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Huw Morris 《Higher Education Quarterly》2000,54(3):239-258
This paper examines the introduction of modularisation and semesterisation at ten UK-based business schools. Using this case study evidence, it is argued that the main reasons for the introduction of these schemes were the personal ambitions of senior managers, pressure from external regulatory agencies and a desire to emulate initiatives undertaken by competitor institutions. In addition, it is suggested that the form of these schemes varied between institutions as a consequence of the negotiations which accompanied the introduction of these new arrangements, and constraints imposed by the legacy of earlier degree structures, regulations from external agencies, institutional geography, limits on financial resources and the organization of internal management systems. The paper concludes by arguing that these constraints have meant that modularity has had limited effects on the experiences of staff and students, but that semesterisation has significantly increased costs without any accompanying benefits. 相似文献
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ABSTRACT In recent years, there has been growing interest in the role of affect within education. Within this paper, the authors make a distinction between affective pedagogy, which they refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which they refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case, they explore student teachers’ affective responses to learning, drawing upon interview data and observations made during a series of grammar courses. They argue that grammar learning is a potential source of pleasure, wonder and intensity. The findings provide an important counter-narrative to the prevailing discourse of grammar as dull and threatening. They also draw broader conclusions about the significance of affect in education, drawing upon affect theory and recent work on epistemic emotions. 相似文献
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Background: Population health concerns related to physical inactivity and obesity appear in policy documents, government campaigns and popular media across western societies. Children and young people have been targeted for physical activity promotion and schools have been positioned as sites for intervention. In particular, Physical Education and school sport (PESS) has been framed as a key part of the solution. While some interventionist programmes in schools have reported positive outcomes, they have also been criticised for stigmatising fatness, contributing to a culture of surveillance and fuelling body image anxieties. Despite ongoing work to ameliorate these critical issues by addressing physical activity promotion discourses, curricula and teaching practices many of the same challenges persist. In seeking alternative explanations (and solutions) this paper shifts attention to exploring the role of pupils and their peers.Purpose: While the critical literature on health and physical education has been illuminating, few studies explore the role of pupils and their peers. Further research is necessary to understand how school peers contribute to pupils’ engagement with PESS. This paper, therefore, draws on Bourdieu’s notion of physical capital and seeks to understand how pupils’ physical activity is influenced by lived-body experiences in school spaces.The study: Data were produced from a 6-month bricolage-based study with pupils (N?=?29, aged 13–14) across four diverse school settings in England. Multiple qualitative methods were deployed to enhance methodological rigour with what is often a challenging age group for research. Data were interpreted and theorised using the concept of physical capital.Findings: Pupils themselves play a significant part in establishing the physical body as a symbol of power and status in school settings. Participants understood the health risks of being both underweight and obese, but they regarded obesity as being more problematic because of the immediate social risks of ‘standing out as the bigger one’. Following this rationale, participants sought to accumulate physical capital through engaging in exercise as a purposeful calorie-burning activity intended to avoid the pity, abnormality and derision which is expected to be directed towards overweight pupils. Furthermore, during PESS in clear view of peers, distinctions between pupils’ physical capital could be made by recognising differences in sporting skill. In this context, physical capital mediated engagement in PESS in various ways.Conclusion: This study has revealed that peers play a significant part in constructing the lived-body experiences of young people. In order to address the criticisms raised about some school-based health promotion interventions, it is crucial to attend to pupils’ relationships with peers as well as addressing policies, curricula and teaching practices. Being sensitive to peer relationships and their understanding of health may help teachers and health promoters decide how to manage the spaces where PESS takes place. 相似文献
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Huw Bell 《English in Education》2016,50(2):148-163
This case study of developing teacher attitudes, beliefs and content knowledge at one primary school in the North‐West of England deals with the new spelling, punctuation and grammar (SPaG) elements of the National Curriculum, focusing on grammatical terms and concepts. It uses data collected over 10 months from June 2014 to March 2015, including surveys, interviews and comments made during post‐observation discussions and during SPaG CPD sessions. The findings suggest that, while much work remains to be done in developing teachers’ knowledge base, attitudes are largely supportive of teaching children grammar terms and concepts. 相似文献
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Huw Jarvis 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(3):165-175
This paper demonstrates the viability and usefulness of word processing as a pedagogical tool for developing writing skills in the language classroom. Although the specific context is English as a Foreign Language (EFL), the applications are relevant to all language teachers working in primary, secondary or tertiary levels.
The paper illustrates some possible ways into this important and ever growing aspect of education technology. It is written for language teachers who are either completely new to this field or who have some experience which they would like to develop further. 相似文献
The paper illustrates some possible ways into this important and ever growing aspect of education technology. It is written for language teachers who are either completely new to this field or who have some experience which they would like to develop further. 相似文献
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Huw ALEXANDER 《Learned Publishing》2012,25(1):75-76
Access‐Right: The Future of Digital Copyright Law Zohar Efroni New York, Oxford University Press, 2010, 632pp. 978‐0199734078, $95 hbk Whenever a copyright law is to be made or altered, then the idiots assemble. (Mark Twain's Notebook, 1902–1903) 相似文献
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Kilduff LP Owen N Bevan H Bennett M Kingsley MI Cunningham D 《Journal of sports sciences》2008,26(8):795-802
Following a bout of heavy resistance training, the muscle is in both a fatigued and potentiated state with subsequent muscle performance depending on the balance between these two factors. To date, there is no uniform agreement about the optimal acute recovery required between the heavy resistance training and subsequent muscle performance to gain performance benefits. The aim of the present study was to determine the recovery time required to observe enhanced muscle performance following a bout of heavy resistance training. Twenty professional rugby players performed a countermovement jump at baseline and approximately 15 s, 4, 8, 12, 16, 20, and 24 min after a bout of heavy resistance training (three sets of three repetitions at 87% one-repetition maximum squat). Power output, jump height, and peak rate of force development were determined for all countermovement jumps. Despite an initial decrease in countermovement jump performance after the heavy resistance training (P<0.001), participants' performance increased significantly following 8 min recovery (P<0.001) (i.e. jump height increased by 4.9%, s=3.0). The findings suggest that muscle performance during a countermovement jump can be markedly enhanced following bouts of heavy resistance training provided that adequate recovery (approximately 8 min) is allowed between the heavy resistance training and the explosive activity. 相似文献