Integrating complexity thinking with teacher education practices: a collective yet unpredictable endeavour in physical education?     

Mike Jess  Matthew Atencio  Nicola Carse 《Sport, Education and Society》2018,23(5):435-448

While complexity thinking features increasingly in the education and physical education literature, there remains a paucity of research presenting evidence of the influence that complexity principles have on learning. We further advocate that more work with complexity thinking is required to investigate how teacher educators engage with key complexity principles in their work with students and teachers. Accordingly, in this paper we investigate how one group of teacher educators, the Developmental Physical Education Group (DPEG), have grappled to develop their own knowledge of complexity thinking while concurrently attempting to support students and teachers in their efforts to apply these principles within local schools. Employing methodology from self-study, the paper provides data from two focus group interviews carried out in 2012 and 2014 in which six members of the DPEG discuss how they wrestled to understand, share and support the application of complexity thinking in practical contexts. In particular, the paper explores how the group members worked with complexity principles such as self-organisation, emergence and ‘the edge of chaos’ to develop innovative pedagogical strategies with children, students and teachers. Findings from the study reveal how all members of the DPEG, in their initial engagement with complexity principles, raised questions about their personal approaches to the teaching and learning process but also struggled to use the principles to inform their practice. Two years later, however, as the group’s confidence with complexity thinking grew, the members had created a shared understanding and language around complexity thinking, were more comfortable debating issues around complexity and also describing how key principles had impacted upon their pedagogical strategies in practical settings.  相似文献   

Speaking the culture: understanding the micro-level production of school culture through leaders’ talk     

Jess Harris 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):323-334

Global contexts of accountability have placed unprecedented pressure on school leaders to improve the performance of their schools. Despite recognition that leaders’ influence is mediated by school culture, few studies offer systematic examinations of culture-in-action in schools. The concept of culture remains nebulous and is frequently glossed over as being ‘messy’ in studies of school change. This paper uses tools from membership categorisation analysis to demonstrate how culture is produced at a micro-level in and through the actions of leaders in one school. My analysis shows a disjuncture between the purported values and policies of the school and the ways that school leaders through their talk construct and implement school practices, and thus the culture-in-action at their school. I argue that implementing effective change is impossible without understanding and disrupting the micro-level production and reproduction of culture in schools.  相似文献   

A concept prerequisite and development test for the first grade     

H. Jess Brown 《科学教学研究杂志》1967,5(1):30-31

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Perceptions of conflict strategies and communication competence in task-oriented Dyads     

Michael A. Gross  Laura K. Guerrero  Jess K. Alberts 《Journal of Applied Communication Research》2004,32(3):249-270

Individuals in temporary task-oriented dyads or groups must manage conflict competently if they hope to be successful in reaching their goals. Thus far, however, research on the associations between conflict styles and communication competence has focused on acquainted dyads, such as relational partners and coworkers, rather than unacquainted dyads assigned to work on tasks. The present study tests the applicability of the competence model of interpersonal conflict to temporary task-oriented dyads. Dyads (N = 100) who had little or no relational history completed a simulated decision-making task that involved choosing two out of four employees to lay off in response to a company's need to downsize. Results indicate people generally perceived the solution-oriented strategy as appropriate and effective. Although people perceived their partners' use of the controlling strategy to be inappropriate, people rated themselves as more effective when they used the controlling strategy. People evaluated nonconfrontational strategies as particularly incompetent.  相似文献   

Reviews     

Jason Owen-Smith  John Gascoigne  Alan Chalmers  Audra J. Wolfe  Ivan Crozier  Jan Crosthwaite  Jonathan Simon  Peter Anstey  William Clower  Mark Parascandola  Robert L. Campbell  Charlotte Bigg  R. J. Hankinson  Nicolas Rasmussen  Christer Nordlund  Nessy Allen  Craig Sean McConnell  David Oldroyd  Edward Wisniewski  Jessie Saul  Stephanie H. Kenen  Ina Roy  Bradley Monton  Dianah Leigh Jackson 《Metascience》2001,10(2):232-319

