Cultural Exchange,Appropriation and Physical Culture: Strongman Eugen Sandow in Colonial India, 1904–1905     

Carey A. Watt 《国际体育史杂志》2016,33(16):1921-1942

This paper examines the eight-month 1904–1905 Indian tour of world-renowned strongman and physical culture pioneer Eugen Sandow, which occurred as nationalism surged and Japan shockingly defeated Russia during the Russo-Japanese War. Using Sandow’s writings, numerous newspaper accounts and several fascinating Indian texts it penetrates beyond Sandow’s claims that he ‘learnt little’ in the subcontinent to explore processes of cultural exchange despite the power imbalances inherent in the colonial context. The paper provides details about Sandow’s itinerary, shows and reception in key cities such as Calcutta, Bombay and Madras between October 1904 and June 1905, when the strongman headed further east to the Straits Settlements and China, but it also reveals the voices of Indian physical culture practitioners, including wrestlers and pahlwans such as Ramamurti Naidu – the ‘Indian Sandow’ – who repeatedly challenged Sandow. The paper suggests that through the careful reading of a variety of sources it is even possible to glimpse moments of recognition and respect between Sandow and Indian strongmen or physical culturists. In Sandow’s case this was particularly apparent in his use of Indian knowledge to produce a new health product named ‘Sandow’s Concentrated Embrocation’ following his stay in India.  相似文献   

Benefits of the Comprehensive Child Development Program as a function of AFDC receipt and SES     

Ryan CS  McCall RB  Robinson DR  Groark CJ  Mulvey L  Plemons BW 《Child development》2002,73(1):315-328

The benefits for children at the Pittsburgh site of the federal Comprehensive Child Development Program (CCDP) were examined as a function of family welfare status (Aid to Families with Dependent Children; AFDC) and SES. The CCDP was the largest attempt by the federal government to provide two-generation, case-managed, comprehensive services to low-income families. Participating families could set their own goals and choose services to achieve them, but relatively few services were directed specifically at children. Results showed that more Pittsburgh families in the CCDP treatment group (N = 120) left AFDC than in the control group (N = 120), consistent with results from a national evaluation of the CCDP. Children whose families were on AFDC regardless of treatment group had lower mental test scores, even after controlling for family SES, a result suggesting that AFDC receipt over and above income level was associated with poorer child mental performance. The CCDP was associated with higher children's mental scores plus improvements over time in achievement scores only for children in families who were not on AFDC, even after controlling for SES. Such parents were more likely to choose parenting and child goals and services, which in turn were associated with higher child mental scores. In contrast, parents who were on AFDC tended to choose adult-centered goals and services, which did not benefit children. Therefore, in contrast to the national evaluation, which found no benefits of the CCDP for children, these analyses showed that the CCDP did produce benefits for children whose parents were not on AFDC, who tended to choose parenting and child services.  相似文献   

Foreword     

Tristram Hunt MP 《Education 3-13》2016,44(1):6-7

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Simulation Modeling of Lakes in Undergraduate and Graduate Classrooms Increases Comprehension of Climate Change Concepts and Experience with Computational Tools     

Cayelan C. Carey  Rebekka Darner Gougis 《Journal of Science Education and Technology》2017,26(1):1-11

Ecosystem modeling is a critically important tool for environmental scientists, yet is rarely taught in undergraduate and graduate classrooms. To address this gap, we developed a teaching module that exposes students to a suite of modeling skills and tools (including computer programming, numerical simulation modeling, and distributed computing) that students apply to study how lakes around the globe are experiencing the effects of climate change. In the module, students develop hypotheses about the effects of different climate scenarios on lakes and then test their hypotheses using hundreds of model simulations. We taught the module in a 4-hour workshop and found that participation in the module significantly increased both undergraduate and graduate students’ understanding about climate change effects on lakes. Moreover, participation in the module also significantly increased students’ perceived experience level in using different software, technologies, and modeling tools. By embedding modeling in an environmental science context, non-computer science students were able to successfully use and master technologies that they had previously never been exposed to. Overall, our findings suggest that modeling is a powerful tool for catalyzing student learning on the effects of climate change.  相似文献   

Professional learning communities as drivers of educational change: The case of learning rounds     

