Innovative products     

Hal Malehorn 《Early Childhood Education Journal》1979,7(2):24-26

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COMPASS-AIM: A University/P–12 Partnership Innovation for Continuous Improvement     

Kristen C. Wilcox  Hal A. Lawson  Janet I. Angelis 《Peabody Journal of Education》2017,92(5):649-674

COMPASS-AIM is a set of processes and tools used by participants in a research–practice partnership (RPP) to improve organizational capacities and individual and team competencies for organizational learning and improvement. The “COMPASS” team includes teams of teachers and school leaders who work with a university researcher and expert professional developers. Improvement teams begin by COMParing practices in their own setting to those in higher performing schools identified through research. The next few phases involve Assessing priorities based on those comparisons, Selecting levers (i.e., drivers) to improve a priority area, and Setting a SMART (Specific, Measurable, Attainable, Relevant, Time-bound) goal or goals designed to address the priority area. Once a “COMPASS” team establishes a goal or goals, the process has it take AIM at Action planning, Implementation, and Monitoring progress through periodic “check the pulse” meetings. Throughout these phases, participants use self-assessment tools, case studies, and a variety of other research reports to inform their work. This research utilization-focused approach bridges research and practice, while accommodating for variability in desired outcomes, affordances, and constraints for change in different school and district contexts.  相似文献   

Professional Socialization and Mode 2 Knowledge in the Neo-liberal University Prototype     

Hal A. Lawson 《Quest (Human Kinetics)》2020,72(2):185-207

ABSTRACT

The National Association for Kinesiology in Higher Education conference theme – Leading Beyond the Campus: Driving Change as Experts – responds to public policy demands and signals consequential choices. Many choices are illuminated by the prototype for the Neo-liberal university. Essentially, economic development imperatives give rise to accountability requirements to demonstrate the value-added effects of degree programs and research. Two frameworks – one for professional socialization and the other for knowledge production – invite and necessitate outreach/engagement partnerships and networked improvement communities. These collective action formations facilitate professional socialization/education, fuel knowledge generation/sharing/use, and announce a helping discipline which accepts shared accountability for desirable outcomes and societal impact.  相似文献   

School autonomy and the reform of educational administration in Hungary     

Gábor Halász 《Prospects》1990,20(3):387-394

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Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction     

Susan A. Yoon  Emma Anderson  Jessica Koehler-Yom  Chad Evans  Miyoung Park  Josh Sheldon  Ilana Schoenfeld  Daniel Wendel  Hal Scheintaub  Eric Klopfer 《Instructional Science》2017,45(1):99-121

The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers’ abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students’ classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports.  相似文献   

Social Determinants of the Physical Education System     

Hal A. Lawson 《Quest (Human Kinetics)》2020,72(2):208-223

ABSTRACT

The physical education (PE) system is a consequential social determinant of pediatric health and well-being. Granting selective achievements, sub-optimal PE outcomes for school-aged children as well as teachers necessitate improvement models and redesign initiatives. This agenda depends on knowledge about the malleable social determinants of the PE system, particularly social-institutional reproduction dynamics, occupational socialization, and public policy. Theoretical propositions and their corollaries lend structure to discipline-specific and interdisciplinary research and development agendas. Pediatric researchers from Kinesiology and Public Health are essential contributors, particularly as social-ecological models gain traction, physical activity discourses replace PE’s, and interest resides in whether and how children’s participation extends beyond schools and stretches into adulthood.  相似文献   

Effects of a backward conditioning procedure following acquisition on extinction of conditioned suppression     

Charles K. Burdick  James P. James 《Learning & behavior》1973,1(2):137-139

A one-trial-a-day procedure was used to investigate the effects of US-CS pairings on extinction of conditioned suppression of licking by rats. Following acquisition trials, response suppression was immediately eliminated when US preceded CS, but it reappeared during subsequent CS-alone presentations. Ss that received backward pairings reached a significant level of extinction one trial before Ss that received conventional extinction trials.  相似文献   

Standard Score Number Scales     

Hal D. Draper 《Journal of Experimental Education》2013,81(3):184-193

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After the Regulated Life     

Hal A. Lawson 《Quest (Human Kinetics)》2013,65(4):523-545

Assuming that ordinary people have lacked the background, ability, and will to make prudent lifestyle decisions, Sargent and other human services professionals pursued visions of the rational, regulated life. That so many professions have entertained the same visions is not a mere coincidence. A human capital model, with its assumptions and implicit rules, unites these professions and their delivery systems. After offering a critique of this model, a human development perspective is presented, its assumptions identified, and its life-enabling education sketched. All human services professions face the need for transformations; the question is, will they make them?  相似文献   

The Crossdisciplinary Structure of Kinesiology and Sports Studies: Distinctions,Implications, and Advantages     

Hal A. Lawson  W. Robert Morford 《Quest (Human Kinetics)》2013,65(2):222-230

A phenomenology of the bodily experience of interactive flow adds to Csikszentmihalyi's flow theory. Whereas Csikszentmihalyi attended to teachers' and students' experiences of flow separately, this inquiry explores flow through three water-inspired layers of physical interaction between fitness professionals and their clients. Teaching fitness is likened to the emotive experience of surfing the ocean peaks, swimming in the shallows, and diving deep beneath the surface. As a producer of high, immersed, and deep flow, this teaching moves actively from an elevated stage of one-sided instruction to motions of deep, other-directed absorption. Learning to teach in this flow-producing way is portrayed through first-person accounts of the intensification of closeness, connection, reciprocity, and mutuality between fitness professionals and their clients. This study, with its reference to the postures, positions, gestures, and expressions of fitness instruction, indicates a kinaesthetic register of flow consciousness that serves as a guide to effective exercise pedagogy.  相似文献