Preservice teachers perspectives and experiences teaching personal and social responsibility     

K. Andrew R. Richards  Jennifer M. Jacobs  Victoria Nicole Ivy  Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200

ABSTRACT

Background: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.

Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.

Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.

Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.

Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur.  相似文献   

A rule induction framework for the determination of representative learning design in skilled performance     

Sam Robertson  Bart Spencer  Nicole Back  Damian Farrow 《Journal of sports sciences》2019,37(11):1280-1285

Representative learning design provides a framework for the extent to which practice simulates key elements of a performance setting. Improving both the measurement and analysis of representative learning design would allow for the refinement of sports training environments that seek to replicate competition conditions and provide additional context to the evaluation of athlete performance. Using rule induction, this study aimed to develop working models for the determination of high frequency, representative events in Australian Rules football kicking. A sample of 9005 kicks from the 2015 Australian Football League season were categorised and analysed according to the following constraints: type of pressure, kick distance, possession source, time in possession, velocity and kick target. The Apriori algorithm was used to develop two models. The first consisted of 10 rules containing the most commonly occurring constraint sets occurring during the kick in AF, with support values ranging from 0.15 to 0.22. None of the rules contained more than three constraints and confidence values ranged from 0.63 to 0.84. The second model considered ineffective and effective kick outcomes and displayed 70% classification accuracy. This research provides a measurement approach to determine the degree of representativeness of sports practice and is directly applicable to various team sports.  相似文献   

The Effects of Motion Math: Bounce on Students’ Fraction Knowledge     

Nicole M. McKevett  Kourtney R. Kromminga  Amelia Ruedy  Rachel Roesslein  Kristin Running  Robin S. Codding 《Learning disabilities research & practice》2020,35(1):25-35

National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple-baseline design to examine the effects of the Motion Math: Bounce application on the fraction quantity comparison and number line placement skills of three fifth-grade students. Results indicate that Motion Math: Bounce improved the quantity comparison skills of all three participants and the number line skills of one participant. Additionally, all three participants made improvements from pre- to posttest on a measure of general fraction knowledge. Implications for future research and intervention implementation are discussed.  相似文献   

Adolescent academic achievement: A model of social support and grit     

Kelly N. Clark  Nicole B. Dorio  Morgan A. Eldridge  Christine K. Malecki  Michelle K. Demaray 《Psychology in the schools》2020,57(2):204-221

Grit has been defined as passionate perseverance toward long-term challenging goals and it is associated with various positive outcomes for youth, including academic achievement. However, less is known about these associations for the two facets of grit (i.e., perseverance of effort, consistency of interest) and few studies have examined the link between grit and perceived social support. The present study examined the group-level demographic differences (i.e., gender, grade, socioeconomic status, and special education status) of grit in a high school sample (N = 1,077). In addition, direct associations between grit and perceived social support from multiple sources (i.e., teacher, classmate, parent) were examined, as well as a potential enhancing effect of social support as a moderator of the relation between grit and academic achievement. Results indicated positive associations among grit and its facets with social support from parents and classmates. Furthermore, the positive relation between grit and achievement was stronger for students reporting high social support from teachers, but not other sources (i.e., classmates, parents). Practical and theoretical implications for promoting student success are discussed.  相似文献   

Female Athlete Triad Coalition risk assessment tool is an evidenced-based tool that is reliable and well-described     

Mary Jane De Souza  Nancy I. Williams  Kristen J. Koltun  Nicole C. A. Strock 《Journal of sports sciences》2020,38(9):996-999

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“I want to speak like the other people”: Second language learning as a virtuous spiral for migrant women?     

Johanna Ennser-Kananen  Nicole Pettitt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(4):583-604

This article contributes to scholarship on migrant women’s second language (L2) education in North America and Europe. Questioning reductionist understandings of the relationship between female migrants, their receiving communities and L2 education, the authors consider existing literature as well as their own qualitative work to investigate the challenges, opportunities and agency of migrant women. Weaving together and thematically presenting previous scholarship and qualitative data from interviews, participant observations and classroom recordings from a mixed-gender L2 adult migrant classroom in Austria and an all-women L2 migrant classroom in the United States, they trouble conceptualisations which position women primarily as passive recipients of education and in need of emancipation, while simultaneously elevating communities as agentic providers of these. Specifically, the authors emphasise that (1) L2 proficiency is not a guarantee for migrant women’s social inclusion or socioeconomic advancement; (2) migrant women’s complex challenges and agency need to be recognised and addressed; and (3) all involved in L2 education of migrant women do well to become learners of their own experiences of oppression, including their complicity in it.  相似文献   

SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT          下载免费PDF全文

Charity Brown Griffin  Shauna M. Cooper  Isha W. Metzger  Alexandrea R. Golden  C. Nicole White 《Psychology in the schools》2017,54(7):673-688

This investigation utilized an integrative model of development for ethnic minority children and a process model of engagement to explore whether three dimensions of school engagement (behavioral, emotional, and cognitive) mediated relationships between school racial climate, academic performance, and educational aspirations. A total of 139 African American students were recruited from a high school in the southeastern United States. Findings revealed an indirect association between perceptions of racial fairness and academic achievement indicators through behavioral and cognitive engagement. Behavioral and cognitive engagement also mediated relationships between youths’ perceived peer discrimination and academic achievement indicators. No significant indirect associations between teacher discrimination and academic achievement through school engagement dimensions were found. Study limitations, future directions, and implications are discussed.  相似文献   

Efficient Social Justice: How Critical Race Theory Research can Inform Social Movement Strategy Development     

R. Nicole Johnson-Ahorlu 《The Urban Review》2017,49(5):729-745

Critical Race Theory (CRT) scholars in Education, like activists, are intent on dismantling racism in education (and society at large), and often do so by engaging the problem of racial injustice through social science research. CRT research creates a wealth of awareness about how racism functions, and as a result, inspires social agency to create a more just society. This conceptual piece explores how CRT research, when joined with the efforts of activists, is even more potent with capacity to realize social justice. In the paper, the tenets of CRT in Education are outlined, and serve as the foundation of a model that reveal how each tenet can shape research designs, that inform decision making in social movement strategy development. The model is inspired by the author’s personal experiences with combining CRT research with social movement strategy development, and is intended to serve as an impetus for increased dialogue about how CRT social science research, particularly in Education, can support activists’ goals to dismantle racism.  相似文献   

Early Childhood Creativity: Challenging Educators in Their Role to Intentionally Develop Creative Thinking in Children     

Nicole Leggett 《Early Childhood Education Journal》2017,45(6):845-853

Creativity is a topic of wide global interest, often discussed in fields such as education, psychology and business (Runco, Divergent thinking and creative potential, Hampton Press, New York, 2013; Yoruk and Runco, Journal for Neurocognitive Research 56:1–16, 2014). However, the relationship of pedagogical practices in early childhood education and care (ECEC) as it applies to the development of creative thought processes of young children is a relatively new area for investigation. This paper presents recent research that examines the role of the educator as an intentional teacher within Australian early learning environments and investigates the relationship of this role to children’s developing creativity. Theoretically informed by Vygotsky’s sociocultural constructivist approach (Vygotsky, Mind in society: The development of higher psychological processes, Harvard University Press, Cambridge, MA, 1930, 1978) and neo-Vygotskian theories on creativity (John-Steiner and Moran, Educational Psychologist 31:191–206, 2012), this paper explores some of the beliefs and understandings of educators on creativity. Furthermore, this paper exposes some of the misconceptions of educators about children’s creative thinking as they engage in play-based learning activities. The evidence from this Australian study suggests that the role of the educator is pivotal in assisting children in the early development of creative thinking thus challenging their role as educators.  相似文献   

Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts     

H. Alix Gallagher  Nicole Arshan  Katrina Woodworth 《Journal of research on educational effectiveness》2017,10(3):570-595

By 2013, all 50 states and the District of Columbia had adopted college- and career-ready standards in English language arts and mathematics, placing a greater emphasis on argument writing to prepare students for life after high school. Solving the specific problem of how to help teachers teach to new standards for argument writing as well as the broader problem of improving teaching and learning requires continued efforts to understand how to support teachers in making substantial changes in instruction. This paper reports on a district-randomized controlled trial of the National Writing Project's College-Ready Writers Program (CRWP), implemented in high-need rural districts in 10 states, testing one instance of professional development paired with supporting curricular resources and a formative assessment tool designed to shift instruction to align with the new college- and career-ready standards in English language arts classes in Grades 7–10. Researchers randomly assigned 44 rural districts either to receive two years of CRWP or to be in a business-as-usual control group and found positive impacts on teacher practice and student source-based argument writing.  相似文献