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21.
Family learning has been an important mode of education deployed by governments in the United Kingdom over the past 20 years, and is positioned at the nexus of various social policy areas whose focus stretch beyond education. Drawing on qualitative research exploring mothers’ participation in seven different family learning programmes across West London, this paper looks at how this type of education is mobilised; that is, how mothers are ‘encouraged’ to participate and benefit from this type of programme. Framed by a neo-liberal policy climate and Foucauldian writings on governmentality and surveillance, we explore how participating mothers are carefully ‘targeted’ for this type of learning through their children and through school/ nursery spaces, and how programmes themselves then operate as a supportive social space aimed at facilitating social networks, friendship and personal development linked to positions of gender, ethnicity, class and migrant status. It is the socio-spatial workings of ‘supportive’ power and power relations that enable family learning to be mobilised that ensures its popularity as a social policy initiative. 相似文献
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Timothy Barney 《Journal of International and Intercultural Communication》2014,7(2):103-126
In 1973, German historian Arno Peters unveiled the “Peters projection,” a map that challenged the Eurocentric Mercator style by redrawing the so-called “Third World” to appear more prominent on the global landscape. The projection sparked intense debate among cartographers about the overt use of ideology in mapping, while simultaneously championed by international groups (from the UN to church organizations) as a corrective against the marginalization of developing nations. This essay addresses how the Peters map became a rhetorical emblem for an internationalist identity within the contentious spatial conceptions constraining the Cold War. Ultimately, the Peters projection, despite its radicalism, constituted a “recolonization” that supported logics of Western liberal development in the Third World. 相似文献
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Dean Dudley John Cairney Nalda Wainwright Dean Kriellaars Drew Mitchell 《Quest (Human Kinetics)》2017,69(4):436-452
The International Charter for Physical Education, Physical Activity, and Sport clearly states that vested agencies must participate in creating a strategic vision and identify policy options and priorities that enable the fundamental right for all people to participate in meaningful physical activity across their life course. Physical literacy is a rapidly evolving concept being used in policy making, but it has been limited by pre-existing and sometimes biased interpretations of the construct. The aim of this article is to present a new model of physical literacy policy considerations for key decision makers in the fields of public health, recreation, sport, and education. Internationally debated definitions of physical literacy and the wider construct of literacy were reviewed in order to establish common pillars of physical literacy in an applicable policy model. This model strives to be consistent with international understandings of what “physical literacy” is, and how it can be used to achieve established and developing public health, recreation, sport, and educative goals. 相似文献
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Discovery-based learning designs incorporating active exploration are common within instructional software. However, researchers have highlighted empirical evidence showing that “pure” discovery learning is of limited value and strategies which reduce complexity and provide guidance to learners are important if potential learning benefits are to be achieved. One approach to reducing complexity in discovery learning is limiting the range of possible actions for the learner to ensure that they do not undertake exploratory activities leading to confusion. This article reports on a study in which the learning outcomes from two learning conditions using computer-based simulations were compared. One condition allowed exploration through manipulation of simulation parameters, while the other allowed observation of simulation output from preset parameters, the latter condition designed to limit the complexity of the task. Learning outcomes for the 158 university student participants were assessed via pre-tests and post-tests of conceptual understanding. Students’ exploration activities were recorded and their strategies subsequently coded as either systematic or unsystematic. The results showed that when compared with observation, systematic exploration resulted in learning benefits, while unsystematic exploration did not. These results have implications for the design of discovery learning tasks and instructional guidance within computer-based simulations. 相似文献
26.
Heather L. Petcovic Herb Fynewever Charles Henderson Jacinta M. Mutambuki Jeffrey A. Barney 《Research in Science Education》2013,43(2):437-455
Grading practices can send a powerful message to students about course expectations. A study by Henderson et al. (American Journal of Physics 72:164–169, 2004) in physics education has identified a misalignment between what college instructors say they value and their actual scoring of quantitative student solutions. This work identified three values that guide grading decisions: (1) a desire to see students’ reasoning, (2) a readiness to deduct points from solutions with obvious errors and a reluctance to deduct points from solutions that might be correct, and (3) a tendency to assume correct reasoning when solutions are ambiguous. These authors propose that when values are in conflict, the conflict is resolved by placing the burden of proof on either the instructor or the student. Here, we extend the results of the physics study to earth science (n?=?7) and chemistry (n?=?10) instructors in a think-aloud interview study. Our results suggest that both the previously identified three values and the misalignment between values and grading practices exist among science faculty more generally. Furthermore, we identified a fourth value not previously recognized. Although all of the faculty across both studies stated that they valued seeing student reasoning, the combined effect suggests that only 49% of faculty across the three disciplines graded work in such a way that would actually encourage students to show their reasoning, and 34% of instructors could be viewed as penalizing students for showing their work. This research may contribute toward a better alignment between values and practice in faculty development. 相似文献
27.
