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1.
Russell Tytler Vaughan Prain George Aranda Joseph Ferguson Radhika Gorur 《科学教学研究杂志》2020,57(2):209-231
Despite mixed results in research on student learning from drawing in science, there is growing interest in the potential for this visual mode, in tandem with other modes, to enact and enable student reasoning in this subject. Building on current research in this field, and using a micro-ethnographic approach informed by socio-semiotic perspectives, we aimed to identify how and why student drawing can contribute to student reasoning and learning. In our study, secondary school students were challenged to explore and collaboratively create explanatory representations of phenomena including through drawing. Data were generated using multiple wall- and ceiling-mounted cameras capable of continuously tracking groups of students negotiating these representational challenges. Our analysis proceeded through active and iterative viewing of the extensive video record, and the identification of themes to establish possible relationships between drawing and reasoning. Through this process, we (a) identify multiple necessary conditions and varied opportunities for student drawing to enact and enable reasoning, and (b) extend current understandings of how the particular affordances of this mode interact with these conditions to contribute to student learning in science. 相似文献
2.
Activity profile of top-class association football referees in relation to fitness-test performance and match standard 总被引：1，自引：1，他引：0
The aim of this study was to examine the kinematic activity profiles, cardiovascular responses and physical fitness of top-class football referees (n=11) during the FIFA Confederations Cup 2005. Computerised match-analyses (n=9) were performed with a two-dimensional photogrammetric video system, and the cardiovascular demand imposed on the referees (n=12) was measured using heart rate recordings. Total distance covered was 10,218, s=643 m of which 3531, s=510 m was covered at high intensities (>3.6 m.s(-1)). Both total distance covered (r2=0.59; P=0.02) and high-intensity activities (r2=0.44; P=0.05) were related to the distance covered by the ball in the same match. The referees ran at high speed 37% further (P=0.01) in the actual tournament than during under-17 top-level officiating. After the 5-min interval during which high-speed running peaked, in the following 5 min the performance was reduced by 19% (P=0.01) in relation to the mean of the game. Mean heart rate was 161, s=9 b.min(-1) (86, s=3% of maximal heart rate (HRmax)). Mean heart rate (expressed as percentage of HRmax) was related in part (r2=0.36; P<0.01) to the number of high-intensity activities performed in the same 5-min interval. The results of this study show that: (1) kinematic activity profiles of top-class referees can be influenced by the distance covered by the ball; (2) the amount of high-speed running (>5 m.s(-1)) best describes the physical performance of referees; (3) heart rate recording can be a useful tool to determine the most intense periods of a match and (4) the new fitness tests adopted by FIFA were poor predictors of match activities. 相似文献
3.
In this essay, Sarah Stitzlein and Amy Rector‐Aranda, drawing on John Dewey's theoretical suggestions regarding how to best form publics capable of bringing about change through deliberation and action, offer teachers guidance on how to form and navigate spaces of political protest and become more effective advocates for school reform. Using Aaron Schutz's analysis of teacher activism as a point of departure, Stitzlein and Rector‐Aranda argue for the development in schools of “small publics,” that is, Deweyan democratic spaces within which teachers can dialogue and exchange ideas about the problems they face in the classroom. While Schutz treats this type of space merely as a stepping stone toward the real locus of political action, the power public, Stitzlein and Rector‐Aranda argue that small publics are themselves important spaces where teachers can work together to frame problems and build coalitions and solidarity with other groups in order to take action in the wider public sphere and bring about change in schools. 相似文献
4.
We pursue the numerical implementation of a boundary controllability problem for the 1D wave equation based on a recent variational approach to deal with such situations that consists in analyzing an error functional defined for feasible functions complying with appropriate initial, boundary, and final constraints. The nature of such scheme, as a minimization process for a certain error functional, leads to a natural numerical implementation by using typical descent algorithms. Our aim here is to explore the basic ingredients to set up such practical numerical approximations which allow us to address linear and semilinear equations with the same numerical scheme. 相似文献
5.
Kimberly L. Oliver Carla Luguetti Raquel Aranda Oscar Nuñez Enriquez Ana-Alycia Rodriguez 《Physical Education & Sport Pedagogy》2018,23(2):150-165
Background: Student-Centered Inquiry as Curriculum (SCIC) is an activist approach [Oliver, K. L., and H. A. Oesterreich. 2013. Student-Centered Inquiry as Curriculum as a Model for Field-Based Teacher Education. Journal of Curriculum Studies 45 (3): 394–417. doi:10.1080/00220272.2012.719550] inspired by years of research with youth. It was designed as a means of listening and responding to youth in order to better facilitate students’ interest, motivation, and learning in physical education settings. While we have a strong and growing body of activist research with youth in physical education, SCIC as a specific approach to working with youth is in its infancy; thus, there is a need to further explore the challenges teachers/researchers face learning to use this approach to teaching.
Purpose: This study explores how educators, in different contexts, learn to use an activist approach called SCIC, in order to better facilitate students’ interest, motivation, and learning in physical education and physical activity settings.
