Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account of vita activa to map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration.
Purpose: The aim of the paper is to outline a new pedagogical model for physical education: a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model.
Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising.
Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education. 相似文献
Thirty-eight undergraduate students were randomly assigned one of two alternate forms of a 144-item true-false midterm examination. Whenever a statement appeared on one form as true and positively stated, it appeared on the alternate form as false and negatively stated. Similarly, a false and positively stated item on one form was true and negatively stated on the other. The subject matter of the two forms was identical and the four kinds of true-false items were equally represented on each form. Difficulty and discrimination indices were computed for each of the four item types. The statistical results showed negatively stated items were more difficult, but no more discriminating, than positively stated items. Also, false items were not statistically more difficult than true items, but were significantly more discriminating. It was concluded that test constructors should include more false items than true items in their instruments and that all items should be stated positively. 相似文献
Aggressive behavior in middle childhood is at least partly explained by genetic factors. Nevertheless, estimations of simple effects ignore possible gene-environment interactions (G × E) or gene-environment correlations (rGE) in the etiology of aggression. The present study aimed to simultaneously test for G × E and rGE processes between aggression, on the one hand, and peer victimization and the teacher-child relationship in school, on the other hand. The sample comprised 124 MZ pairs and 93 DZ pairs assessed in Grade 1 (mean age = 84.7 months). Consistent with rGE, children with a presumed genetic disposition for aggression were at an increased risk of peer victimization, whereas in line with G × E, a positive relationship with the teacher mitigated the genetically mediated expression of aggression. 相似文献
In this paper, we are interested in the emotional responses of teachers in the context of a reform effort, and our study is
oriented toward describing the significance of these responses with respect to the space teachers create to deal with reform
in their school. Our interest for educational reform incorporates and builds on the work of spatial theories and theories
of emotions in education, and most notably the work of Andy Hargreaves whose conceptualization of “emotional geographies”
provides an insightful link between emotion and space. This is done through a 2-year ethnographic study with six teachers
that were involved in science program restructuring in their school. In this study, we explore three aspects of the spaces
for coping with change that were created by this group of elementary teachers: (1) time and space as sources of social and
emotional support; (2) teacher collegiality and trust; and (3) teachers’ moral values and concerns. Finally, this paper explores
the implications for practice and policy from the development of spaces for teachers to process their feelings about change.
This article highlights the potential of taking a genealogical approach to researching social mobility based on empirical insights generated from a qualitative case study in a secondary school located in the South East of England. The study involved interviews with 42 students and the data lead to a deeper understanding of the role of families in inter- and intra-generational social movement. We begin by highlighting some limitations in existing research on social mobility. Next, the role of households and families in conditioning an individual's identity, dispositions, aspirations and choices is emphasised. We then present findings from the analysis of 42 genealogical work histories over three generations and explore the role of education and family background in shaping young people's employment aspirations. We argue that education has had little impact on overall mobility rates and suggest that whilst education has a significant role in mediating social mobility, the importance of family context should not be overlooked. 相似文献
Using an online survey (N = 888), this study investigated if the experience of flow mediated the influence of perceived social networking site credibility and social capital affinity (the sense of community and likeness felt for people online) on perceived focused and incidental knowledge gain among social networking sites users. The findings indicated that flow acted as a partial mediator in this context. However, social capital affinity strongly predicted perceived social networking site credibility and flow. Both perceived social networking site credibility and flow were predictors of perceived focused learning while social capital affinity was a strong, direct predictor of perceived incidental knowledge gain in this sample. 相似文献
Many community-based sport and physical activity programs take a positive youth development approach when operating in underserved communities around the world (Forneris, Whitley, & Barker, 2013). However, one of the biggest challenges for these programs is sustainability (Lindsey, 2008). The purpose of this article is to present the 3 authors’ experiences related to program sustainability when working with community-based sport and physical activity programs using a positive youth development approach in underserved communities. The authors describe the challenges faced with program sustainability, including ineffective development approaches, building strong relationships with community partners, knowledge translation, and securing funding. Also described are the strategies used to overcome these challenges, such as planning, capacity building, recruitment, and evaluation. This article is intended to stimulate more open and honest discussions about the realities of positive youth development program sustainability around the world. 相似文献
In the 1990s many institutions are faced with pressures to serve the needs of society while facing declining financial resources. This increases the need for institutions to properly plan for the future. The literature shows that many institutions have not embraced the need for strategic planning. This article reviews the systems approach to strategic planning as a method to enhance the planning processes. Planning models in the literature were examined, and a new model specifically oriented to institutions of higher education is presented. The model uses the concepts of the systems approach, combines elements of models in the literature, and shows the relationships and responsibilities of elements of the institution.Thomas S. Barker holds a B.S.B.A. from Christopher Newport University, an M.B.A. from Old Dominion University, and a Ph.D. in Higher Education from the University of North Texas. He is a principal in an educational consulting firm and has written on international education and technology transfer. Special interests include international education, developing countries, and cross-cultural ethics. Howard W. Smith is currently Professor of Higher Education and Interim Dean of the College of Education at the University of North Texas. He holds a B.S. in Education from Southwest Missouri State College and M.Ed. and Ed.D. degrees from the University of Missouri-Columbia. His current interests are higher education administration, planning, accreditation, and teacher education. 相似文献