ABSTRACTAs educational interventions that integrate death issues in the school curriculum are rarely designed, implemented and evaluated, our action research (AR) project aimed at investigating the complexities of integrating the concepts of loss and grief in the primary school curriculum of Cyprus. The purpose of this paper is to identify and analyze convergences and divergences between AR and lesson study (LS), as they emerged in our project. We particularly focus on the ways that AR served to legitimate ethically and politically those aspects of the project that constituted the experimentation of lesson plans on loss and grief. The AR and LS elements of our project functioned differently and served different purposes, and we speculate that this is not irrelevant to the controversial aspects of the lesson plans’ topic, namely loss and grief. The paper argues that it may be strategically important, for ethical and political reasons, to both demarcate and associate AR and LS, navigating between them, particularly if a controversial issue is involved. 相似文献
ABSTRACTSpiritual leadership gains attention amongst researchers for closing the gap between achieving personal and organisational goals. Despite documentations that spirituality undergirds head teacher’s actions leading inclusive schools, research still remains thin in understanding how spirituality underpins leadership for inclusive education. This paper draws on the philosophy of critical realism to offer a conceptual tool that identifies head teachers’ spiritual actions in their efforts to include ethnic minority students. This is done through multiple qualitative methods collection from an in-depth case study at a multicultural primary school in Cyprus. The critical realist framework helps uncover head teacher’s spiritual actions in a more systematic, structured and holistic way. It reveals that head teachers’ spirituality supports the goals of inclusion and occurs in at least four interrelated and emergent ontological levels (psychological, social, cultural and policy levels) which are set in four scaler levels from microscopic to macroscopic (sub-individual, micro, meso and macro levels). This framework problematises mono-dimensional and reductionist understandings of spirituality in leadership. The paper concludes by suggesting solutions to enrich leadership programmes for inclusive education with fostering leaders’ spirituality at different ontological levels. 相似文献
This article aims to supplement the literature on the role of school context with regards to the disempowerment of teachers in their work with poor ethnic minority students. We use a critical realist framework to analyse the empirical data collected for an in-depth school case study and we suggest the existence of real, interrelated, emergent and localised disempowering contextual factors. 相似文献
Tertiary Education and Management - The paper investigates the experience of employed higher education graduates in two countries with high rates of graduate unemployment. It examines the... 相似文献
Within the last two decades intercultural teacher education has become a priority in many European countries. The consensus among researchers, it seems, is that intercultural education should begin with the initial training of teachers. In this paper we present the implementation of a collaborative action research programme in which we built a collaborative network through which we tried to help student teachers develop practices of intercultural education. First, we briefly examine the existing situation regarding teacher education in Cyprus and we discuss generally teacher education in relation to intercultural education. Subsequently, we explain the term ‘collaborative networks’ and then analyse the methodology we followed for the research that led to this paper. Finally, we present and analyse, with additional research, the themes that arose through our paper's former data analysis.
Pendant les dernières décennies, dans beaucoup de pays européens, l'éducation interculturelle a pris une place très importante parmis les sujets développés dans le domaine éducatif. Des chercheurs pensent que l'éducation interculturelle doit commencer dès la formation initiale des enseignants (des maîtres). Dans cet article, nous présentons un programmeme de «recherche‐action» collective, pour lequel nous avons créé un réseau de collaboration. A travers ce programmeme nous tentons d'aider les élèves maîtres à développer des pratiques d'éducation interculturelle. Pour commencer, nous examinons brièvement la situation actuelle à Chypre, en ce qui concerne la formation des enseignants et nous nous penchons ensuite sur la dimension interculturelle de l'éducation. Par la suite, nous examinons la notion de «réseaux de collaboration» et analysons la méthodologie suivie pour mener à bien notre recherche, et aboutir à cet article. Pour finir, nous présenterons et argumenterons les principaux sujets dégagés de l'analyse des données.
