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‘Becoming and being writers’: the experiences of doctoral students in writing groups 总被引：3，自引：3，他引：0
Damian Maher Leonie Seaton Cathi McMullen Terry Fitzgerald Emi Otsuji Alison Lee 《Studies in Continuing Education》2013,35(3):263-275
The use of writing groups to support students undertaking post-graduate research within universities has begun to receive attention from academic supervisors and doctoral researchers. Very little has been written by doctoral students themselves on the benefits of working within such writing groups. In this article, the experiences of working within a doctoral writing group at an Australian University are presented, primarily from the perspective of students. The authors identify two main benefits they have experienced through participating in a writing group using a ‘multi-voiced’ approach. First, they discuss the kind of learning that they achieved through working in a writing group. They do this with reference to key principles of peer learning and of peer review. Second, they focus on the ways the group worked as a community of discursive social practice. An overarching message for them in participating in the group and now writing this article is the shift in their thinking and experience of writing from seeing writing as an essentially private and implicit process to writing becoming a matter of public and shared work. These two notions are bound by the concept of identity building, drawing from the literature on communities of practice. 相似文献
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Journal of Science Teacher Education - 相似文献
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Tomoya Takabayashi Mutsuaki Edama Masatoshi Nakamura Emi Nakamura Takuma Inai Masayoshi Kubo 《European Journal of Sport Science》2017,17(10):1289-1296
Females, as compared with males, have a higher proportion of injuries in the foot region. However, the reason for this gender difference regarding foot injuries remains unclear. This study aimed to investigate gender differences associated with rearfoot, midfoot, and forefoot kinematics during running. Twelve healthy males and 12 females ran on a treadmill. The running speed was set to speed which changes from walking to running. Three-dimensional kinematics of rearfoot, midfoot, and forefoot were collected and compared between males and females. Furthermore, spatiotemporal parameters (speed, cadence, and step length) were measured. In the rearfoot angle, females showed a significantly greater peak value of plantarflexion and range of motion in the sagittal plane as compared with males (effect size (ES)?=?1.55 and ES?=?1.12, respectively). In the midfoot angle, females showed a significantly greater peak value of dorsiflexion and range of motion in the sagittal plane as compared with males (ES?=?1.49 and ES?=?1.71, respectively). The forefoot peak angles and ranges of motion were not significantly different between the genders in all three planes. A previous study suggested that a gender-related difference in excessive motions of the lower extremities during running has been suggested as a contributing factor to running injuries. Therefore, the present investigation may provide insight into the reason for the high incidence of foot injuries in females. 相似文献
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Takahiro Sato Emi Tsuda Cathy McKay Yu Furuta Kazuhiro Kajita 《The Teacher Educator》2020,55(4):373-391
Abstract The purpose of this study was to investigate Japanese elementary teachers’ professional development experiences in physical education in Japan. Participants were nine teachers from four public elementary schools. Data sources included semi-structured face-to-face interviews and annual physical education professional development portfolios. Three themes emerged from the data analyses: (a) the importance of mentoring for teachers’ growth, (b) annual in-house physical education portfolios as a professional development tool, and (c) the dilemma of being an independent learner in collective culture. The findings suggest that having access to past portfolios developed by previous teachers helped the Japanese elementary teachers to conceptualize the contents of professional learning that facilitated their transitions when they changed their teaching settings. To continuously grow as a teacher, they need to become independent learners who can make decisions about their instruction, identify the weaknesses of their instruction, and understand the impact of their pedagogy on their students’ learning. 相似文献
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We present facile strategies for the fabrication of two types of microfluidic devices made of hydrogels using the natural biopolymers, alginate, and gelatin as substrates. The processes presented include the molding-based preparation of hydrogel plates and their chemical bonding. To prepare calcium-alginate hydrogel microdevices, we suppressed the volume shrinkage of the alginate solution during gelation using propylene glycol alginate in the precursor solution along with sodium alginate. In addition, a chemical bonding method was developed using a polyelectrolyte membrane of poly-L-lysine as the electrostatic glue. To prepare gelatin-based microdevices, we used microbial transglutaminase to bond hydrogel plates chemically and to cross-link and stabilize the hydrogel matrix. As an application, mammalian cells (fibroblasts and vascular endothelial cells) were cultivated on the microchannel surface to form three-dimensional capillary-embedding tissue models for biological research and tissue engineering. 相似文献
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