Research setting and participants: Participants included a university professor, a college instructor, a postdoctoral student, a doctoral student, and a pre-service teacher. Data were collected between January and May 2016.
Data collection and analysis: Data collection included weekly field notes and debriefings following observations, teacher artifacts, weekly collaborative group meetings, and two individual interviews per teaching participant.
Discussion and conclusions: The main challenge that emerged was learning how to move from a theoretical understanding of student-centered pedagogy to the practice of student-centered pedagogy. Specifically, the amount of time that was necessary to build a foundation that allowed for student and teacher understanding, respect, and comfort, negotiating teacher and student assumptions that were embedded in the status quo of physical education (PE), and the struggle to gather and use meaningful data to guide pedagogical decisions. We negotiated these challenges through our professional learning community whereby we worked to all be able to see and name what was happening in our individual classes and collectively planned what was needed to move forward through these challenges. 相似文献
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7.
Victor M. López-Pastor María L. Santos Pastor Antonio Fraile Aranda 《Assessment & Evaluation in Higher Education》2012,37(4):453-464
This study was undertaken at three teacher education programmes and was designed to determine the following within each programme: (1) the reliability correlations among students’ self‐grade (SSG), the grade granted by the professor (PG) and the negotiated final grade (NFG); (2) the range and frequency of grade differences between SSG and PG; and (3) the tendency of the negotiation on NFG as compared to SSG (i.e. NFG > SSG or NFG < SSG), when SSG was not equal to PG. The samples were made up of three professors and their corresponding student groups (students, n = 100, 34 and 53, respectively), each in a different teacher education programme. The results show that there was a high reliability correlation among SSG, PG and NFG in all three programmes. Furthermore, in these programmes, the grade differences were never higher than 1.5 on a scale of 0 to 10 points; in fact, agreement between DDG and PG was reached 96%, 35.29% and 43.39% of the time), and, when disagreement emerged, it was mainly within a minimum range of 0.1 to 0.5 points. As for the tendency of NFG versus SSG in each programme, slightly higher percentages were obtained for NFG > SSG in Programmes B and C, whereas the opposite (NFG < SSG) was true in Programme A; overall, however, it could be said that both tendencies balanced each other out, being the total percentages in each programme 0%, 41% and 30% for NFG > SSG; and 4%, 23% and 26%, for NFG < SSG, respectively. 相似文献
8.
Letha A. Chadiha Maria P. Aranda David E. Biegel Ching-Wen Chang 《Journal of Teaching in Social Work》2013,33(4):351-362
Mentoring has received little attention in the social work literature. The career advancement needs, and the importance of mentoring faculty members of color, have not been adequately addressed, nor have mentoring strategies. This article includes a review of the literature, a definition of mentoring, benefits of mentoring for mentors and mentees, and discussion of the need and importance of mentoring junior faculty members of color in schools and departments of social work, along with strategies to achieve this goal. 相似文献
9.
Carla Luguetti Raquel Aranda Oscar Nuñez Enriquez Kimberly L. Oliver 《Sport, Education and Society》2013,18(8):855-866
ABSTRACTThis collaborative self-study explores how educators’ pedagogical identities developed in the process of learning to use a Student-Centered Inquiry as Curriculum (SCIC) approach in activity settings within a community of practice (CoP). Participants included a university professor, college instructor, postdoctoral student and doctoral student. Data included 16 weekly field notes and debriefings following observations, teacher artifacts, 16 weekly collaborative group meetings, and 3 90-minute interviews per teacher. Culture, values, beliefs and professional background were critical for the development of the teachers’ pedagogical identities in the process of learning to use a SCIC approach within a community of practice. These experiences created for some, places to further develop their ideas about teaching, whereas for others they caused great discomfort and a sense of personal loss. The CoP facilitated the development of the teachers’ pedagogical identities, changing positionalities, and negotiating culture, values, beliefs and professional backgrounds. 相似文献
10.
Antonio González Miguel Aranda Gonzalo López-Nicolás Carlos Sagüés 《Journal of The Franklin Institute》2019,356(2):1131-1153
This paper investigates the robust stability of a multiagent system moving to a desired rigid formation in presence of unknown time-varying communication delays and actuator faults. Each agent uses relative position measurements to implement the proposed control method, which does not require common coordinate references. However, the presence of time delays in the measurements, which is inherent to the communication links between agents, has a negative impact in the control system performance leading, in some cases, to instability. Furthermore, the robust stability analysis becomes more complex if failures on actuators are taken into account. In addition, delays may be subject to time variations, depending on network load, availability of communication resources, dynamic routing protocols, or other environmental conditions. To cope with these problems, a sufficient condition based on Linear Matrix Inequalities (LMI) is provided to ensure the robust asymptotic convergence of the agents to the desired formation. This condition is valid for any arbitrarily fast time-varying delays and actuator faults, given a worst-case point-to-point delay. Finally, simulation results show the performance of the proposed approach. 相似文献