This paper examines the importance of understanding different organisational and professional cultures for leaders in extended service settings. It begins with a critical review of key concepts and debates in the organisational culture literature and then shows how different professional groups (education, health and social services) have adopted aspects of this literature to reflect their respective professional concerns. We argue that such insights can help leaders in these settings understand and work with different professional groups more effectively. Key to this process is the ‘culture conversation’ where different professionals are encouraged to explore the taken for granted assumptions that drive their everyday practice. 相似文献
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Timothy Barney 《Quarterly Journal of Speech》2013,99(4):585-611
Václav Havel had two eventful terms as the first democratic president of the Czech Republic. The documentary Citizen Havel is one rhetorical artifact that captures the way a new democracy and its attendant executive power is constructed consciously in real time in a political culture where such a tradition has largely not existed. Culled from ten years of fly-on-the-wall-style footage, Citizen Havel captures the tensions between the constitutional expectations of the Czech presidency and Havel's own extraconstitutional interpretations of executive power. Ultimately, this essay argues that Citizen Havel is one influential representation of how Czech “presidentiality” during the post-communist transition was built from the inventional resources of a range of rhetorical and historical materials, such as the Czechoslovakian interwar period, the long influence of totalitarianism and the dissident culture that challenged it, the examples of “Western” presidential rhetoric, and even European monarchical traditions. 相似文献
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Apostolos S. Theodorou Carlton B. Cooke Roderick F. G. J. King Colin Hood Terry Denison Barney G. Wainwright 《Journal of sports sciences》2013,31(11):853-859
We investigated the effect of an acute creatine loading (25 g per day for 4 days) and longer-term creatine supplementation (5 g of creatine or 5 g of placebo per day for 2 months) on the performance of 22 elite swimmers during maximal interval sessions. After the acute creatine loading, the mean of the average interval swim times for all swimmers (n = 22) improved (44.3 +/- 16.5 s before vs 43.7 +/- 16.3 s after supplementation; P ? 0.01). Three of the 22 swimmers did not respond positively to supplementation. After 2 months of longer term creatine supplementation or placebo,neither group showed a significant change in swimming performance (38.7 +/-13.5 s before vs 38.7 +/- 14.1 s after for the creatine group; 48.7 +/- 18.0 s before vs 48.7 +/- 18.1 s after for the placebo group). We conclude that, in elite swimmers, 4 days of acute creatine loading improves swimming performance significantly when assessed by maximal interval sessions. However, longer-term supplementation for 2 months (5 g of creatine per day) did not benefit significantly the creatine group compared with the placebo group. 相似文献
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Nalda Wainwright Jackie Goodway Margaret Whitehead Andy Williams David Kirk 《Physical Education & Sport Pedagogy》2018,23(4):431-444
Background: The Foundation Phase in Wales is a play-based curriculum for pupils aged 3–7 years old. Children learn through more holistic areas of learning in place of traditional subjects. As such, the subject of physical education in its traditional form no longer exists for pupils under the age of 7 in Wales. In light of the role of physical education in developing physical literacy and in particular the importance of this age group for laying the foundations of movement for lifelong engagement in physical activity, the disappearance of physical education from the curriculum could be deemed to be a concern.Purpose: The purpose of this study was to explore the Foundation Phase as a naturalistic intervention and examine its contribution to the development of physical literacy.Participants and setting: Participants included year 1 pupils (N?=?49) aged 5 and 6 from two schools in contrasting locations. A smaller group within each class was selected through purposive sampling for the repeated measures assessments (N?=?18).Research design and methods: A complementarity mixed-method design combined quantitative and qualitative methods to study the Foundation Phase as a naturalistic intervention. Quantitative data were generated with the Test of Gross Motor Development-2 administered to the sample group of children from both schools as a quasi-repeated measure, the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance and the Leuven Involvement Scale for Young Children. Qualitative data were generated throughout the study from the analysis of video and field notes through participant observation. Data from the mixed methods were analysed through complementarity to give a rich insight into pupils’ progress and experiences in relation to physical literacy.Results: Overall analysis of the data from TGMD-2 showed significant improvements in the Gross Motor Quotient and Locomotor skills from T1 to T3, but no significant improvement in object control. Data from qualitative methods were analysed to explore processes that may account for these findings. Video and field notes complement the quantitative data highlighting that children were developing their locomotor skills in many aspects of their learning. Observations using the Leuven Involvement Scale indicated that children had high levels of involvement in their learning and apparent in video and field notes was pupils’ motivation for movement. Paired sample t-tests (N?=?18) conducted on the Harter and Pike perceived physical competence six-item score subscales (T1 and T3) indicated a significant difference in the mean perceived physical competence scores on the six-item scale between T1and T3. Qualitative data explored pupils’ confidence for movement in many areas of learning.Conclusion: The combination of quantitative and qualitative data indicates that the Foundation Phase is an early childhood curriculum that lays the foundations of physical literacy with the exception of aspects of the physical competence, specifically object control skills. Although these skills only contribute to psychomotor aspects of physical literacy they are strongly associated with later engagement in physical activity. The development of specific physical skills such as object control skills may need more specialist input with early childhood pedagogy teachers trained in motor development to see significant improvements. 相似文献