Using visual methodologies to understand pre-service Health and Physical Education teachers’ subjectivities of bodies     

Valeria Varea  Bonnie Pang 《Sport, Education and Society》2018,23(5):394-406

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   

Enhancing children's literacy skills: designing the Q‐Tales ecosystem for children's e‐book design and publication          下载免费PDF全文

Bonnie Thompson Long  Tony Hall  Michael Hogan  Nikos Papastamatiou 《Literacy》2018,52(3):171-179

This article describes the conceptualisation and development of a pedagogical framework to support the design of e‐books for children to enhance literacy development. It emerged from research undertaken within the Q‐Tales international consortium project of the EU's Horizon 2020 Programme for Research and Innovation, where the aim was to facilitate key stakeholders to collaborate and participate in the online production and publication of high‐quality, educational e‐books for children. The pedagogical framework described here sought to answer the question “What concepts and principles undergird the effective design of pedagogically impactful e‐books for children?” It is grounded by the theoretical underpinnings of socio‐constructivism, constructionism and skill theory, and how they relate to children's literacy development. A framework describing different narrative forms and component features, key pedagogical activities appropriate for different stages of reading development and design recommendations regarding the integration of multimedia into e‐books are also central to the pedagogical framework. As well as informing the design of the Q‐Tales infrastructure for children's e‐book design and publication, we hope the guidelines and pedagogical activities enumerated here will be widely useful for those designing and developing digital, interactive narratives, particularly e‐books to enhance children's emerging literacy.  相似文献   

Emphasizing Professionalism and Values-Based Competencies in Human Services Education     

John Paulson  Bonnie Rinks 《Community College Journal of Research & Practice》2018,42(6):445-447

Within the education of students pursuing a career in human services, social work, or other helping professions, there has historically been a divide between the emphasis in training placed on content and values-based competencies, often referred to as professionalism. This article will define these competencies and emphasize the importance of values-based priorities in the training of helping professionals. Suggestions will be offered for providing a context to integrate these principles into educational standards and practices. Implications for how emphasizing professionalism promotes the success of community college students pursuing further education and gaining entrance into the helping professions will also be discussed, especially in light of changing trends in higher education.  相似文献   

Trends in the Selection of Coaches for Female Athletes: A Demographic Inquiry     

Milton G. Holmen  Bonnie L. Parkhouse 《Research quarterly for exercise and sport》2013,84(1):9-18

Abstract

Data were collected from 335 collegiate female athletic directors utilizing a questionnaire designed to assess trends in selecting coaches for female athletes between 1974 and 1979. These demographic results revealed: (a) a 37% increase in the number of coaches for female athletes, (b) a greater increase at the assistant (229%) rather than head (8%) coach level, (c) a substantial increase in male coaches (724) in comparison to their female counterparts (44), (d) a significant decline (294) in female head coaches, and (e) a large increase in the number of male head coaches (437). As the bases for this present investigation, current practices and affirmative action strategies were discussed (i.e., gender employment trends, de facto discrimination, federal civil rights legislation). Possible explanations of these findings were offered.  相似文献   

Relationship between Working Environment,Self-Concept,Real-Ideal Self Discrepancy,and Functionality in Physical Education Teachers     

Milton G. Holmen  Bonnie L. Parkhouse 《Research quarterly for exercise and sport》2013,84(3):311-323

Abstract

The major purposes of the present study were to determine to what extent and in what ways an individual's personality is affected by the working environment. Three questions were asked about the effect of working environment on: (a) realism or accuracy of self-concept, (b) agreement between real self and ideal self, and (c) functionality of personality characteristics. Subjects were 49 physical education faculty in three inner-city and three suburban Los Angeles area high schools. The Holmen Adjective Check List (HACL) was used to assess self-concept, real-ideal self discrepancy, and functionality. Results showed that: (a) suburban teachers had more accurate self-concepts than did inner-city teachers, (b) suburban teachers were seen as being more like their “ideal selves” than were inner-city teachers, and (c) individuals experienced in a given work setting were not necessarily seen as better adapted to that environment than those not working there.  相似文献   

Physical activity in the lives of Hong Kong Chinese children     

Amy S. Ha  Doune Macdonald  Bonnie O. H. Pang 《Sport, Education and Society》2013,18(3):331-346

