Co-Producing Children's Sociality in Parent–Teacher Conferences     

Anna-Liisa Närvänen 《Scandinavian Journal of Educational Research》2013,57(5):546-563

The aim of this article is to describe how parents and preschool teachers talk about children's interactional skills in parent–teacher conferences in the Swedish preschool and how this can be related to socialization processes. The analyses show that children's communicative skills, such as turn-taking in conversation and co-operation, are considered as important for both parents and teachers and talked about in terms of trouble or success. Children's skills are often assessed by using chronological age as a parameter. Our analysis suggests that the talk about children's interactional skills may be interpreted in terms of deficiency discourses founded primarily on theories in developmental psychology, and that parents, and particularly the teachers, present themselves as socializing agents with regard to children.  相似文献   

Personal Context and Continuity of Human Thought as Recurrent Themes in a Longitudinal Study     

Gustav Hellde´N 《Scandinavian Journal of Educational Research》2013,57(2):205-217

The present study of personal context and continuity in 23 students' thinking builds upon data from a longitudinal study of the students' conceptualisations of ecological processes. Each student was interviewed 11 times from age 9-15 about these processes. At the ages of 15 and 19, the students listened to what they said at the age of 11 and 15, respectively, and described how they thought their understanding had developed. The occurrence of charac teristic individual elements in the students' conceptions can be followed as themes in the interviews year by year. The students could, as 15- and 19-year-olds, often reveal concrete experiences from an early age that they referred to repeatedly in the interviews. Even if there was a substantial conceptual development, there was also a very strong element of personal continuity. Conceptions that had developed at an early age seemed to be important for future conceptual development.  相似文献   

Moving Toward the Quality of Life     

Robert N. Singer 《Quest (Human Kinetics)》2013,65(3):246-252

The practice of the self-defense martial arts has much to offer physical education. In this paper we draw on Pierre Bourdieu's sociological theory of the Logic of Practice to present a case that when viewed as a social practice, these movement forms generate certain, specific, practically oriented schemes of dispositions or habitus in the practitioner. We then consider the potential value of using matia1 arts practice in physical education for their ability to offer a glimpse at genuinely alternative ways of relating to oneself and the world through the physical mediunm that would help to compliment and offset the overriding domninance of dualist understandings of the mind /body nexus that currently exists in Western physical education.  相似文献   

Commentary     

Howard N. Zelaznik 《Quest (Human Kinetics)》2013,65(2):193-196

This paper examines the sociological implications of sport as a male preserve. Sport is a gendered cultural form that has been dominated by men and masculinity. The effects of this domination upon broader patterns of social relations have been misrepresented in much of the literature on sport and gender, where sport is often conceptualized as a static fact, rather than as a dynamic social practice. Analysis of sport as social practice directs attention to the manner in which sport gives meaning to broader patterns of social relations. In the case of gender relations, sport as a male preserve has contributed to the oppression of women through the objectification and dornination of their physicality and sexuality. A feminist alternative to sport as a male preserve challenges gender inequality by challenging sexual stereotypes and patriarchal control of women's bodies.  相似文献   

Skill and Physical Activity: A Central Dogma for Kinesiology     

Howard N. Zelaznik  William A. Harper 《Quest (Human Kinetics)》2013,65(1):163-169

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RETHINKING HOME MISSIONS     

Herman N. Morse 《Religious education (Chicago, Ill.)》2013,108(10):1031-1038

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TEACHERS AND PARENTS     

Phyllis N. Maramarco∗ 《Religious education (Chicago, Ill.)》2013,108(5):297-303

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A tribute to Hermann Henry Remmers, 1892–1969     

N. L. Gage 《教育心理学家》2013,48(3)

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Audience‐perceived anxiety patterns of public speakers     

Amber N. Finn  Chris R. Sawyer  Ralph R. Behnke 《Communication quarterly》2013,61(4):470-481

Gray's neurological theory of anxiety (1982, 1990; Gray & McNaughton, 2000) predicts that state anxiety will decrease with continuous exposure to a fear arousing stimulus. Previous studies of psychological and physiological state anxiety patterns during public speaking have reported a pattern of progressively decreasing anxiety levels consistent with this phenomenon, known as habituation. In the current report, the extent to which the state anxiety behaviors of speakers conform to the habituation pattern is examined. In the first of two studies, 30 novice speakers presented informative speeches to audiences of 18 to 20 fellow students. These speeches were videotaped and replayed in their entirety for observers (N=30) who rated the severity of each performer's speech anxiety behaviors. In the second study, each videotaped presentation was divided into one‐minute segments and presented in random order to a new set of observers (N=25). Procedures in the second study were designed to control for rater expectations that state anxiety would decline over time. Overall, behavioral measures of public speaking state anxiety displayed a continually declining pattern associated with habituation.  相似文献   

ComPratica: A Virtual Community of Practice for Promoting Biology Teachers’ Professional Development in Brazil     

Charbel N. El-Hani  Ileana M. Greca 《Research in Science Education》2013,43(4):1327-1359

Teachers’ professional development is a key factor in improving science education, but it shows limited impact when only a small number of teachers is reached, or when it focuses on only one aspect of teachers’ development, such as learning science content, and is disconnected from teachers’ practice. In order to increase the impact of our work on teachers’ professional development, we implemented in 2007 ComPratica, an online network intended to establish a virtual community of practice involving biology teachers and biological education researchers. We present here the results of the first 2 years of this project, obtained through an analysis of the number and distribution of actions performed by the participants in the community, the kinds of activities in which they are engaged, and the themes addressed in their messages. From these data, we conclude that ComPratica is effectively functioning as a community of practice and is leading to changes related to both teachers’ and researchers’ professional development, which seem capable of reducing the research–practice gap in science education.  相似文献