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1.
This paper explores how a group of undergraduate Human Movement Studies (HMS) students learnt to know about the body during their four-year academic programme at an Australian university. When students begin an undergraduate programme in HMS they bring with them particular constructions, ideas and beliefs about their own bodies and about the body in general. Those ideas and beliefs are often challenged, disrupted or reinforced according to discourses and practices to which students are exposed and which they experience throughout their programme of study. The courses that these students take in their in HMS degree programme present to them different perspectives about health and the body. Some perspectives take the status of taken-for-granted truths and others are dismissed or ignored. Taking a Foucauldian perspective, this paper explores the dominant discourses and practices to which this group of students was exposed during their four years of academic formation, and the influences that this exposure might have upon their construction of the body and their formation as pre-service Health and Physical Education (HPE) teachers. The participants in this study were 14 students, 11 females and 3 males, aged between 18 and 26 at the time of the first interview. The data used for this paper were taken from a larger study and were analysed using a content analysis approach. Results suggest that some students may be heavily influenced by certain practices and discourses during their programme of studies, and that they embody dominant discourses of health. Furthermore, a possible change of thinking may occur across their academic programme, as a consequence of their engagement with a few alternative discourses presented during their academic programme, disrupting some of their previous beliefs and knowledge. 相似文献
2.
Sara Manganelli Elisa Cavicchiolo Luca Mallia Valeria Biasi Fabio Lucidi Fabio Alivernini 《教育心理学》2019,39(4):470-488
The present study examined the interplay between self-determined motivation and the use of cognitive strategies in predicting university students’ academic performance while taking into account the effect of prior achievement. A theory based model was tested using structural equation modeling on a sample of 764 Italian university students. Results showed that prior achievement influenced students’ academic performance and their motivation and use of cognitive strategies. Critical thinking was the only cognitive strategy which proved to have a significant impact on students’ academic performance. Autonomous motivation had an indirect positive impact on academic performance through its influence on the critical thinking strategy. Controlled motivation had a direct negative impact on academic performance. On the whole, our findings suggest that autonomously motivated students tend to achieve better academic performance by using critical thinking, while students who are driven by controlled motivation have lower academic performance. 相似文献
3.
The study examined the role of sign language and fingerspelling in the development of the reading and writing skills of deaf children and youth. Twenty-six deaf participants (13 children, 13 adolescents), whose first language was Chilean Sign Language (CHSL), were examined. Their dactylic abilities were evaluated with tasks involving the reading and writing of dactylic and orthographic codes. The study included three experiments: (a) the identification of Chilean signs and fingerspelled words, (b) the matching of fingerspelled words with commercial logos, and (c) the decoding of fingerspelled words and the mapping of these words onto the writing system. The results provide convergent evidence that the use of fingerspelling and sign language is related to orthographic skills. It is concluded that fingerspelling can facilitate the internal representation of words and serve as a supporting mechanism for reading acquisition. 相似文献
4.
Cabello Valeria M. Real Constanza Impedovo Maria Antonietta 《Research in Science Education》2019,49(4):1087-1106
Constructing explanations of scientific concepts is one of the most frequent strategies used in the science classroom and is a high-leverage teaching practice. This study analysed the explanations provided by student teachers in STEM areas from a socio-materiality perspective focused on verbal and nonverbal language and representations. The study was conducted in a hybrid research format by scholars and a preservice teacher. First, the study compared the representational elements used by 86 student teachers to construct explanations about various concepts in a roleplay setting. Next, a positioning analysis was done by a preservice teacher, to a selection of five of these explanations focused on the concept of “force”. The positioning analysis highlighted the embedded voices in the construction of explanations, with a focus on the intersection between science and language. The results showed that the student teachers created explanations as static artefacts, mainly using examples, graphs and images to clarify the concepts. The voices of learners and scientists were mostly absent from the explanations, which led to the presentation of explanations in STEM areas as finished and unquestionable artefacts, with references neither to nature nor to the history of science. We reflect on the meanings attributed to learning to be a practitioner in the context of interconnecting science and language through explanations, as a process of meaning (re)production within the classroom. Implications for teacher education are discussed in order to enhance student teachers’ awareness about constructing knowledge by enacting explanations in the science classroom.
相似文献5.
Socio-cultural theorists have argued that having a diverse understanding of subjectivities of normal/ideal bodies is important for Health and Physical Education (HPE) teachers. When teachers hold a single understanding and perception of normal/ideal bodies, such as a thin body as normal or ideal body, which are usually informed by dominant discourses, they may (re)produce narrow understandings of bodies among their students. This paper focuses on how a group of pre-service HPE specialist teachers (11 females and 3 males, aged between 18 and 26 at the time of the first interview) from an Australian university, discuss issues related to subjectivities of bodies. It draws on visual methodologies and semi-structured interviews to understand how these pre-service HPE specialist teachers construct discourses of bodies. Foucault’s concepts of normalisation, surveillance and biopedagogies are used to explore discursive constructions of bodies, with a particular focus on how some discourses are normalised via surveillance techniques. The results of the study invite us to reflect on how images may promote certain ways of thinking about and considering the body among pre-service HPE specialist teachers. In light of contradictions which were found across the comments of two participants who constructed different discourses during the interviews, we posit that making sense of subjectivities of bodies is complex and often contradictory. Furthermore, the results suggest that photo elicitation is a useful visual method for theorising issues related to bodies. Results can inform teacher education and policy in how to better prepare pre-service HPE teachers to teach about bodies. 相似文献
6.