En las ultimas dos decadas la educacion de profesores intercultural se ha vuelto una prioridad en muchos paises europeos. Parece ser que el consenso entre investigadores es que la educación intercultural deberia empezar con la formación inicial de profesores. En este articulo presentamos la aplicación de un programmea de investigación de mecanismo colaborativo en el que creamos una red de colaboración a traves de la cual intentamos ayudar a los profesores alumnos a desarrollar practicas de educación intercultural. Primero, examinamos brevemente la situación existente tocante a la educación de profesores en Chipre y contrastamos de forma general la educación intercultural con respecto a la de profesorado. Posteriormente, explicamos el termino ‘red de colaboración’ y después analizamos la tecnica que seguimos para la investigación que nos llevo a escribir este articulo. Finalmente, presentamos y analizamos, con investigación adicional, los temas que surgieron a traves de nuestros analisis de datos del articulo anterior.
In den letzten zwei Jahrzehnten hat die interkulturelle Lehrerausbildung in vielen europäischen Ländern zentrale Bedeutung erlangt. Es scheint in der Forschung mittlerweile Konsens darüber zu herrschen, dass interkulturelle Schulung schon bei der Lehrerausbildung einsetzen sollte. In diesem Artikel präsentieren wir die Ergebnisse eines Forschungsprogrammems für kollaborative Netzwerke, in dessen Rahmen ein kollaboratives Netzwerk aufgebaut wurde, durch das wir versuchen, Referendaren bei der Entwicklung interkultureller Lehr‐ und Lerntechniken zu helfen. Wir werden zuerst die gegenwärtige Situation der Lehrerausbildung auf Zypern analysieren und uns dann allgemein mit der Lehrerausbildung in Bezug auf interkulturelle Lerninhalte beschäftigen. Danach werden wir den Terminus “kollaborative Netzwerke” erklären und dann die Methodik erläutern, der wir während der Forschungsarbeit, die zu diesem Artikel geführt hat, gefolgt sind. Im Schlussteil präsentieren und analysieren wir, unter Berücksichtigung weiterer Forschungsarbeiten, die Themen, die während der Datenanalyse in den Vordergrund getreten sind. 相似文献
The aim of this study was to investigate the relative influence of step length (SL) and step frequency (SF) on step velocity (SV) during the approach run of high-level long jumpers and to quantify the asymmetry of these step characteristics. Spatiotemporal data of the approach run were collected during national competition from 10 long jumpers (age 26.2 ± 4.1 years, height 1.84 ± 0.06 m, mass 72.77 ± 3.23 kg, personal best performance 7.96 ± 0.30 m). Analyses were conducted for total approach, early approach and late approach. For the total approach 4/10 athletes were SF reliant and 6/10 athletes favoured neither characteristic. At the early approach, 3/10 athletes were SF reliant and 7/10 athletes favoured neither. During late approach 2/10 athletes demonstrated SL reliance, 7/10 athletes were SF reliant and 1/10 athletes favoured neither. Four athletes displayed significant asymmetry for SL and three for SF. However, no athletes demonstrated significant asymmetry for SV indicating that the asymmetrical demands of take-off do not have a marked influence on step characteristic asymmetry, probably due to the constraints of the event. Consideration should be given to the potentially conflicting demands between limbs for individual athletes. 相似文献
Numerous academics have argued that if a field is to progress, attention needs to be paid to how future generations of researchers are being prepared. To date, data generated on research training in physical education and sport pedagogy (PESP) have primarily focused on students undertaking doctoral programmes with a formal coursework component, which is the model predominantly used in the USA. The traditional master-apprentice model is still, however, the dominant model in many countries, including Australia, and there is a dearth of research on this model of research preparation. Hence, this study was an effort to capture the perspectives and experiences of doctoral students (DSs) and early career researchers (ECRs) who are/were engaged in programmes employing the apprentice model of training. The question we sought to examine was ‘what do PESP doctoral students and early career researchers perceive as the facilitators and challenges associated with learning to be researchers?’. The participants in this study included eight DSs and seven ECRs who were based in Australian and New Zealand institutions. Data were generated through a questionnaire that sought to identify participants’ various research training experiences, a workshop that brought participants together to discuss their research training, and follow-up individual semi-structured interviews. While much of the data generated through this study related to the importance of developing such generic research skills as writing, grant writing and presenting at conferences, participants also discussed PESP-specific skills and dispositions, including particular orientations towards research impact, and the development of research culture. Findings are discussed in reference to the neoliberalisation of education and questions are raised about the forms of research training developing researchers in PESP might need if they are to thrive as researchers within and beyond the field. 相似文献