Carey Philpott  Catriona Oates 《Journal of Educational Change》2017,18(2):209-234

Many researchers claim that there is a compelling weight of evidence for the effectiveness of PLCs in promoting teachers’ learning and pupil achievement. However, others raise fundamental questions about their nature and purpose. Some of the uncertainties about the nature and purpose of PLCs relate to the ways in which the macro-context of neo-liberalism has shaped the practices of PLCs in particular ways. The fundamental questions raised about PLCs relate to the type of change they are intended to produce, the model of community they are based on and whether the right conditions and skills are in place for them to contribute to change. Some researchers argue that we need to pay more attention to shortcomings within existing PLCs and their internal dynamics. Others argue that little research focuses on the specific interactions of teachers inside PLCs. The research reported here goes ‘inside the teacher community’ of Learning Rounds to explore what the shortcomings of some examples of this model in practice add to what we know about how to assist PLCs to produce change in education.  相似文献   

Medical models for teachers’ learning: asking for a second opinion     

Carey Philpott 《师资教育杂志》2017,43(1):20-31

Recently there has been renewed interest in basing teachers’ professional learning on medically derived models. This interest has included clinical practice models and evidence-based teaching as well as the use of various forms of ‘Rounds’ which claim to derive from medical rounds. However, many arguing for these approaches may well not have a detailed knowledge of the actuality of professional learning in medicine but may be basing their ideas on idealised models drawn from popular conceptions. In addition, the model used by some calling for medically derived teacher learning is biomedicine, an area in which parallels with Education are difficult. This paper argues that mental health and public health provide a better analogue for Education than biomedicine. It considers some of the lessons that can be drawn from research on evidence-based practice in these areas. The paper concludes that a way forward is neither uncritically to assume the superiority of medical models of professional learning nor to rely only on empirical evidence from Education, but rather to enter into dialogue with colleagues in mental and public health about shared concerns and experiences in professional learning.  相似文献   

Re-thinking Assessment: Multimodality,literacy and computer-mediated learning   总被引：1，自引：0，他引：1  

Carey Jewitt 《Assessment in Education: Principles, Policy & Practice》2003,10(1):83-102

All teaching and learning in the school classroom involves a range of modes including speech, writing, gesture, gaze, body-posture, movement, and so on--in other words teaching and learning are multimodal. This is as true of school English, where common-sense would have it that teaching and learning are fully realised in language, as it is of school Science where the role of action is firmly established in the curriculum. While all teaching and learning is multimodal, the use of computers in the classroom serves to emphasise the multimodal character of pedagogy. Computer applications introduce new kinds of texts into the classroom and these demand different practices of students. In turn this suggests the need to re-think conceptions of literacy, learning and assessment--to move beyond the narrow definition of literacy apparent in recent government policy to a broader definition that realises the connections between literacy and social practices in a multimodal digital era. The questions raised by the move from a language-based curriculum to a multimodal curriculum are explored in this paper through an illustrative example of computer mediated learning in the school English classroom.  相似文献   

Beyond Learning About the Brain: A Situated Approach to Training Teachers in Mind,Brain, and Education     

Lisa B. Carey  Jonathan Schmidt  Aila K. Dommestrup  Alison E. Pritchard  Maureen van Stone  Nancy Grasmick  E. Mark Mahone  Martha B. Denckla  Lisa A. Jacobson 《Mind, Brain, and Education》2020,14(3):200-208

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Making it REAL: Using Informational Picture Books in Preschool Classrooms     

Gary E. Bingham  Nicole Venuto  Mary Carey  Christi Moore 《Early Childhood Education Journal》2018,46(5):467-475

This article addresses the importance and benefits of integrating informational texts into read alouds in preschool classrooms through an instructional approach entitled REAL Time. Teachers use the REAL Time framework to pair complex storybooks with one or more informational texts in order to develop children’s understanding of key vocabulary and important real world concepts. Teachers are then encouraged to plan curricular experiences for children that deepen and extend their understanding. Such experiences help the teacher link children’s content knowledge across texts and learning experiences. While implementing REAL Time, teachers draw attention to text features and functions of informational texts in ways that build children’s understanding of print.  相似文献   

A phenomenological study of community college students’ experiences with mentor teachers*     

Gloria Crisp  Vincent Carales  Carey Walls  Aaron Cassill 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):183-206

The aims of our current study were to (1) explore how community college science and mathematics majors made meaning of their experiences with mentor teachers as part of an early field experience and (2) understand the ways students’ experiences with mentors influenced their interest in teaching. Using interviews and written reflection activities, a qualitative phenomenological approach was used to understand and describe the meaning of the lived mentoring experiences of 17 community college science and mathematics majors. Five themes were identified to describe community college students’ experiences with mentor teachers in elementary, middle and high schools in a high-needs school district: (a) role modeling, (b) mutual respect and honesty, (c) responsiveness and guidance, (d) approachability and relatedness, and (e) broadening and shifting perspectives. Findings point to the potential of early relationships with mentor teachers as a means to shape community college students’ interest in teaching science or mathematics.  相似文献