A knock to the system: A new sociotechnical systems approach to sport-related concussion     

Amanda Clacy  Natassia Goode  Rachael Sharman  Geoff P. Lovell  Paul M. Salmon 《Journal of sports sciences》2017,35(22):2232-2239

Broader contextual factors that influence concussion management have tended to be overlooked. To address this, the present study used a sociotechnical systems approach to identify perceived responsibilities and applied strategies for three domains of concussion management (i.e., prevention, identification and treatment). Participants were 118 members of the community rugby union system in Australia (69.2% male). Participants from throughout the rugby system (e.g., players, parents, coaches, club management) were asked open-ended questions about their perceived responsibilities and the strategies they use for concussion management. It was found that (a) proper training, technique correction and education were recurrent prevention themes; (b) the majority of key stakeholders felt that they could consistently identify concussion; however, medical aids (medics) were the only system actors who stated a responsibility to use standardised concussion assessment measures and (c) less than one third of the respondents indicated their involvement in treating concussion. This study identifies specific junctures in the system that prevents effective concussion management strategies. A sociotechnical systems approach improves the understanding of concussion prevention, and management beliefs and behaviours.  相似文献   

On the elephant in the room: toward a generative politics of place on race in academic discourse     

Baudelaire Ulysse  Theodorea Regina Berry 《International journal of qualitative studies in education》2016,29(8):989-1001

Abstract

In our conceptual essay, we draw on an exchange between a White scholar and a group of panelists on Critical Race Theory at an international conference. Taking up this exchange as our point of departure, we work in dialectical and multidimensional ways between the essentialized politics of place on race and critical anti-essentializing foundations in recent Critical Race Feminism and Critical White Studies’ literatures. Working the dialectics and multidimensionality of the place that race makes in academic discourse, we recognize and ethically work through the essentialized politics of place in advancing anti-essentializing understandings of race. In articulating these anti-essentializing understandings, our conceptual essay drives at the notion of a generative politics of place on race in academic discourse. A generative politics of place holds essentialized realities and anti-essentializing foundations of race in dialectical and multidimensional tension for teaching, learning, and discussing race in local, national, and international contexts.  相似文献   

Assessment in special schools: national early assessment procedures and pupils attending special schools in England     

Ann Lewis  Geoff Lindsay  Emma Phillips 《欧洲特需教育杂志》2013,28(2):141-153

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.  相似文献   

A qualitative critique of teacher labor market studies     

Barnett Berry  George W. Noblit  R. Dwight Hare 《The Urban Review》1985,17(2):98-110

Qualitative studies of the teacher labor market suggest that problems and remedies generated by quantitative research fail to capture the most dynamic variables which are affecting the supply and demand of public school teachers. For example, quantitative research has not accounted for (1) the continual exiting and reentering of urban teachers, (2) the considerable bifurcation between urban and rural teacher labor markets as reflected in teacher mobility and cultural economic opportunities, (3) local definitions of labor market needs and teacher quality, and (4) the demanding and stressful working conditions of teaching, which are having a systemic and adverse effect on the occupation.  相似文献   

Community School Leadership Development in Papua New Guinea: perspectives for change     

Geoff Berry 《Asia-Pacific Journal of Teacher Education》1994,22(2):177-188

Community school personnel in Papua New Guinea are expected to undertake an increasingly complex leadership role in making education more relevant to the needs of the community, yet current administrative training does not acknowledge this leadership perspective. In the light of this changing role, the current model for the in‐service development of community school leaders in Papua New Guinea appears limited theoretically. This is because existing programmes are inadequate epistemologically and do not fully equip community school leaders with the knowledge required to cope with educational change. Existing programmes are based on a technical rationality which serves bureaucratic purposes rather than contributing to teacher empowerment and organisational reward. A new approach is required which recognises the increasing complexities of community school leadership and which links leadership training with the process of professional development.  相似文献   

WIDENING AND INCREASING POST-16 MATHEMATICS PARTICIPATION: PATHWAYS, PEDAGOGIES AND POLITICS     

Andrew Noyes  Geoff Wake  Pat Drake 《International Journal of Science and Mathematics Education》2011,9(2):483-501

This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation in advanced mathematical study through the creation of a new qualification for 16- to 18-year-olds. This proposed qualification pathway—Use of Mathematics—sits in parallel with long-established, traditional advanced level qualifications, what we call ‘traditional Mathematics’ herein. Traditional Mathematics is typically required for entry to mathematically demanding undergraduate programmes. The structure, pedagogy and assessment of Use of Mathematics is designed to better prepare students in the application of mathematics, and its development has surfaced some of the tensions between academic/pure and vocational/applied mathematics. Here, we explore what Use of Mathematics offers, but we also consider some of the objections to its introduction in order to explore aspects of the knowledge politics of mathematics education. Our evaluation of this curriculum innovation raises important issues for the mathematics education community as countries seek to increase the numbers of people that are well prepared to apply mathematics in science and technology-based higher education courses and work places.  相似文献   

Editorial JMTE 6.3 What Does ``Design Research' Offer Mathematics Teacher Education?     

Terry Wood  Betsy Berry 《Journal of Mathematics Teacher Education》2003,6(3):195-199

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We need to talk about religious education: manifestos for the future of RE     

Geoff Teece 《British Journal of Religious Education》2019,41(2):233-235

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Leading learning and teaching primary schools     

Geoff Southworth 《Education 3-13》2013,41(2):3-6

This article argues that to base educational policy largely on the results of comparative studies which measure differences in test scores could be dangerous and may lead to unintended consequences. It is especially important to take note of the socio-cultural, political and economic differences which often have deep historic roots. In particular, the paper challenges the assumption that education has been the central determinant in the economic growth of what have become known as the ‘tiger economies’ situated around the Pacific Rim.  相似文献   

Curriculum innovation within an evaluative state: issues of risk and regulation     

David Halpin  Marny Dickson  Sally Power  Geoff Whitty  Sharon Gewirtz 《Curriculum Journal》2013,24(3):197-206

The English EAZ experience illustrates the difficulties of developing an innovative, responsive and inclusive curriculum within an evaluative state characterized by high stakes testing. Consequently, while government exhortations to ‘raise standards’, ‘innovate’ and ‘promote social inclusion’ clearly serve an important rhetorical function, they may underestimate the challenges involved and overestimate the capacity of schools within disadvantaged areas to ‘make a difference’.  相似文献