Exploring the work and learning stories of para‐teachers in a college for further education in England     

Benita McLachlan 《Support for Learning》2014,29(3):230-243

This paper reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP). This was a source of professional development for learning support assistants who were supporting students with additional learning needs in a college for further education in England. The purpose of this paper is to share findings from the project and to report on how learning support assistants experienced their work in inclusive college classrooms. The research project was a mixed methods study with participants drawn from learning support assistants within one college for further education in England. Data was collected throughout the 14‐week intervention. Findings indicate that issues exist around the uniqueness of the vocational curriculum and the implications this has for classroom support. It also shows how conflicting classroom procedures can generate feelings of confusion and how learning support workers often feel lonely in their role with no natural opportunity to mix with others. Furthermore, it indicates how a general lack of knowledge about teaching and learning contribute to them experiencing difficulty when performing their role which feed their views that a college for further education can be a complex and hostile environment to work in.  相似文献   

Exploring data use practices around Europe: Identifying enablers and barriers     

《Studies in Educational Evaluation》2014

In this article we explore what data-based decision making use looks like in schools in five different countries (United Kingdom, Germany, Poland, Lithuania and the Netherlands). We explore for what purposes data are used in these countries and what the enablers and barriers to data use are. The case study results show that schools in all five countries use data for school development, accountability, and instructional improvement. Also, the schools in the five countries struggle with the same type of problems: e.g. lack of access to high quality data, lack of professional development in using data, and a lack of collaboration around the use of data. Finally, we discuss how some enablers can turn into barriers for effective data use.  相似文献   

深根固本,实现民族伟大复兴--试论中国传统村落保护与发展     

曹昌智  胡燕 《中国名城》2021,(5):1-7

中国传统村落根植于中华民族农耕文明,其价值蕴藏丰富的文化内涵。中国传统村落是世界上规模最大的农耕文明聚落遗产群,是记载古代社会变迁、文化融合的恢弘史诗,是当今世界极其丰富的自然人文旅游资源。中国传统村落发展存在的诸多问题,提出保护中国传统村落需秉持创新发展的理念,以留住乡愁。  相似文献   

运城市圣天湖运动休闲特色小镇项目开发研究     

王子苏 《体育科技文献通报》2020,(4):133-135

文章采用文献资料法、实地考察法、专家访谈法对运城市圣天湖运动休闲特色小镇的项目开发问题进行了研究。通过对运城圣天湖运动休闲特色小镇的内外环境分析,结合运城市圣天湖的地理位置、交通环境、文化特色、政治经济基础、特色体育活动以及独特的地域特色活动等条件,认为可以从精品特色运动休闲项目和大众化运动休闲项目两方面进行项目开发,既体现精品赛事又考虑大众休闲,通过项目开发打造运城市圣天湖运动休闲特色小镇的特色内涵,从而吸引各类游客,为小镇建设提供理论和实践指导。  相似文献   

人类发展指数水平与足球运动发展的或然关系——基于面板数据的实证研究     

傅鸿浩  刘波  张廷安  龚波  郭振  肖辉 《武汉体育学院学报》2020,54(11):20-26

足球运动在世界范围内的普及化与社会化程度日益增强，各国（地区）若要获得全球化竞争中的优势，应注重探讨社会与足球运动发展的关系。通过对1993-2017年131个国家（地区）的人类发展指数与足球排名积分的面板数据建模，以揭示两者之间的关系。研究结果表明，不同国家（地区）的人类发展指数对足球运动发展的影响应建立个体和时点双固定效应模型，模型最高的R²为0.871 32，F检验值为71.014 65，P<0.001，该模型具备较高的解释能力。结论：固定效应模型在考虑历时性因素与不宜观测因素后，在1993-2017年阶段，人类发展指数对于足球运动的发展作用存在分化现象，尤其对亚洲与人口大国的足球运动发展存在制约作用，对南美洲与中等人口国家存在促进作用，人类发展指数与足球运动发展存在一定的或然关系。人类发展指数反映了社会发展的综合水平，对于存在制约效应的国家而言，应当着重考虑社会其它领域（经济、教育、医疗卫生等）与足球运动的互动、协同与融合发展。  相似文献   

