Campus commons: When pigs fly: A new perspective on learning     

Colette M. Taylor 《About Campus》2011,16(2):30-32

  相似文献   

Assessing study abroad students’ intercultural sensitivity with narratives     

Tarchi  Christian  Surian  Alessio  Daiute  Colette 《European Journal of Psychology of Education - EJPE》2019,34(4):873-894

European Journal of Psychology of Education - This study analyzed study abroad students’ orientations to cultural differences as assessed with mixed methods, including traditional...  相似文献   

A Minority within a Minority? Social Justice for Traveller and Roma Children in ECEC     

Colette Murray 《European Journal of Education》2012,47(4):569-583

This article discusses recent policy developments in Europe regarding Roma and Traveller integration and Early Childhood Provision. After a long history of oppression, Roma issues have recently become prominent on the EU policy agenda. The article discusses how these relate to developments in other areas of policy: the European children's rights agenda and the recognition that early childhood education and care is a key policy tool to combat social exclusion. It gives background information on Roma and Travellers in Europe and discusses the consequences of subsuming the various communities under one umbrella term: Roma. The EU Commission is concerned with responses from Member States to the European Framework for National Roma Integration Strategies. The article argues that in order to address Roma children's experience from a holistic perspective, social justice and equality need to be key elements of early childhood education and care provision and training. The European policy developments that frame the article are examined from a local vantage point: the experiences of Traveller and Roma children in Ireland and the Irish Preschool Education Initiative for Children from Minority Communities.  相似文献   

International training course on Health InterNetwork Access to Research Initiative (HINARI)     

Glover SW  Joshi R  Thapa G  Sonam K  Cheata T  Gleghorn C 《Health information and libraries journal》2004,21(3):193-196

  相似文献   

Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualising coteaching in pre-service science teacher education     

Colette Murphy  Kathryn Scantlebury  Catherine Milne 《Asia-Pacific Journal of Teacher Education》2015,43(4):281-295

Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students’ attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching, and we suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning. In providing structure and tools for effective implementation of coteaching, our model addresses three core elements of coteaching: coplanning, copractice, and coevaluation. The model was piloted in relation to pre-service teachers’ development in reflective practice and reducing the gap between theory and classroom practice.  相似文献   

Exploring the impact of coteaching on pre-service music teachers     

Marita Kerin  Colette Murphy 《Asia-Pacific Journal of Teacher Education》2015,43(4):309-323

This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of obuchenie, which is a dialectical process of mutual adaptation between student and teacher. Music education PST participated as subject expert/pedagogy novice, while generalist classroom teacher occupied the role of pedagogy expert/music novice. Findings relate to the acquisition of four aspects of teacher professional agency, subject or content knowledge, pedagogical knowledge, curricular knowledge, and pedagogical content knowledge. A thematic analysis was undertaken using data from interviews, PST reflective journals, observations, lesson plans, and researcher field-notes. In comparison with the traditional school placement, there was a radical improvement in the development of professional agency amongst the coteaching cohort.  相似文献   

Caring Enough to Teach Science     

Smith Grinell  Colette Rabin 《Science & Education》2017,26(7-9):813-839

  相似文献   

Plastic brains and the dialectics of dialectics     

Andrew Loxley  Colette Murphy  Aidan Seery 《Cultural Studies of Science Education》2014,9(3):575-581

This article advances the thinking of Lima, Ostermann and Rezende’s “Marxism in Vygotskian approaches to cultural studies of science education” and Mark Zuss’ response to their paper. Firstly, it introduces Catherine Malabou’s concept of plasticity, from which Hegel’s dialectic can be re-read as historical materialist self-determination in a way that embraces science but non-reductively, and which leads to the possibility of challenging theoretical rigidity as a form of transformative action. Secondly, this response article provides political analysis of scientific concepts as they reproduce and reinforce particular interests and are expropriated by policy makers and unaware teacher educators whose understanding lies within a technical-instrumentalism and diluted humanism framework. Both arguments feature the human brain as an object of research in science education. From Malabou, the emancipatory conceptualisation of the brain as material, historical and sociocultural; whilst ‘Brain Gym’ exemplifies a non-science and nonsensical misappropriation of scientific concepts for commercial gain via a para-educational intervention.  相似文献   

Circles on pommel horse with a suspended aid: mass-centre rotation and hip joint moment     

Fujihara T  Gervais P 《Journal of sports sciences》2012,30(11):1097-1106

This is the second study of the series, and its aim was to investigate the influence of using the suspended aid on circle kinetics. In addition to the kinematic data recorded for part one (Fujihara & Gervais, 2012), the pommel reaction forces and the force applied from the suspended aid (aid reaction force) were analysed in relation to the motion of a whole-body mass centre. The hip joint moment was also computed by combining all segments in the lower extremities into a single rigid segment. Generally, the use of the aid changed the magnitude of the mass-centre trajectory or horizontal pommel reaction forces but not their patterns. The results also showed that the net hip joint moment was altered during circles with the aid. In summary, a suspended aid can be used as a progression for a variety of goals because it allows gymnasts to practise circles which would not be possible without the aid. When a suspended aid is used, however, practitioners should be aware of the possible kinetic alteration caused by the external force from the aid.  相似文献   

Circles with a suspended aid: reducing pommel reaction forces     

Fujihara T  Gervais P 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(1):34-47

The aim of this study was to investigate the influence of a suspended aid on the reaction forces during a basic skill on pommel horse. Twenty gymnasts performed three sets of 10 circles with and without a suspended aid on a pommel horse under which two force plates were set. The results confirmed that the suspended aid could reduce the magnitude of the pommel reaction forces during circles while maintaining the general loading pattern. On the left hand, the average and peak forces were attenuated to 0.59 body weight (BW) and 0.85 BW from 0.76 BW and 1.13 BW, respectively. The right hand experienced slightly larger forces with no-aid trials, but the asymmetry between the hands decreased with the aid. Despite a relatively large variability, all gymnasts experienced smaller impact peak forces with the aid. A suspended aid is most commonly used for a beginner gymnast as an introduction to pommel horse exercises. However, this study confirmed that it can also be useful for all levels of gymnasts who would like to practice pommel horse exercises with reduced pommel reaction forces for a purpose such as a progression for learning a new skill, control of training volume, or rehabilitation.  相似文献