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Gayle A. Buck Margaret A. Macintyre Latta Diandra L. Leslie-Pelecky 《Journal of Science Teacher Education》2007,18(3):377-397
As university professors we sought to disrupt the practice of giving our students the actions we felt they should imitate
in their teaching practice. Instead, we sought to actively engage teachers in the creation of workable solutions to real-life
problems. We accomplished this by conducting a participatory action research project. This paper illustrates our action research
project focused on preparing middle level science teachers to foster inquiry-based learning in their classrooms. The findings
of this study not only lead to a revised professional development opportunity for science teachers, but also provided an example
of university faculty engaging in pragmatic research focused on addressing contemporary issues in K-12 science education.
The work reported within was partially supported by a National Science Foundation Grant. The opinions, views and conclusions
expressed in this paper may not reflect those of the funding agency. 相似文献
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D. B. Clement D. R. Lloyd‐Smith J. G. Macintyre G. O. Matheson R. Brock Michel Dupont 《Journal of sports sciences》2013,31(3):261-271
Iron status was surveyed amongst 92 Winter Olympic sport athletes from Nordic and Alpine skiing, figure and speed skating and ice hockey. Haemoglobin and serum ferritin values were obtained by physicians as part of a monitoring programme, since iron deficiency would have an adverse effect on maximal performance. Four (7%) of 56 men were anaemic (Hb < 14.0 gdl‐1) and three (8%) of 36 women had haemoglobin values less than 12.0 gdl‐1. Nine men (16%) and 14 women (39%) had prelatent iron deficiency (serum ferritin < 30 ng ml‐1). Ice hockey had the lowest while Nordic skiing had the highest incidence of sub‐optimal iron status. A total of 50% of Nordic women skiers had prelatent iron deficiency and 7% were anaemic. An equal percentage of women speed skaters were low in serum ferritin as well. Only one of 20 male ice hockey players was low in serum ferritin. These results suggest there would be value in instituting screening procedures for iron status in Winter Olympic Sports. 相似文献
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Intertwining case study with practitioner inquiry, a research team seeks language for the conduct of mindful curricular enactment in an alternative public middle school. The school is committed to valuing students’ narratives of experience, the resources all bring to the school, and the given particularities of contexts, subject matter, and situations, as the makings comprising learning within and through community. A collaborative approach to inquiry that involves all team partners in the research process and engages the unique strengths that each brings focuses on how this alternative school provides a case for accessing how and why mindful curricular enactment orients accordingly. It is the makings forming this curricular movement, and the room found within these makings to reorganize and reconstruct thinking, that primary attention is oriented towards. Deweyan ‘roominess’ negotiated through such curricular enactment is documented as mindful attention to curriculum-making that fosters the needed room—the conditions and supports sustaining an individual/collective movement of thinking. Such movement is revealed as necessarily receptive, inciting community (re)making. Its inspirited nature is revealed through participatory modes of being and associated habits embracing knowledge-making as generative, elemental to being human, in need of other(s), assuming temporal/spatial agency, and interdependent with imagination, instilling embodied understandings. 相似文献
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Alasdair MacIntyre on Education: In Dialogue with Joseph Dunne 总被引：1，自引：0，他引：1
This discussion begins from the dilemma, posed in some earlier writing by Alasdair MacIntyre, that education is essential but also, in current economic and cultural conditions, impossible. The potential for resolving this dilemma through appeal to 'practice', 'narrative unity', and 'tradition'(three core concepts in After Virtue and later writings) is then examined. The discussion also explores the relationship of education to the modern state and the power of a liberal education to create an 'educated public' very different in character from the electorates of contemporary democratic regimes. It concludes with some remarks on the role of education in combating prejudice against certain kinds of human difference. 相似文献
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In this paper, we attempt to address one of the central questions for teachers and teaching: how is it that teachers are able to see and act appropriately in concrete circumstances? To do so, we examine the ontological meaning of experience in teacher education. The discussion is anchored in the concrete particulars of a grade 5 art lesson. Our intent is to show the dynamic processes involved in becoming experienced as a teacher and to draw connections between experience and practical wisdom (phronesis). Thus, we argue that phronesis is not so much a form of knowledge as it is dynamic experience. We argue for the development of what John Dewey called educational experience in teacher education, and in particular its dynamic edge: the making of wise and practical judgments. We assert that such action is made possible, not so much by translating (unsituated) theory into practice through the deployment of specialized technique, or by inducing general, abstract propositions from concrete particulars, but primarily from being mindfully embodied. The primary task for teacher education then becomes to help prospective teachers be in touch, intimately related with the processes of actual experience, such that they learn to be open to their experience, to be radically undogmatic—in touch with self, others, and the character of the circumstances in which they find themselves. 相似文献
