Book reviews     

Erica McWilliam  Roger Wiseman  Collette Tayler  Frank Crowther  Bob Smith  William F. Pinar  Peter Kell  Kathleen Kesson  John Izard 《The Australian Educational Researcher》1995,22(2):121-144

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Evaluation of an unstructured afterschool physical activity programme for disadvantaged youth     

Timothy K. Behrens  John M. Schuna Jr.  Mina L. Liebert  Stacy K. Davis  Kelly R. Rice 《Journal of sports sciences》2016,34(22):2140-2144

The purpose of the study was to conduct an evaluation of an unstructured afterschool physical activity (PA) programme (Keep it Moving!; KIM) in an ethnically diverse and low socio-economic status (SES) school district. PA of students in 3rd–5th grades (N = 205) at four elementary schools were assessed during spring 2012. An ActiGraph accelerometer was utilised to examine objectively measured time and steps in differing intensity levels. Standard data reduction procedures were used to process collected data and characterise PA. Students averaged approximately 54 min of accelerometer wear-time during the KIM programme, 10.4 ± 6.1 min (19.2%) of which were spent in sedentary behaviour, 28.2 ± 8.3 min (52.1%) in light PA and 15.6 ± 6.6 min (28.7%) in moderate-to-vigorous intensity PA. Within the cadence band of 1–19 steps/min participants accumulated the highest time-derived PA (16.4 ± 6.3 min). In total, children averaged 1811.9 ± 527.5 steps during the entire KIM programme. Results from the programme indicated that elementary-aged students received additional PA through the KIM programme. The mean value of accumulated steps during the afterschool PA programme represented 12–16.5% of the minimum steps/day target (depending upon gender) identified for elementary-aged school children. These data represent unique findings from a high-need population that may be helpful for researchers and practitioners alike.  相似文献   

Referencing and borrowing from other systems: the Hong Kong education reforms     

Katherine Forestier  Bob Adamson  Christine Han  Paul Morris 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):149-165

Abstract

Background: This paper analyses the role of, and approach to, policy referencing and borrowing in Hong Kong’s recent reforms that culminated in the creation of its New Academic Structure and the Hong Kong Diploma of Secondary Education.

Main argument: It argues that Hong Kong has gone further than most jurisdictions not just in responding to global influences on education reform, but in taking explicit steps to internationally benchmark its curriculum and assessment, and in involving the global community at multiple levels in the process of education policy planning and implementation.

Sources of evidence and method: The paper is based on the documentary analysis of policy documents in Hong Kong, and 23 interviews with key stakeholders in the policy network, including policy-makers, practitioners and community leaders.

Discussion and conclusions: While policy referencing and borrowing in the Hong Kong context can, in part, be traced to a colonial legacy, the Special Administrative Region of China demonstrates a collaborative approach to education reform involving local and international engagement that may be relevant to other systems. Its approach was informed by a measured use of policy referencing that involved ‘horizon scanning’ of other systems’ policies and practices; international benchmarking; and engaging international expertise to facilitate implementation.  相似文献   

The relationship between locus of odor cues and double-alternation responding in the rat     

Robert E. Prytula  Stephen F. Davis 《Learning & behavior》1976,4(3):352-356

In two experiments, rats traversed a runway in the presence of odor cues from odor-donor rats (stimulus odor). These odors were established in the start and run sections of a runway. As in previous work, these odors were shown to be influential determinants of behavior There is an indication that odors of reward and nonreward may be different for different rats, and that these different odors can be used to form complex discriminations.  相似文献   

Defensive burying in the Mongolian gerbil (Meriones unguiculatus) as a function of size and shape of the test chamber     

Stephen F. Davis  Scott A. Moore  Cynthia L. Cowen  Debra K. Thurston  John C. Maggio 《Learning & behavior》1982,10(4):516-520

Attempts to establish the generality of the defensive-burying response have proved quite successful with several strains of albino and hooded rats and with mice. However, three previous attempts to demonstrate this behavior in gerbils have been completely unsuccessful. Three additional defensive-burying experiments employing gerbils as subjects are reported. Defensive burying did not occur when testing took place in a rectangular chamber (Experiments 1 and 3), but did occur when a circular chamber was employed (Experiments 2 and 3). Hence, the geometric shape of the test chamber appears to be a crucial factor in determining the elicitation of this behavior in gerbils. Furthermore, the overall topography of the gerbil defensive-burying response was found to be different from that of previously examined species.  相似文献   

