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Nick Bozic Rebecca Lawthom Janice Murray Jeremy Oldfield 《Journal of Research in Special Educational Needs》2021,21(3):280-289
Over the last twenty-five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which support the expression of particular strengths. In this study, we took a situative perspective to explore how specific classroom practices facilitated strengths. A multiple case study design was used to analyse practices nominated by three children/young people with special educational needs. Qualitative analysis revealed how aspects of practice afforded the opportunity for each child to participate in ways which they equated with their strengths. This style of strength-based assessment led to a more sustained examination of supportive practice features than would have been achieved through interview alone. 相似文献
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By 1837, the sporting landscape of England was populated by a number of professional pedestrians who competed in a range of events that were extensively covered in the sporting press. These men distinguished themselves from their competitors through their use of ‘colours’ and a range of different athletic clothing. In the later stages of the nineteenth century, the dominance of the professional athlete was challenged through the formation of clubs and associations by a public-school- and university-educated middle class. The somatotype and clothing strategies of the Victorian athlete altered as a result. Their assumption of an innate physical superiority, allied to a preference for the all-rounder with his elegance and style, rather than the muscular, specialized sporting bodies of working-class professionals, were important features of an amateur ethos which drew much of its references from the Classical world. Through a discussion of how middle-class amateur athletes used Classical precedents, science and clothing to create the ‘university athlete’ and the ‘university costume’, in order to reinforce the distinctions between their own bodies and those of the professionals, this paper explores the transition from pedestrianism to organized athletics. 相似文献
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Samantha-Jayne Oldfield 《Sport in History》2014,34(2):223-248
In the absence of a national athletic organization, sporting publicans were pivotal in the regulation and promotion of pedestrian events, attracting large crowds through the endorsement of local victuallers who supplied land for competitive races, organized the athletic calendar and posed as referee, time-keeper and prize giver during sporting contests. Pedestrianism provided sporting entertainment during much of the nineteenth century and publicans were quick to recognize the money making potential of such enterprises. By 1850 the drinks trade endorsed many sporting activities, with the entrepreneurial proprietor being fundamental to the survival of sport, especially within the industrial cities. In Manchester sport moved to the rural outskirts and popular Victorian gardens with attached public houses promoted and housed competitive athletic events. Arenas were built next to, and within, the grounds of the rural public houses and hotels. The Royal Oak Park and Copenhagen Grounds were reputable running grounds, being attached to suburban Manchester pubs and hosting the majority of sporting events in the city until the 1880s, when the organization of amateur sport by the professional middle class led to a decline in professional activities. This paper investigates the relationship between pub and athletics within Manchester, considering the role of the publican in the promotion of sporting entertainments through individual case studies. 相似文献
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M. Wigelsworth A. Lendrum J. Oldfield A. Scott I. ten Bokkel K. Tate 《Cambridge Journal of Education》2016,46(3):347-376
AbstractThis study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes to produce expected results. Eighty-nine studies reporting the effects of school-based, universal SEL programmes were examined for differential effects on the basis of: (1) stage of evaluation (efficacy or effectiveness); (2) involvement from the programme developer in the evaluation (led, involved, independent); and (3) whether the programme was implemented in its country of origin (home or away). A range of outcomes were assessed including: social-emotional competence, attitudes towards self, pro-social behaviour, conduct problems, emotional distress, academic achievement and emotional competence. Differential gains across all three factors were shown, although not always in the direction hypothesised. The findings from the current study demonstrate a revised and more complex relationship between identified factors and dictate major new directions for the field. 相似文献
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Supporting pupils with autism spectrum disorder (ASD) in mainstream schools is a challenging task. This article proposes a professional development framework for educational psychologists (EPs) to consider when supporting the development of specialist ASD staff. The framework focuses on training content, educator characteristics and organisational elements. Nine mainstream schools developing additional provision to support children with ASD and specific language impairment (SLI) participated in the research. Specialist staff were provided with training and took part in follow up interviews about their developing practice. A pre- and post-questionnaire of participants (N = 30) attending the specialist training is supplemented with longitudinal interview data from specialist staff (N = 20). A paired sample t-test of questionnaire data showed that staff self-efficacy significantly increased pre- to post-training with a large effect size (0.61). Thematic analysis of interviews provided evidence of sustained professional development over time, underpinned by supportive organisational factors. 相似文献
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Keith A. Oldfield J. Mark K. Macalpine 《Assessment & Evaluation in Higher Education》1995,20(1):125-132
One of the indicators of quality in undergraduate education is the extent to which self‐learning ability is nurtured. The authors have experimented with several approaches, some of which are reported in this paper. One part of the process of improving self‐learning ability lies in learning how to judge the quality of the work of others objectively and hence, eventually, one's own; another lies in finding and collating materials on a given topic in order to present it to others in note form, as an essay or as a brief ‘lecture’. Results are presented showing high correlations between students’ and lecturers’ assessments of individual essays and presentations. The paper addresses the need for these approaches to be made in absorbable and achievable steps, to build student confidence from experience and to give feedback to the students at each stage. Feedback concerning student opinion on the methods will be reported. The effect of students working in groups to give presentations or to make self‐ and peer assessments is also discussed. These approaches claim to maintain quality with increases in cohort sizes as education resource providers try to obtain improved productivity. 相似文献
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Samantha-Jayne Oldfield 《国际体育史杂志》2015,32(15):1855-1882
Historical research is a widely debated topic as historical knowledge is continually evolving and there is no definable recorded structure. The interpretational nature of the discipline highlights the tensions between ‘fact based’ analysis and the ‘fictional’ viewpoint which is at the heart of social science investigation. Contemporary narrative has gained acclaim from a generation of academics who demonstrate the balance between empiricism and postmodernity in their search for historical ‘truth’, helping to validate biographical methods within the sport history sphere. Biography has long been a respected source for historical inquiry, however, collective biography and prosopography; the study of connections between individuals; have been judged as lesser instruments due to their ambiguous nature and lack of socio-historic use. This paper examines the narrative methodologies employed within the field of sport history and proposes new directions within biographical research for the sport historian to consider. 相似文献
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While environmental argumentation has recently received much attention from science educators, little consideration has been given to how personal identities and social relationships can either support or constrain student argumentation. This study attends to this issue by examining environmental argumentation as a sociocultural activity (how students implicitly create identities and relationships through environmental warrants and claims). By integrating rhetorical and sociocultural analysis of oral discourse, we examine argumentation about environmental dilemmas (problematic scenarios involving animals and the environment). Although students set forth a variety of warrants (social, economic, contextual, biocentric, and expertise‐based), the dilemmas led to distinct forms of argumentation. One dilemma involving a pet iguana fostered non‐adversarial argumentation wherein students identified themselves as animal lovers and cooperative discussants. By contrast, the other two dilemmas (the hypothetical encounter with a fawn in the woods and the observation of classroom lights being unnecessarily left on) led to the unexpected emergence of sexual identities, combative disagreement, and conflict resolution on social rather than rational grounds. The main implication of this study is that it highlights the need for educators to pay closer attention to specific textual elements in the design of environmental dilemmas (types of prompts used, decision‐makers' identities, statements of intentionality and outcome, moral complexity, values of nature, and social representation or cultural images of animals) in order to foster an appropriate and productive sociocultural classroom context for rational and reasoned environmental argumentation to take place without the constraints of unexpected social complications. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 869–897, 2012 相似文献