Leadership: The Key Ingredient     

Barbara E. Forker 《Quest (Human Kinetics)》2013,65(2):87-94

This essay argues that the transition from physical education to Kinesiology involved the development of the kinesiological sciences such that over the last 35 years, the discipline has come to be dominated by a scientific outlook. The incorporation of science is in itself a benefit for the discipline. However, the cost is that the scientizing of the discipline has led to the marginalization of the humanistic features of movement. Thus, the history, philosophy, and literature of sport and movement stand in need of development in the American academy. More importantly, there needs to be a reawakening to the humanistic import of movement itself. So-called “gym classes” are being slowly weeded out of many university programs. The claim is that these need to be retained and strengthened with a focus on the importance of movement in developing our humanity.  相似文献   

Resistance as a Lens for Understanding the International Preschool Movement     

Barbara Beatty 《History of education quarterly》2009,49(2):156-158

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Sport: Kritik und Eigensinn — Der Sport der Gesellschaft     

Sven Güldenpfennig  Arno Müller  Barbara Ränsch-Trill 《Sportwissenschaft》2002,32(4):445-448

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Competing and Consensual Voices: The Theory and Practice of Argument Edited by Patrick J.M. Costello & Sally Mitchell     

Barbara Schneider 《Interchange》1997,28(4):399-402

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Growth in Precursor and Reading‐Related Skills: Do Low‐Achieving and IQ‐Discrepant Readers Develop Differently?     

Kimberly J. O&#x;Malley  David J. Francis  Barbara R. Foorman  Jack M. Fletcher  Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34

Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy.  相似文献   

Christian Education at home and overseas     

Barbara E. Gwyer M.A. 《British Journal of Religious Education》1934,1(3):164-166

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Bottom line—Making politics matter to students     

Barbara Jacoby 《About Campus》2006,11(4):30-32

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Freedom Train: The Underground Railroad as a Model of Christian Education,Antiracism, and Human Rights Advocacy     

Barbara A. Fears 《Religious education (Chicago, Ill.)》2017,112(1):19-32

Abstract

The Underground Railroad is the first racially integrated civil/human rights movement in the United States. The basic concepts of escape and travel that undergird the movement offer a way of envisioning the teaching/learning exchange as leaving behind unhealthy ideologies, and as journeying with students from one place of understanding to another. The primary participants and select aspects of the movement also offer a way of understanding teaching/learning in the classroom. Benefits of religious educational programming utilizing the proposed model include: developing awareness of the interrelatedness of race/racism/religion/power and a countercultural, counterhegemonic perspective that is informed by faith and evidenced by praxis.  相似文献   

A Fresh Theoretical Perspective on Practice‐Led Research          下载免费PDF全文

Barbara Hawkins  Brett Wilson 《The International Journal of Art & Design Education》2017,36(1):82-91

Practice‐led research in art and design has now come of age and can take its place alongside other forms of research at the academic ‘high table’. It no longer needs to be treated with ‘special consideration’ as a new form of intellectual enquiry. The research craft developed by those involved in practice‐led research admits them to a broader community of practice engaged in questioning the conceptual basis of how we perceive and make sense of the world around us. The objective/subjective divide that preoccupied an earlier generation of academics has eventually been replaced by a more nuanced epistemological framework able to embrace PhDs that include non‐textual artefacts as part of their exposition. An increasing number of academic institutions around the world have taken up the debate and now participate in practice‐led research programmes. However, for early‐career researchers in these fields there are still many hurdles to overcome, some of which are unique to this form of endeavour, as we outline. This article has been developed from a series of seminars and workshops presented by the authors to early‐career practice‐led researchers as part of their Project Dialogue programme which seeks greater engagement between the arts and sciences.  相似文献   

Test–retest reliability of the parent behavior importance questionnaire‐revised and the parent behavior frequency questionnaire‐revised     

Barbara A. Mowder  Renee Shamah 《Psychology in the schools》2011,48(8):843-854

This study evaluated the test–retest reliability of two parenting measures: the Parent Behavior Importance Questionnaire‐Revised (PBIQ‐R) and Parent Behavior Frequency Questionnaire‐Revised (PBFQ‐R). These self‐report parenting behavior assessment measures may be utilized as pre‐ and post‐parent education program measures, with parents as well as nonparent respondents. The questionnaires are based on the parent development theory, with the parenting behaviors corresponding to theory and current parenting literature. Thus, respondents' relative weighting of importance (PBIQ‐R) or frequency (PBFQ‐R) of positive, supportive parenting as well as negative behaviors may be determined through questionnaire responses. Test–retest reliability estimates suggest psychometric strength. Results are discussed relative to parenting theory and research, as well as school psychology policy and practice. © 2011 Wiley Periodicals, Inc.  相似文献