Reflections on infusing evidenced-based inclusion practices in early childhood community college programs through a collaborative professional development model     

Mark M. D’Amico  Vivian I. Correa  Reem Muharib  Kate Algozzine  Bob Algozzine  Katie Swart 《Journal of Early Childhood Teacher Education》2020,41(1):65-84

ABSTRACT

Inclusion means that students with disabilities have access to high-quality and effective instruction, as well as specialized services as needed, within least restrictive environments. We believe there are no limits on who can or should participate in and benefit from inclusion and we were interested in perceptions resulting from professional development designed to support including young children with disabilities in classrooms with their natural neighbors and peers. We present reflections from application of a community of practice model in which university-based faculty worked closely and collaboratively with community college instructors to infuse ideas, concepts, and content from the field of special education into associate degree early childhood education coursework.  相似文献   

The development and maintenance of odor-based double-alternation responding under conditions of Thorazine and Elavil injection     

Stephen F. Davis  Roger L. Thomas  Robert E. Prytula 《Learning & behavior》1981,9(4):551-555

Two experiments investigating odor production and utilization in rats under the effects of Thorazine and Elavil injections, respectively, are reported. In Experiment 1, significantly slower speeds shown by the Thorazine-injected subjects indicated that this drug depressed performance. It is felt that depressed performance allowed these subjects to attend and respond to odor cues earlier in Phase 1 than did saline-injected control animals. Reversing the injection conditions (Phase 2) failed to disrupt already-established patterning. During the first phase of Experiment 2, Elavil-injected subjects failed to establish patterned responding, whereas such responding was readily established by saline-injected subjects. Reversing the injection conditions (Phase 2) resulted in the rapid development of double-alternation patterning by the subjects that were shifted from Elavil to saline and in the maintenance of such responding by the animals shifted from saline to Elavil.  相似文献   

Preparing pre-service teachers to integrate technology into K–12 instruction: evaluation of a technology-infused approach     

Wilfried Admiraal  Felix van Vugt  Frans Kranenburg  Bob Koster  Ben Smit  Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120

The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers.  相似文献   

Teachers’ and school leaders’ perceptions of commercialisation in Australian public schools     

Anna Hogan  Greg Thompson  Sam Sellar  Bob Lingard 《The Australian Educational Researcher》2018,45(2):141-160

This paper explores teachers’ and school leaders’ perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper, is understood as the creation, marketing and sale of education goods and services to schools by for-profit providers and often includes (but is not limited to) the provision of curriculum content, assessment services, data infrastructures, digital learning, remedial instruction, professional development and school administration support. Our account highlights that commercialisation is prevalent in the day-to-day practice of Australian public schools. The perceptions of teachers and leaders suggest that commercialisation is complex, with both affordances and challenges. Respondents acknowledged that aspects of commercialisation are necessary for successfully running schools and classrooms in the 21st century, but also noted that there is a fine line beyond which these seemingly innocuous services become perilous. Concerns focused on how particular services are leading to the deprofessionalisation of teachers as they have less autonomy over what to teach and how to teach it. Moreover, teachers and school leaders reported being perturbed by the idea that commercial providers and services might work to replace teachers in the future. Drawing on these data we argue that growing commercialisation in Australian public schools clearly requires an ethical debate that schools, education professionals, policy makers and interested publics are yet to have.  相似文献   

Real-World Applications and Instructional Representations Among Prospective Elementary Science Teachers     

Elizabeth A. Davis  Debra Petish 《Journal of Science Teacher Education》2005,16(4):263-286

This paper explores new elementary teachers' instructional representations and how these are related to their science subject matter knowledge. One pair of prospective elementary teachers studied here exhibited a well-integrated, principled, and scientifically accurate understanding of the science they were teaching. The other pair exhibited less scientifically accurate and integrated knowledge. The pair with stronger subject matter knowledge developed instructional representations that were more scientifically and pedagogically appropriate. A perspective on one aspect of pedagogical content knowledge—knowledge of instructional representations—is presented. Real-world applications are hypothesized to play a crucial mediating role for elementary teachers. The paper concludes with a discussion of implications for elementary science teacher educators and researchers, including the importance of attending to how prospective teachers apply science knowledge to real-world situations. Parts of this work were presented at the 2000 AERA and NARST meetings.  相似文献