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Margaret Macintyre Latta 《Teaching Education》2013,24(3):183-196
A dominant theme arising out of a research project concerned with elucidating theory–practice relations in prospective and practicing teachers is the role and place of fear in what it means to teach and to learn. The text for this paper grew out of extended conversations the researcher had with 12 of these participants forming a self‐study research group centered on reconfiguring the concept of fear as holding agency within teaching and learning. Fear and its relation to the lives of teachers is examined alongside these 12 teachers naming fear as an internal concept they grapple with daily in their teaching/learning practices as they confront the given risks and opportunities inherent within the acts of teaching and learning. Participating teachers portray fear as a disconnect between self and other(s) that contains and restrains their practices, compartmentalizing knowledge, separating pedagogy from content, and theory from practice, halting fear as a moving force to be grappled with through deliberation and interaction. Such contained disconnect between teachers and their teaching/learning practices is evidenced through a disregard for self‐understanding, pedagogical tone, and plurality and natality. The result of such disregard is teacher epistemological and ontological insecurity undermining teaching and learning. The relevance and power of theory in addressing such insecurity is evidenced. Seeking accordance within the act of teaching for learning’s sake are the fearful risks and opportunities integral to the work of teachers. 相似文献
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Iron status in Winter Olympic sports 总被引：1，自引：0，他引：1
D B Clement D R Lloyd-Smith J G Macintyre G O Matheson R Brock M Dupont 《Journal of sports sciences》1987,5(3):261-271
Iron status was surveyed amongst 92 Winter Olympic sport athletes from Nordic and Alpine skiing, figure and speed skating and ice hockey. Haemoglobin and serum ferritin values were obtained by physicians as part of a monitoring programme, since iron deficiency would have an adverse effect on maximal performance. Four (7%) of 56 men were anaemic (Hb less than 14.0 g dl-1) and three (8%) of 36 women had haemoglobin values less than 12.0 g dl-1. Nine men (16%) and 14 women (39%) had prelatent iron deficiency (serum ferritin less than 30 ng ml-1). Ice hockey had the lowest while Nordic skiing had the highest incidence of sub-optimal iron status. A total of 50% of Nordic women skiers had prelatent iron deficiency and 7% were anaemic. An equal percentage of women speed skaters were low in serum ferritin as well. Only one of 20 male ice hockey players was low in serum ferritin. These results suggest there would be value in instituting screening procedures for iron status in Winter Olympic Sports. 相似文献
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Elizabeth Ann Shannon Sue Pearson Wendy Quinn Kate Macintyre 《International Journal of Lifelong Education》2017,36(4):422-441
Part-time postgraduate students make up a significant proportion of the student population, yet their experience remains poorly understood. In this article, a multi-phase, explanatory mixed-method study conducted within Tasmanian health and human services provides some answers. Students reported improved job performance, self-esteem and increased motivation to learn as primary outcomes. Other benefits of significance included an increased ability to manage change and increased job satisfaction. At the other end of the scale, fewer than half of all respondents agreed that part-time postgraduate study led to increased pay or remuneration, and only one-quarter of respondents believed their study led to improvements in personal relationships. There were significant associations between organisational placement and perceptions of benefit. The managers of those who were studying were less likely to perceive either increased job satisfaction or improved job performance in their subordinates. Amongst postgraduate, mature-age, part-time student respondents, their prior experience in higher education, professional background, seniority in the organisation, age and gender were also associated with differing perceptions of the benefits of higher education. These results add to the body of knowledge around the human, social and identity capital benefits associated with lifelong learning, and this study provides guidance for students, employers and universities. 相似文献
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Stuart Macintyre 《Journal of educational administration and history》2014,46(2):117-124
This short account of R.J.W. (Dick) Selleck's career and research suggests how he reoriented study of the history of education in Australia. Using a historicist method, he examined educational theories and practices to elucidate the educational purposes they were intended to serve. Through major biographies of leading educationists and biographical studies of teachers he broadened the social and cultural dimension of educational history. More recently he has applied the same rigorous scholarship to higher education. 相似文献