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1.
School is a hyperviolent space for Black students and in particular for Black girls. Black girls continue to be adultified, criminalized, and spirit-murdered by educators who enact racially discriminatory school disciplinary policies. Using literature from racial microaggressions and antiblackness, we introduce a model that we refer to as “antiblack aggressions” to examine the disciplinary experiences of two Black girls who were at the center of a violent assault by a White male School Resource Officer at Spring Valley High School. We provide an analysis of South Carolina's Disturbing Schools Law, and we discuss how an antiblack aggressions model can challenge traditional notions of peace, law, and justice for Black girls in school. 相似文献
2.
K. Andrew R. Richards Jennifer M. Jacobs Victoria Nicole Ivy Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200
ABSTRACTBackground: 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
3.
Jennifer Kavanagh Kieran Moran Johann Issartel 《Physical Education & Sport Pedagogy》2020,25(2):174-187
ABSTRACTBackground: Cycling has gained more attention as an important lifelong physical activity. Learning to cycle independently without assistance is a milestone for most children that requires time and practice to master. Cycling was recently added to the motor development model and so a valid and reliable measure of cycling ability is required to allow accurate assessment of the skill. Cycling has many health benefits along with being a commonly reported physical activity globally and therefore is an important skill to promote in early childhood and throughout life. To date, there are no measurement tools examining the developmental process to independent cycling in the early childhood years. The current study aimed to develop and assess the inter-rater and test-retest reliability of the ‘KIM Cycling Scale’.Methods: Development of the scale occurred in four phases: (1) development of criteria and stages, which used observation of children when learning to cycle and expert panels to develop the initial developmental stages, (2) review of instructions and criteria and pilot inter-rater and test-retest reliability, to ensure that the scale could be used as a standalone scale without requiring further instructions (3) cycling intervention, which allowed assessment of the developmental nature of children along the scale as they learn to cycle independently and to assess typical and alternate routes to independent cycling and (4) inter-rater and test-retest reliability.Results: Ninety children took part in phase 1, thirty-six children took part in phase 2, seventy-four children took part in phase 3 and one hundred and forty-nine children took part in phase 4. All three hundred and forty-nine children were between 2 and 6 years. The developed scale included eight stages in total. The scale was found to have excellent inter-rater reliability (ICC?=?0.97, 95% CI?=?0.96–0.98) and good to excellent test-retest reliability [(ICC?=?0.91, 95% CI?=?0.87–0.94) & (ICC?=?0.90, 95% CI?=?0.85–0.93)]. Typical routes to independent cycling along the scale were examined and reported as being step-wise on all occasions except one where a two stage jump was as common as the step-wise route. Alternate routes were also reported.Conclusion: The current study developed a reliable measurement tool for assessing children between 2 and 6 years of age on the developmental process to independent cycling. Having a cycling scale will allow teachers and practitioners to assess competence in cycling and moreover, track changes in skill development. Furthermore, parents could also use the scale to better understand and better asses their child’s progression when learning to cycle. 相似文献
4.
SeYun Park Erin Reifsteck Diane L. Gill 《Measurement in physical education and exercise science》2019,23(2):110-117
In this study, we examined the factor structure and reliability of the Korean Quality of Life (KQoL) survey and compared the KQoL survey to both the World Health Organization Quality of Life-Brief Version (WHOQOL-BREF) and the Satisfaction with Life Scale (SWLS). We also assessed associations between KQoL scores and physical activity (PA) participation. Participants were 557 (male = 281, female = 276) healthy Korean adults with ages between 18 and 71 years (M = 33.2, SD = 14.2). Results of confirmatory factor analyses confirmed the 7-subscale model and indicated acceptable values supporting convergent validity (χ2 = 1,678.758, df = 443, p < .001, RMSR = .045, RMSEA = .071, TLI = .880, CFI = .892). Correlations of KQoL subscales with similar subscales of WHOQOL-BREF and with SWLS supported concurrent validity. Results confirm that the KQoL survey can assess multidimensional aspects of quality of life (QoL), including spiritual, physical, social, and psychological. KQoL scores were positively related to PA participation, in line with previous research supporting the positive association of PA with QoL. 相似文献
5.
6.
Jennifer Catharine Evans Hennie Yip Kannass Chan Christine Armatas Ada Tse 《高等教育研究与发展》2020,39(4):643-656
ABSTRACTOnline learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning. 相似文献
7.
Jennifer L. Etnier Paul M. Sprick Jeffrey D. Labban Chia-Hao Shih Stephen M. Glass Jarod C. Vance 《Journal of sports sciences》2020,38(19):2264-2272
ABSTRACT Meta-analytic evidence supports that exercise has benefits for short-term memory (STM) and long-term memory (LTM). However, only three studies with children have tested the differential effects of exercise on STM and LTM. The purpose of this study was to examine the effects of an aerobic fitness test on STM and LTM and to consider the moderating effects of grade level. Children (7–13 years of age) were randomly assigned to either perform an aerobic fitness test before (exercise prior) or after (exercise post) performing the Rey Auditory Verbal Learning Test (RAVLT) to assess memory. Memory was tested again after approximately 24 hours. There were significant differences in memory performance as a function of grade with 4th and 6th graders consistently outperforming 2nd graders. For learning, Day 1 Retention, 24-hr recall, and Day 2 Retention, the exercise prior group performed better than the exercise post group. It is concluded that an aerobic fitness test performed prior to a declarative memory test benefits LTM as compared to when the aerobic fitness test is performed after the memory test. 相似文献
8.
9.
Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations 总被引:13,自引:0,他引:13
Numerous studies have demonstrated that physically aggressive children exhibit hostile attributional biases in response to instrumental peer provocations, a social information-processing pattern that has been recognized as a contributor to peer-directed aggression. The present studies (N = 127 and N = 535) were designed to extend past research by evaluating the intent attributions and feelings of emotional distress of relationally and physically aggressive children in response to instrumental and relational provocation contexts. Results indicated that physically aggressive children exhibited hostile attributional biases and reported relatively greater distress for instrumental provocation situations, whereas relationally aggressive children exhibited hostile attributional biases and reported relatively greater distress for relational provocation contexts. Implications of these findings for the understanding of factors that may contribute to relational as well as physical aggression are discussed. 相似文献
10.
It is well documented that undetected hearing loss can have a profound effect on a child's holistic development, including communicative, language and cognitive development. It is crucial therefore that deaf and hard of hearing infants are detected as early as possible so that appropriate intervention services and support can be initiated. To assist parents in enabling their child's optimal growth and development, HI HOPES-the first South African home-based early intervention project-was launched in August 2006, offering families weekly home-based support that is both child-centred and family-directed. A critical overview of the pilot implementation of HI HOPES is presented, from inception to implementation, focusing on its innovative services and practices, and issues that influence the intervention process including a reflection on the challenges and areas for development. 相似文献