体育智库建设的国际经验与中国路径     

王学彬  郑家鲲  陈钢 《武汉体育学院学报》2020,54(1):47-53

对发达国家体育智库建设进行研究，梳理和总结了发达国家体育智库建设概况，探讨了其成功经验，针对我国体育智库建设的现状，提出了体育智库建设的路径选择。研究认为：发达国家体育智库大体分为政府型体育智库、独立自治型体育智库、高校附属型体育智库三类，发挥着知识和权力沟通桥梁、体育决策民主化平台、体育政策落实监护人等功能；政府的重视扶持、坚持研究独立性、合理的管理体制、完善的运行机制、严格的行业管理等是其发展的重要经验；最后根据体育全面深化改革的现实从体育智库的法之根基、术之利器、权之制衡、道之要义四个层面提出了相应的建设路径。  相似文献   

Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices     

《Teaching and Teacher Education》2020

This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers’ cognition (g’ = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers’ classroom practices (g’ = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers’ practice.  相似文献   

Bidirectional longitudinal relationship between Chinese children's compounding awareness and vocabulary knowledge from Grades 3 to 6     

Ruibo Xie  Xinchun Wu  Thi Phuong Nguyen  Ying Zhao  Jie Feng 《Journal of Research in Reading》2020,43(4):482-495

  相似文献   

An exploration of young professional football players’ perceptions of the talent development process in England     

《Sport Management Review》2020,23(3):536-547

The identification and development of players in English professional football has become an increasingly significant topic of debate given the historical perceived underperformance of the English national team at international tournaments. To enhance understanding of the challenges and barriers experienced by English youth footballers, the authors explore the developmental experiences of English professional football players from different levels of the English football pyramid. Professional players (N = 11) from football clubs in the top four professional divisions in England took part in individual semi-structured interviews, which were analysed inductively using thematic analysis. The data revealed three interrelated themes that were perceived to mediate player identification and development pathways at professional clubs. Pathways for young players to progress and experience first-team competitive football differed when the level of the league that the players operated within was considered, with significant issues also raised relating to the suitability of the under 21 league structure, the importance attached to the educational welfare of young players, and variations in the identification of player attributes. This study sheds new light on the priorities and processes of talent development and education provision in English football.  相似文献   

动作发展视域下幼儿足球促进粗大动作发展水平研究     

孙启成  刘金富  朱小烽 《浙江体育科学》2020,(3):57-63

探讨幼儿足球对幼儿粗大动作发展水平的影响,为干预幼儿粗大动作发展提供依据。选取嘉兴市108名5~6岁幼儿为受试对象,以班级为单位随机分为干预组与对照组。干预组进行12周幼儿足球游戏活动教学,2次*40min/周;对照组幼儿为静态性的课堂班级活动。干预前后采用PGMQS测量幼儿位移能力、操控能力及平衡能力。采用独立样本t检验、配对样本t检验及协方差分析两组幼儿前后测结果的差异性。结果显示:①干预前,两组幼儿粗大动作发展水平无显著性差异(P>0.05);干预后,两组幼儿粗大动作发展水平存在显著性差异(P<0.05),干预组高于对照组。②干预组和对照组幼儿后测结果与前测结果间均存在显著性差异(P<0.05),后测结果高于前测。研究结果表明幼儿粗大动作发展存在延长效应,但结构化幼儿足球游戏活动明显提高了幼儿粗大动作发展水平。因此建议抓牢幼儿早期动作发展的敏感期,以动作发展为主线科学设计幼儿足球游戏活动并保证活动的顺利开展,为幼儿健康、全面发展奠定良好的基础。  相似文献