Researching the competence-based curriculum: preface to a case study of four urban secondary schools     

Christopher Downey  Jenny Byrne  Ana Souza 《Curriculum Journal》2013,24(3):321-334

This introductory article accompanies three further articles forming a case study research project undertaken to describe the experience of four urban secondary schools implementing a competence-based curriculum for students in their first year of secondary education. The nature of such competence-based curricula is discussed in the context of secondary schools before providing an outline of the context of each of the case study schools. A democratic and emancipatory view of education provides the rationale for the development of transferable competencies, and this is considered with respect to the challenges of engaging in a cross-disciplinary approach to the curriculum. These challenges are viewed through the lens of Bernstein's concepts of strong and weak framing and horizontal and vertical discourses. Each of the accompanying articles takes up a different aspect of education, focusing on curriculum planning, teaching and learning, and leadership and management respectively. Further challenges with regard to changes in the English curriculum are briefly reflected upon. Finally an outline of the case study methodology which was employed in the study is provided.  相似文献   

Beyond the boundaries: resistances to school‐based youth work in Northern Ireland     

Simon Bradford  Siobain Byrne 《Pastoral Care in Education》2013,31(1):19-31

In Northern Ireland, attention is currently focused on youth work in the context of wider changes associated with the integration of services for young people. Policy‐makers there have identified youth work as having potential to link formal and informal education. However, youth work has often been understood as predominantly out‐of‐school provision embodying different values and principles from that of schooling. Increasingly, and as ideas about education shift, schools have become an important setting for youth work, generating much debate amongst policy‐makers, youth workers and teachers. One important question is whether the school setting is an appropriate context for informal learning. This article draws on interviews completed with teachers and youth workers and explores their experiences of school‐based youth work in one part of Northern Ireland.  相似文献   

A Modest Proposal for Preventing the Children of America from Being a Burden to Their Parents or Country,and for Making Them Beneficial to the Public     

John J. Byrne 《Clearing house (Menasha, Wis.)》2013,86(5):327-329

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Changes in domain specific self-perception amongst young people with intellectual disability: a longitudinal study     

Clara O’Byrne  Orla T. Muldoon 《欧洲特需教育杂志》2018,33(1):59-72

This study examines the changes that occur in multidimensional self-concept of adolescents with a diagnosis of intellectual disabilities, across gender and category of intellectual disability (borderline, mild, moderate) groups. A sample of 54 young people completed the Harter Self-Perception Profile. Using a three-wave longitudinal study conducted during their first year in a segregated special second-level school, stability and change in multiple domains of self-perception were examined. Findings indicate that gender and level of cognitive function are important variables in changes in self-perception across time, highlighting the heterogeneous nature of the special school population.  相似文献   

The effects of added mass on the biomechanics and performance of countermovement jumps     

Andrew J. Harrison  Paul Byrne  Shilpa Sundar 《Journal of sports sciences》2019,37(14):1591-1599

This study examined the kinetic and temporal differences between countermovement jumps (CMJs) and eccentrically loaded CMJs. A survey of 109 coaches and athlete showed that 87% of respondents regularly used jumps with added mass within training. Sixteen male and thirteen female track and field athletes from sprinting, hurdling and jumping events performed 5 bodyweight CMJs 5 jumps wearing a weighted jacket and 5 eccentrically loaded dumbbell (LDB) jumps trials in a randomised order. Peak force (PF), peak power (PP), flight time (FT), concentric time (CON-T), eccentric time (ECT), total time (TIME) and eccentric/concentric ratio (E/C-Ratio) were obtained from force plate data. Statistically significant differences (p < 0.05) with moderate to large magnitude effect sizes were found between men and women in FT, PP and PF but not in any of the temporal variables. The results indicated that the WJ decreased FT in men (↓9%) and women (↓10%) but LDB jumps had similar FT to CMJ. Overall, the results showed that LDB increased the E/C Ratio (↑50% and ↑42%) and decreased CON-T (↓37% and ↓25%) compared with WJ and CMJ respectively. LDB jumping is not recommended as a training modality as it tends to disrupt the relative timing of the jump action.  相似文献   

Potential benefits of dietary nitrate ingestion in healthy and clinical populations: A brief review     

Sinead T. J. McDonagh  Lee J. Wylie  Christopher Thompson  Anni Vanhatalo 《European Journal of Sport Science》2019,19(1):15-29

Abstract

This article provides an overview of the current literature relating to the efficacy of dietary nitrate (NO₃^?) ingestion in altering aspects of cardiovascular and metabolic health and exercise capacity in healthy and diseased individuals. The consumption of NO₃^?-rich vegetables, such as spinach and beetroot, have been variously shown to promote nitric oxide bioavailability, reduce systemic blood pressure, enhance tissue blood flow, modulate muscle O₂ utilisation and improve exercise tolerance both in normoxia and in hypoxia, as is commonly observed in a number of disease states. NO₃^? ingestion may, therefore, act as a natural means for augmenting performance and attenuating complications associated with limited O₂ availability or transport, hypertension and the metabolic syndrome. Recent studies indicate that dietary NO₃^? might also augment intrinsic skeletal muscle contractility and improve the speed and power of muscle contraction. Moreover, several investigations suggest that NO₃^? supplementation may improve aspects of cognitive performance both at rest and during exercise. Collectively, these observations position NO₃^? as more than a putative ergogenic aid and suggest that increasing natural dietary NO₃^? intake may act as a prophylactic in countering the predations of senescence and certain cardiovascular-metabolic diseases.  相似文献   

Actors who can’t play in the sports film: exploring the cinematic construction of sports performance     

Sebastian Byrne 《Sport in Society》2017,20(11):1565-1579

The sports film often focuses upon character psychology and narrative in the cinematic capturing and construction of sport and sports performance. However, the limited attention given to the role of the actor’s body threatens to compromise this seamless dramatic structure of the narrative, not to mention viewer identification with the protagonist, thus leading to inadequate sporting technique that fails to achieve verisimilitude. This paper looks to address the limitations in the actor’s bodily performance, by rethinking the relationship between the actor’s physical portrayal and their cinematic construction. I argue that cinematic techniques should function as an extension of the actor’s body, thus creating a more seamless fusion between the two. Adopting such a method would facilitate a more heightened representation of sports performance, while contributing to the unfolding of the plot through the bodily interactions between the actors during the spectacle of sports sequences.  相似文献   

Effect of stage duration on physiological variables commonly used to determine maximum aerobic performance during cycle ergometry     

Roffey DM  Byrne NM  Hills AP 《Journal of sports sciences》2007,25(12):1325-1335

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Employing digital spaces to resist harmful discourses: intersections of learning,technology, and politics showing up in the lowcountry     

W. Ian O’Byrne  Jon Hale 《Learning, Media and Technology》2018,43(4):390-399

ABSTRACT

The intersections between learning, technology, and media are often the scene of tumult and change. The forces of learning, technology, and politics are pervasive in the lives of young people. These contexts of learning are fueled by the current political moment, but also informed by historical contexts that impact our youth, regardless of socioeconomics, culture, race, or gender. Educators are struggling with how to discuss these trends, and their impact on the learning and engagement of youth. This study focuses on how local Charleston activists formed groups, and utilized technology and media in order to resist socio-political discourses post Trump.  相似文献   

ASD transition to mainstream secondary: a positive experience?     

Sinead Neal  Norah Frederickson 《Educational Psychology in Practice》2016,32(4):355-373

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