To understand the physical activity culture in the lives of Hong Kong Chinese children and their parents, 48 young people between the ages 9 and 16 and their parents, with different socio-economic backgrounds and geographical locations, were interviewed for this study. By applying Confucianism and postcolonialism, this study aimed to investigate the meaning of physical activity in the lives of Hong Kong children and their parents. The results showed that parents value physical activity as a factor which contributes to their children's well-being and provides balance to their life. There were differences though, in this attitude, for different age groups. Junior students (aged 9–12) expressed their interest in physical activities. However, older students (12 or above) in secondary school, think or are told that academic study is the most important aspect of their life and that physical activities are not a priority. When examining parents' and children's involvement in physical activity, the barriers to the parents' involvement in their children's physical activities included lack of time and a habitual sedentary lifestyle at home.  相似文献   

Building an online community to support the professional development of casual teachers     

Bonnie Amelia Dean  Kathryn Harden-Thew  Lisa Thomas 《International Journal for Academic Development》2017,22(1):31-42

Abstract

With the burgeoning casualisation of the higher education workforce, the precarious nature of casual teaching has become increasingly well documented. Universities are recognising that enhancing quality learning and teaching must include attention to the provision of services, support, and professional development for teachers employed on a sessional or casual basis. This paper presents a study investigating an online course for supporting and connecting dispersed and diverse casual teachers at an Australian university. The study explores the role of community and the impact of professional development for casual teachers across discipline boundaries in an institution-wide online course.  相似文献   

The salish consortium for the improvement of science teaching preparation and development     

Dr. Herbert K. Brunkhorst  Robert E. Yager  Bonnie J. Brunkhorst  Martin A. Apple  David M. Andrews 《Journal of Science Teacher Education》1993,4(2):51-53

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Creative literacy activities promote positive reading attitude in children learning English as a foreign language          下载免费PDF全文

Bonnie Wing‐Yin Chow  Anna Na Na Hui  Barbie Hiu‐Tung Chui 《Journal of Research in Reading》2018,41(2):278-289

This study investigated the effects of creative literacy classroom activities on the acquisition of English as a foreign language. Ninety Chinese second graders were tested on reading attitude and English receptive vocabulary knowledge. They were randomly assigned to either a control group or an experimental group, which engaged in English creative classroom activities for 10 weeks. Repeated measures analyses showed a significant interaction effect for reading attitude, providing empirical evidence that English creative classroom activities can enhance reading attitude. This study extends past research by demonstrating the links between creative activities and reading attitude, as well as highlights the feasibility of incorporating creative literacy activities within foreign language education. This provides a new direction for researchers and educators to develop instructional practices that incorporate a stimulating environment for English‐as‐a‐foreign‐language students. Future longitudinal research could examine whether these benefits can be maintained over a longer period.  相似文献   

Effective practices for creating transformative informal science education programs grounded in Native ways of knowing     

Elizabeth Mack  Helen Augare  Linda Different Cloud-Jones  Dominique Davíd  Helene Quiver Gaddie  Rose E. Honey  Angayuqaq O. Kawagley  Melissa Little Plume-Weatherwax  Lisa Lone Fight  Gene Meier  Tachini Pete  James Rattling Leaf  Elvin Returns From Scout  Bonnie Sachatello-Sawyer  Hi’ilani Shibata  Shelly Valdez  Rachel Wippert 《Cultural Studies of Science Education》2012,7(1):49-70

There are a growing number of informal science education (ISE) programs in Native communities that engage youth in science education and that are grounded in Native ways of knowing. There is also a growing body of research focusing on the relationship between culture, traditional knowledge, and science education. However, there is little research documenting how these programs are being developed and the ways in which culture and Western science are incorporated into the activities. This study outlines effective practices for using Native ways of knowing to strengthen ISE programs. These effective practices may also be used to promote change in formal education. The authors combine an overview of current research in informal science education with personal interviews with educators engaged in ISE programs offered to youth both on and off tribal reservations as well as experts in Indigenous education. Participating individuals and programs included Native communities across the United States, including Alaska and Hawai??i. Keeping in mind that each community is unique, ISE programs that are grounded in Native ways of knowing will benefit by utilizing the effective practices outlined here as a guide for starting or strengthening existing ISE programs relevant to the needs of their communities.  相似文献