyen  Gert Rijlaarsdam  Wilfried Admiraal 《Cultura y Educación》2016,28(4):702-737

This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students’ reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students’ reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students’ reading engagement.  相似文献   

Talking about education: exploring the significance of teachers’ talk for teacher agency     

Gert Biesta  Mark Priestley  Sarah Robinson 《课程研究杂志》2017,49(1):38-54

Abstract

The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’ knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’ gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.  相似文献   

Kinematic and kinetic analysis of the goalkeeper’s diving save in football     

Rony Ibrahim  Vosse A de Boode  Gert S. Faber  Jaap H. van Dieën 《Journal of sports sciences》2019,37(3):313-321

Kinetics and full body kinematics were measured in ten elite goalkeepers diving to save high and low balls at both sides of the goal, aiming to investigate their starting position, linear and angular momentum, and legs' contribution to end-performance. Our results showed that goalkeepers adopted a starting position with a stance width of 33 ± 1% of leg length, knee flexion angle of 62 ± 18° and hip flexion angle of 63 ± 18°. The contralateral leg contributed more than the ipsilateral leg to COM velocity (p < 0.01), both for the horizontal (2.7 ± 0.1 m·s^?1 versus 1.2 ± 0.1 m·s^?1) and for the vertical component (3.1 ± 0.3 m·s^?1 versus 0.4 ± 0.2 m·s^?1). Peak horizontal and peak angular momenta were significantly larger (p < 0.01) for low dives than for high dives with a mean difference of 55 kg·m·s^?1 and 9 kg·m²·s^?1, respectively. In addition, peak vertical momentum was significantly larger (p < 0.01) for high dives with a mean difference between dive heights of 113 kg·m·s^?1. Coaches need to highlight horizontal lateral skills and exercises (e.g. sideward push-off, sideward jumps), with emphasis on pushing-off with the contralateral leg, when training and assessing goalkeeper’s physical performance.  相似文献   

The Professorial Schizoid     

Jeffrey Meyers 《College Teaching》2013,61(3):179-180

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On how n and i turned out to become indices in mathematical sequences and formulae     

Gert Schubring 《Educational Studies in Mathematics》2011,77(2-3):331-350

The evolution of indexing sequences and series has been little studied so far, although this topic presents difficulties for students. This symbolisation signified, however, an important means for operating more generally with finite and infinite series. This paper investigates the first steps during the eighteenth century and then the different processes in France and in Germany. In France, it was Lacroix with his textbooks from the end of the eighteenth and the early nineteenth century who paved the way, while dealing with difference series, for what would be established by Cauchy as a general practice with indexed sequences. In Germany, a pivotal role was played by the combinatorial school since the 1780s in establishing sophisticated indexing notations; the achievements by Dirksen in elaborating ??higher-order?? indexing notations prove to be decisive.  相似文献   

Conceptions for relating the evolution of mathematical concepts to mathematics learning—epistemology, history, and semiotics interacting
To the memory of Carl Menger (1902–1985)     

Gert Schubring 《Educational Studies in Mathematics》2011,77(1):79-104

There is an over-arching consensus that the use of the history of mathematics should decidedly improve the quality of mathematics teaching. Mathematicians and mathematics educators show here a rare unanimity. One deplores, however, and in a likewise general manner, the scarcity of positive examples of such a use. This paper analyses whether there are shortcomings in the—implicit or explicit—conceptual bases, which might cause the expectations not to be fulfilled. A largely common denominator of various approaches is some connection with the term “genetic.” The author discusses such conceptions from the point of view of a historian of mathematics who is keen to contribute to progress in mathematics education. For this aim, he explores methodological aspects of research into the history of mathematics, based on—as one of the reviewers appreciated—his “life long research.”  相似文献