Learning to teach Sport Education in Russia: factors affecting model understanding and intentions to teach     

Olga Nikolaevna Glotova 《Sport, Education and Society》2013,18(8):1072-1088

While remarkably positive findings have been presented in research focusing on Sport Education in school settings, investigations on how preservice teachers learn to teach a new curriculum in physical education have been described as ‘the missing link’ in curriculum research. The purpose of this study was to introduce Sport Education to students in a Russian physical education pedagogical college, and to track their understanding of the model through a series of learning experiences. An action research methodology was employed as the main design of this study, which included four experience steps: lecturing, participating, planning and teaching. The most significant finding related to the knowledge that preservice teachers received during their intensive participation. In particular, this cohort of preservice teachers began with the misconception that Sport Education is a model where the teacher is essentially substituted by the students in terms of the operation of the class. However, by the end of the experience, the preservice teachers held the belief that Sport Education is more like a completely different teaching style where the teacher becomes a facilitator of class events. Nonetheless, their previous histories with physical education and their apprenticeships of observation strongly shaped their future intentions to teach the model.  相似文献   

中、韩女子职业高尔夫运动发展现状的比较研究     

易芳  张智 《搏击·武术科学》2013,(3):109-112

文章运用对比研究的方法对中国女子职业高尔夫（CLPGA）、韩国女子职业高尔夫（KLPGA）的成长过程、协会组织管理、赛事、赛事奖金额、会员、职业选手海外进出、市场营销等现状进行比较分析,并提出深化CLPGA组织管理体制改革,完善CLPGA赛制,增加大会数和奖金额度,加强CLPGA选手及专门人才培养,加大宣传力度,推广CLPGA品牌及加强市场营销策略等对策,以促进中国女子职业高尔夫运动的快速发展。  相似文献   

Turning the tide: creating Professional Learning Communities (PLC) to improve teaching practice and learning in South African public schools     

《Africa Education Review》2013,10(2):395-411

Abstract

Poor learner performance in South African schools raises concerns related to lack of commitment and accountability from school leaders and teachers with no common vision to promote a culture of high learner performance. This paper provides a literature overview of research available on the impact of professional learning communities (PLC) on effective teaching and practices to promote higher levels of learning amongst students; the nature of PLCs; their essential characteristics, developmental stages and challenges; and an assessment of the benefits of PLC in schools and the challenges of PLC from other researchers’ observations. PLCs are necessary to encourage collaborative teamwork on essential outcomes and intervention activities in learning. Finally, I conclude by exploring how South African schools can benefit from the practices of professional learning communities which endeavour to improve teaching practices and poor learner achievement.  相似文献   

Promoting a Juvenile Awards Approval Plan: Using Collaboration and Selected Projects for Improved Visibility and Findability to Promote Juvenile Collections in Academic Libraries     

Todd Shipman 《Behavioral & Social Sciences Librarian》2013,32(4):176-187

This article describes a project to promote an approval plan for purchasing award-winning juvenile books. The overall project utilizes a combination of projects for promoting awareness and use of the awards books and the juvenile collection in general. The promotion plan includes collaborative work with teacher education faculty, projects to increase the visibility of the juvenile collection in the library, and projects to improve the findability of the juvenile books via the online catalog and an online subject guide. Initial assessment of the plan indicates some success with increased book circulation and increased use of the online guide.  相似文献   

Are Library Science Programs Preparing New Librarians? Creating a Sustainable and Vibrant Librarian Community     

Mandi Goodsett  Amanda Koziura 《图书馆管理杂志》2013,53(6):697-721

Recent studies show a growing sense of frustration for new library and information science (LIS) graduates who struggle to gain employment, as well as for hiring libraries who find the skills of entry-level employee candidates to be lacking. This study endeavors to discover the origins of this troubling juxtaposition by examining the perceptions of recent LIS graduates. The researchers administered a large-scale survey with over 575 respondents, analyzed and coded the data, and compared codes using a Cohen's kappa calculation. The responses indicate that LIS graduates feel that their LIS education would have been more valuable had it given them more opportunities to gain experience, more courses in technology and instruction, more guidance in which courses to take, and more mentoring opportunities with practicing information professionals.  相似文献   

Integrating Informal Professional Development into the Work of Reference     

《The Reference Librarian》2013,54(72):207-217

Abstract

The dynamic environment of reference work demands that reference staff engage in ongoing professional development opportunities. The Bio-Medical Library at the University of Minnesota offers an informal, flexible, and highly interactive professional development program for those who staff the Reference Desk. The program, suitable for librarians and paraprofessionals at all levels of experience, combines a variety of opportunities, among them e-sessions on new tools, a review of basic Reference Desk competencies, a summer search camp, and a Library Staff Resources web site.  相似文献   

The Professional Development of Reference Librarians     

《The Reference Librarian》2013,54(73):337-350

Abstract

Professional activities can have a profound impact on the professional development of reference librarians in all types of libraries. This article discusses the positive impacts that research and publication, conference attendance and presentations at professional association meetings, and service activities have on the professional development and growth of reference librarians. Also included are practical tips and strategies for becoming more involved in these professional development activities.  相似文献   

Librarians in Children's Literature, 1909-2000     

《The Reference Librarian》2013,54(78):85-96

Summary

The presentations of librarians in thirty-five children's books published between 1909 and 2000 in the United States were described, compared, and analyzed to discover indications of attitudes and beliefs about librarians and to discern evidence of changing roles within the profession of librarianship. In regard to gender and ethnicity, most of the librarians depicted are female and Caucasian, including those in books from recent decades.

Consistency in work tasks of librarians is seen throughout the century, but the tools used to perform the work show consistent evolution. Librarians emerge as caring, friendly, and energetic professionals who have positive interactions and relationships with patrons.  相似文献   

Instructional Experiences of Graduate Assistants Implementing Explicit and Reflective Introductory Biology Laboratories     

Nazan Uludag Bautista  Elisabeth E. Schussler  Stephen M. Rybczynski 《International Journal of Science Education》2013,35(7):1184-1209

Science education reform documents identify nature of science (NOS) as a critical component of scientific literacy and call for universities, colleges, and K-12 schools to explicitly integrate NOS learning into science curricula. In response to these calls, this study investigated the classroom practices of nine graduate assistants (GAs) who taught expository and inquiry laboratories that implemented an explicit and reflective (ER) pedagogy to teach NOS. The purpose of this qualitative study was to better understand the experiences that enabled or inhibited GA implementation of an ER strategy in a college setting. The findings revealed that achieving quality implementation in this setting was very difficult. Factors such as GAs' ability to foster meaningful classroom discussions, laboratory logistics (e.g. lack of time and supplies), and the value undergraduates and GAs saw in learning about NOS were identified by GAs and observed by the researchers as barriers to the technique maximizing its potential. Thus, for meaningful infusion of NOS into science curricula, pedagogical support for GAs to manage meaningful classroom discussions in support of NOS or other complex topics is recommended for an ER approach to NOS learning to be successful in college settings.  相似文献   

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher     

Valarie L. Akerson  Khemmawadee Pongsanon  Ingrid S. Weiland  Vanashri Nargund-Joshi 《International Journal of Science Education》2013,35(12):2055-2082

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.  相似文献