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   

Development and reliability of the KIM cycling scale – a measurement tool for the development process to cycling independently     

Jennifer Kavanagh  Kieran Moran  Johann Issartel 《Physical Education & Sport Pedagogy》2020,25(2):174-187

ABSTRACT

Background: 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   

Effects of an aerobic fitness test on short- and long-term memory in elementary-aged children     

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 4^th and 6^th graders consistently outperforming 2^nd 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   

Blended learning in higher education: professional development in a Hong Kong university     

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

ABSTRACT

Online 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   

Response Time Adjustment in the Stop Signal Task: Development in Children and Adolescents     

Annie Dupuis  Maheshan Indralingam  Andre Chevrier  Jennifer Crosbie  Paul Arnold  Christie L. Burton  Russell Schachar 《Child development》2019,90(2):e263-e272

Adjusting speed to maintain fast and accurate performance is critical to goal-directed behavior. This study examined development of response time adjustments in the stop signal task in 13,709 individuals aged 6–17 years (49.0% Caucasian) across four trial types: correct and incorrect go, successful (stop-inhibit), and failed (stop-respond) trials. People sped more after correct than incorrect go responses and slowed more after failed than successful stop trials. Greater slowing after stop-respond but less slowing after stop-inhibit trials was associated with better response inhibition. Response time adjustments were evident in children as young as age 6, developed throughout childhood, and plateaued by age 10. Results were consistent with the predictions of the error detection and shifting goal priority hypotheses for adjustments.  相似文献   

“A Finer Type of Radio”: The Women’s National Radio Committee and Its Battles for Better Radio Programming     

Jennifer M. Proffitt 《广播与电子媒介杂志》2019,63(2):339-355

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Diversity and inclusion in early childhood. An introduction     

Lynn Fletcher 《Educational Psychology in Practice》2014,30(1):105-106

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Science capital or STEM capital? Exploring relationships between science capital and technology,engineering, and maths aspirations and attitudes among young people aged 17/18     

Julie Moote  Louise Archer  Jennifer DeWitt  Emily MacLeod 《科学教学研究杂志》2020,57(8):1228-1249

We previously proposed that science capital (science-related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post-18 aspirations to pursue further STEM study and whether science capital can be extended to related disciplines including engineering, maths and technology. Specifically, we report on correlational analyses exploring the relationships between science, technology, engineering and maths attitudes and science capital. Drawing on data from a new survey of 7,013 17/18 year old English secondary school students, analyses showed that science capital, while strongly related to engineering and physical science future study aspirations, was not strongly related to the pursuit of either maths or technology postsecondary study. The findings also suggest that engineering and maths attitudes have a stronger relationship to science capital than attitudes relating to technology. We conclude with a discussion of the implications of these findings and propose that science capital might be more usefully applied to “SEM,” with links to technology fields and aspirations needing further exploration.  相似文献   

From Spirit-Murdering to Spirit-Healing: Addressing Anti-Black Aggressions and the Inhumane Discipline of Black Children     

Dorothy E. Hines  Jennifer M. Wilmot 《Multicultural Perspectives》2018,20(2):62-69

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   

Dynamic Transition Patterns in Acculturation Among Hispanic Adolescents     

Tae Kyoung Lee  Alan Meca  Jennifer B. Unger  Byron L. Zamboanga  Lourdes Baezconde-Garbanati  Melinda Gonzales-Backen  Elma I. Lorenzo-Blanco  Miguel Á. Cano  Sabrina E. Des Rosiers  Daniel W. Soto  Juan A. Villamar  Monica Pattarroyo  Karina M. Lizzi  José Szapocznik  Seth J. Schwartz 《Child development》2020,91(1):78-95

Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, M_age (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed.  相似文献