Embodied learning and school-based physical culture: implications for professionalism and practice in physical education     

Malcolm Thorburn  Steven Stolz 《Sport, Education and Society》2017,22(6):721-731

We write as critical theorists, who consider that in terms of scoping out robust conceptual elaborations which are suitable for contemporary schooling, that physical education has ground to make up connecting theory with practice and practice with theory. We advocate that aspects of existentialism and phenomenology can provide a theoretically sound basis on which to argue that embodied learning should be the foundational cornerstone of physical education programmes. To avoid embodied learning becoming overly learner centric and insular, we advance Merleau-Pontian informed ideas on how learning could flourish when an individual and embodied focus merges with a school-wide physical culture agenda which is underpinned by social and moral theorizing. In developing our focus on merging embodied learning and physical culture, we draw upon MacIntyrean views on the goods which are internal to practice and extend thinking on how these goods could merge with the diverse aims and intentions informing the culture and ethos in schools. In pursuing these ambitions, we outline the constructive activist-based benefits of teachers working within subsidiarity-based school communities where pedagogical decisions are made at a level consistent with realizing whole schools aims. This is in spite of our acknowledgement that the lack of career-long professional learning adds to the difficulty of achieving these aims. In conclusion we argue that if physical education is to become a pivotal component of realizing a diverse range of whole school aims there is a need for greater professional engagement with pedagogical approaches that attempt to derive greater meaning from learners movement experiences and which help learners to understand better both their own identity and the ethos of the school context and environment they share with others.  相似文献   

Curriculum Aims and Objectives: Taking a Means to an End     

Malcolm Skilbeck 《Journal of Philosophy of Education》1972,6(1):62-72

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Evaluating efforts to enhance health and wellbeing in Scottish secondary schools   总被引：1，自引：0，他引：1  

Malcolm Thorburn 《课程研究杂志》2017,49(5):722-741

Curriculum for Excellence in Scotland outlines a policy vision of a more progressive, integrated and holistic form of education; a commitment which contains an obligation for health and well-being (HWB) to be a responsibility of all teachers. A critical policy analysis approach was utilized in order to review school-level progress in different stages of policy development, i.e. policy formulation, legitimation, implementation and evaluation. Evidence was collected through 15 semi-structured interviews with head teachers, teacher education academics and staff with national and local authority quality improvement remits. Questions focused on: aims and curriculum goals; school culture; learning and teaching; partnership relationships and evaluations of practice. Findings suggest a high degree of support for curriculum aims, however, there were often problems communicating policy expectations (policy formulation). Thus, despite impressive examples of innovative practice in relation to school ethos, wider achievement and pupils’ broader general education (policy legitimation), there were also examples of HWB being constrained by senior school examinations and the backwash effect this had on curriculum planning and engagement with interdisciplinary learning approaches (policy implementation/evaluation). These findings have implications in terms of policy to practice coherence as well as highlighting the need for further more specific research evaluations.  相似文献   

Course teams: myth and actuality     

Malcolm Crick 《Distance Education》1980,1(2):127-141

This article argues for the development of group intervention techniques to improve the efficacy of course teams in the preparation of distance education materials. A review of recent commentaries on course teams is presented along with an initial selection and discussion of course team issues. These are presented in the refreshingly frank domestic context of actual interactions. The irritations generated by these will be familiar to practitioners. The author concludes with a series of recommendations to enrich the quality of course team life and output. It is hoped that this provocative analysis of the course team method of producing distance education materials will generate a lively response.  相似文献   

Functionalities of literacy     

Malcolm S. Adiseshiah 《Prospects》1976,6(1):83-91

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Somewhere Between What Is and What If: Fictionalisation and Ethnographic Inquiry   总被引：1，自引：0，他引：1  

Malcolm Reed 《Changing English: An International Journal of English Teaching》2011,18(1):31-43

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Gender Differences in Children's Normative Beliefs about Aggression: How Do I Hurt Thee? Let Me Count the Ways   总被引：3，自引：1，他引：3  

Nicki R. Crick  Maureen A. Bigbee  Cynthia Howes 《Child development》1996,67(3):1003-1014

This research was designed to assess whether children view relationally manipulative behaviors (i.e., those behaviors labeled relational aggression in past research) as "aggressive." 2 studies were conducted to evaluate whether children view relationally manipulative behaviors as associated with 2 defining features of aggression, anger (Study 1) and intent to harm (Study 2). Results of Study 1 ( n = 459, 9–12-year-olds) indicated that relational aggression was the most frequently cited angry behavior for girls' interactions whereas physical aggression was the most frequently cited angry behavior for boys' interactions. Results of Study 2 ( n = 60, 9–11-year-olds) demonstrated that relational aggression and verbal insults were the most frequently cited harmful behaviors for girls whereas physical aggression and verbal insults were the most frequently cited harmful behaviors for boys. These studies provide the first evidence that children view relationally manipulative acts (relational aggression) as angry, harmful behaviors (i.e., as "aggressive").  相似文献   

Angle and rotation: Effects of different types of feedback on the quality of response     

Malcolm Simmons  Peter Cope 《Educational Studies in Mathematics》1993,24(2):163-176

The study compares the levels of response to angle/rotation problems presented on screen with a Logo microworld with the levels of response to similar problems presented on paper. Pairs of children aged from 9 to 11 who had little or no experience of Logo completed the problems in about 40 minutes. Pairs of children completed the problems over a period of eight weeks. The responses, classified using the SOLO taxonomy (Structure of Observed Learning Outcomes), suggested that the effect of the immediate feedback of the screen turtle heading was to inhibit moves to a higher level of response compared to those levels of response reached when responding to paper tests.  相似文献   

THE EFFECT OF GUESSING STRATEGY ON OBJECTIVE TEST SCORES1     

Malcolm J. Slakter 《Journal of Educational Measurement》1968,5(3):217-222

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The long-term preservation of identifiable personal data: a comparative archival perspective on privacy regulatory models in the European Union,Australia, Canada and the United States     

Livia Iacovino  Malcolm Todd 《Archival Science》2007,7(1):107-127

This article analyses the extent to which archival exemptions for historical, scientific and statistical research in privacy legislation support preservation in selected European Union countries, and comparable aspects of Australian, American and Canadian law within a legal, ethical and digital archival perspective. The authors recommend that the further processing of personal data under data protection law be given a wider scope of interpretation for archival preservation purposes in both the public and private sector, coupled with the use of researcher and archival codes in relation to access to personal data. They also recommend early appraisal and integration of privacy with freedom of information and archival regimes.

Malcolm ToddEmail:

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