Most of the literature on university–industry (U–I) linkages assumes that these linkages are beneficial per se. We question this assumption, suggesting that not all such linkages are equally helpful. In this paper, we explore the factors driving the formation of ‘valuable U–I linkages’, conceived as those linkages between universities and firms that have a higher potential to diffuse knowledge to other firms in their regional economy. Our empirical strategy combines case-study methodology with econometric techniques using data from two wine clusters in Chile and in Italy. The firm's knowledge base is found to be a key driver of ‘valuable’ U–I linkages. We conclude that selectivity should be encouraged among policy makers endeavouring to promote U–I linkages. 相似文献
7.
Pierluigi Zerbino Davide Aloini Riccardo Dulmin Valeria Mininno 《Information processing & management》2018,54(5):818-846
This paper aims to figure out the potential impact of Big Data (BD) on Critical Success Factors (CSFs) of Customer Relationship Management (CRM). In fact, while some authors have posited a relationship between BD and CRM, literature lacks works that go into the heart of the matter.Through an extensive up-to-date in-depth literature review about CRM, twenty (20) CSFs were singled out from 104 selected papers, and organized within an ad-hoc classification framework. The consistency of the classification was checked by means of a content analysis. Evidences were discussed and linked to the BD literature, and five propositions about how BD could affect CRM CSFs were formalized.Our results suggest that BD-enabled CRM initiatives could require several changes in the pertinent CSFs. In order to get rid of the hype effect surrounding BD, we suggest to adopt an explorative approach towards them by defining a mandatory business direction through sound business cases and pilot tests. From a general standpoint, BD could be framed as an enabling factor of well-known projects, like CRM initiatives, in order to reap the benefits from the new technologies by addressing the efforts through already acknowledged management paths. 相似文献
8.
ABSTRACT The article focuses on social vulnerability and how Lifelong Learning (LLL) policies tackle it. Two Italian case studies on local LLL measures within Italian Youth Guarantee (YG) scheme are discussed: Civic Service in Genoa and NEETwork Project in Milan. The aim is to investigate how such measures shape the life courses of young adults in vulnerable conditions. Examining whether their support of the school–work transitions meets the youths’ needs, accounting for the different contexts and the individual resources and shortcomings. Similarities and differences between the two case studies are discussed, focusing on policies’ governance and concept of vulnerability applied to young adults. A conceptualisation of the vulnerability as a process developing over the young adults’ life course trajectories is presented. Conceiving it in a multidimensional way, discussing the interplay between the individual resources, and contextual factors in emerging ‘vulnerable conditions’ of young adults. Then, the article proposes possible interpretations of the ways in which young adults relate to and cope with LLL policies, according to the Merton’s strain theory, outlining different strategies of adaptation in uncertain biographies. The risk to increase social exclusion and inequalities is discussed as an unintended effect of LLL policies. 相似文献
9.
OBJECTIVE: This paper describes two studies aimed at validating the Chilean version of Child Abuse Potential (CAP). The paper also discusses problems in what respects conceptualizing and detecting maltreatment within a process of research as it relates to a specific culture. METHOD: An instrument based on the Child Abuse Potential Inventory was administered to two different samples of 134 people and 280 people, respectively. Both studies are contrasted in terms of internal consistency, factor analysis, and the instrument's ability to discriminate between abusers and non-abusers. RESULTS: Both studies feature good internal consistency (.98 and .95) and a factor structure similar to that of the original instrument; however, the second study shows problems concerning correct subject classification. The contrast of both studies suggests that the instrument is suitable for discriminating between severe child physical abuse and very well-treated children. The indecision area of classification is 67%. CONCLUSION: The results of both studies highlight the need to conceptualize and operationalize child abuse within a specific cultural context. The distinction between abusers and non-abusers becomes more blurred in the less extreme cases. 相似文献
10.
Bonnie Pang Valeria Varea Sarah Cavallin Alexia Cupac 《Sport, Education and Society》2013,18(8):801-813
ABSTRACTDigital technologies are now considered important in shaping young people's engagement in and with health and physical activity. Recent discussions show that the use of digital technologies to track health and fitness may over-emphasize the linear understanding of the body and health generally underpinned by Western health ideologies such as healthism. Other studies have shown the increased use of digital technologies in teaching Health and Physical Education (HPE) and as a means to enhance health and increase physical activity. Despite the opportunities and risks apparent in these studies, little is known about how HPE students make choices, negotiate, and resist or embrace the digitalisation of physical activity, exercise, and more broadly health. This study examines HPE students’ meaning making of risk and surveillance associated with the self-digitisation of exercise. The study further investigates how the concept of ‘prosumption’; the production, curation and consumption of self-data within the context of digitised health and physical activity, is understood. Based on the findings, we have constructed a typology of prosumers that can be used as a pedagogical device to illustrate the various kinds of subject positions students take up with digital technology in health and physical activity. This study extends the current understanding of prosumers by identifying the ‘ambivalent prosumer’. The results provide insights that have direct pedagogical implications in HPE teacher education specifically in the areas of knowledge production and consumption of knowledge through digital technology in health and physical activity. 相似文献