Youth sport policies are increasingly driven by health concerns and social issues, and focus on broad participation outcomes. Given the significant financial investment in, and critique of, such policies internationally, this study aimed to examine the implementation of Sporting Schools (SS), a $100 million programme intended to increase children’s sport participation in Australia. In addressing the limited research in this area in the Australian context, we draw on the notion of policy as process [Penney & Evans, 2005 Policy, power and politics in physical education. In K. Green, & K. Hardman (Eds.), Physical education: Essential issues (pp. 21–38). London: SAGE] and Fullan's [Fullan (2015) The new meaning of educational change (5th ed.). New York, NY: Teachers College Press] work on educational change. This analysis employed a qualitative methodology. Data collection included interviews with 32 sporting organisation (SO) representatives, coaches, and teachers involved in the implementation of SS. Data were analysed using a combination of inductive and deductive approaches, and the trustworthiness of the findings was supported using several strategies. Findings indicated divergent understandings of the need for the SS programme by stakeholders, as well as a lack of clarity of the policy aims and the means for realising them. There was little indication that SOs, coaches and teachers were engaged in a meaningful, working relationship to accomplish the reform objectives of SS; however, each saw benefit in the programme. Youth sport policy implementation in schools is a complex process. The dynamic interplay among the various factors influencing such policies makes realising their stated intentions nigh on impossible. While working to enhance the enactment of SS as intended is important, we propose that youth sport policies written for enactment in schools need to be viewed as ‘soft policies’. The simplicity and limited accountability associated with ‘soft policies’ can be viewed as an opportunity to recognise the expertise of those who work, learn and move in schools, and trust them to use resources effectively and reconcile tensions based on their unique knowledge of their local school contexts. 相似文献
Deaf children have been integrated into secondary schools in Cyprus since 1990. This article reports the results of a major study carried out in Cyprus, the aim of which was to evaluate for the first time the support services available for deaf children receiving their education in secondary general schools. For the purposes of our study, four types of questionnaires were designed and administered to all deaf children integrated into secondary general schools, as well as to their parents, teachers, and head teachers. All participants stressed that the support services are vital for the children's academic success and social integration. The main support services identified by the participants in our study were: one-to-one and group sessions; presence of co-coordinators (special teachers of the deaf); "acoustical treatment" of the classrooms; provision and management of personal amplification, psychological support, and counseling; and in-service training for designated teachers. The majority of the participants expressed satisfaction with the support services offered to them. They also made some suggestions for the improvement of the integration of deaf children into secondary schools in Cyprus. 相似文献
This study investigated the effect of instruction with a cognitive tutoring software system in a remedial algebra course. The performance on algebra tasks of students who attended the experimental (cognitive tutor) and a control class was compared. The results indicated that the two groups of students were equally proficient with respect to algebraic manipulation skills. However, students who attended the experimental algebra section performed significantly better in problem solving than students in the control section. This finding suggested that the use of the cognitive tutor (a) improved students' problem‐solving abilities; (b) fostered student development of richer concepts of variable and function; and (c) improved students' procedural abilities in approaching and carrying through mathematical analyses of relatively complex situations. 相似文献