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The effect of plot explicit,educational explicit,and implicit inference information and coviewing on children's internal and external cognitive processing     

Justin Robert Keene  Eric E. Rasmussen  Collin K. Berke  Rebecca L. Densley  Travis Loof  Robyn B. Adams 《Journal of Applied Communication Research》2019,47(2):153-174

Parental coviewing – the act of being present when a child is watching television – can influence the child’s cognitive processing and emotional reactions. This study investigated the role coviewing has on the child’s cognitive processing – which is evidenced by the phasic psychophysiological orienting response to three types of information: plot explicit, educational explicit, and implicit inference. An experiment was conducted that measured the heart rate of children (N?=?88; mean age?=?9.12 years) while watching messages either with or without a parent present in the room. It was predicted, and found, that coviewing leads to greater resource allocation to encoding the message – as indicated by phasic cardiac deceleration, and that information that required internal processing, such as plot explicit or implicit inferential content, leads to greater resources allocated to internal processing – as indicated by phasic cardiac acceleration. Implications for parental mediation strategies and educational television programming are given.  相似文献   

Trust relationships in schools: supporting or subverting implementation of school-wide initiatives     

Jess L. Gregory Ed.D. 《School Leadership & Management》2017,37(1-2):141-161

This article explores trust relationships in schools that involve disparities in power. Trust is a key factor in developing a positive school culture and strong leadership in schools. Even with the flattening of hierarchies through more distributive models of leadership, disparities in power exist and they influence the trust relationships in schools. Through both French and Raven’s and Follett’s conceptualisations of power, five brief autobiographical stories about trust in schools are deconstructed. Lessons for leadership are gleaned from the power relationships in the autobiographical stories of trust shared by public school educators. In addition, general recommendations are offered that are relevant for all levels of school leadership including but not limited to the instructional coach, the curriculum supervisor, the building principal, and the classroom teacher.  相似文献   

Explaining parental coviewing: The role of social facilitation and arousal     

Eric E. Rasmussen  Justin Robert Keene  Collin K. Berke  Rebecca L. Densley  Travis Loof 《Communication monographs》2017,84(3):365-384

This study explores the relationship between parental coviewing and children’s psychophysiological responses to television exposure within a framework of social facilitation. A total of 88 children aged 6–13 years and one of each of their parents participated in a 2 (presence or absence of the parent)?×?2 (exciting or non-exciting TV content) between-subjects experiment. Results indicated that the presence of a coviewing parent was associated with an increase in children’s arousal (higher skin conductance levels) and cognitive resource allocation (lower heart rate), especially for younger children who came from homes where parental coviewing was a relatively frequent activity. These findings suggest that the mere presence of a coviewing parent is sufficient to alter children’s processing of television messages.  相似文献   

Foundations of Science Literacy: Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction,Teachers’ Pedagogical Content Knowledge,and Children’s Observations and Predictions     

Jess Gropen  Janna F. Kook  Cindy Hoisington  Nancy Clark-Chiarelli 《Early education and development》2017,28(5):607-631

Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of Science Literacy (FSL), a comprehensive professional development program designed to support teachers’ knowledge of early childhood science; their PCK around 2 physical science topics (water, and balls and ramps); and their abilities to plan, facilitate, and assess young children’s learning during inquiry-based science explorations. Research Findings: In a randomized trial with 142 preschool teachers and 1,004 4-year-old children, FSL teachers demonstrated significantly higher quality science teaching in general and greater PCK in the 2 physical science topics than did teachers in comparison classrooms. Furthermore, children in FSL classrooms performed significantly better than children in comparison classrooms on tasks involving floating and sinking, and an instrumental variable analysis suggests that the quality of classroom science instruction mediated the relationship between teacher participation in FSL and student outcomes. Practice or Policy: Findings support the use of comprehensive early science professional development programs designed to bolster teacher knowledge and PCK.  相似文献   

Societal sustainability: The contribution of adult education to sustainable societies     

Marcella Milana  Palle Rasmussen  John Holford 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2016,62(5):517-522

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