Physical education in Tunisia: teachers' practical epistemology,students' positioning and gender issues     

Chantal Amade-Escot  Souha Elandoulsi  Ingrid Verscheure 《Sport, Education and Society》2015,20(5):656-675

This paper explores gendered student learning in physical education (PE) viewed as a situated emerging process involving a triadic relationship between teacher, student(s) and forms of knowledge that are socioculturally bounded. It concerns gymnastic teaching and learning in Tunisia. It was conducted against the background of the Joint Action Studies in Didactics (JASD). Three Tunisian PE teachers having different expertise and experience and 12 male and female students with contrasted skill levels were observed within a gymnastics unit. Based on the video record of the lessons and on teachers' interviews, the findings stress the personal, institutional and cultural dimensions that shape the observed PE practices with special attention to the gendered content taught and learned. The use of the JASD framework highlights the intertwined processes during classroom interactions that influence the co-construction of gendered learning. It makes visible the interplay between the teacher's practical epistemology and the students' gender positioning and its consequence on inequalities in terms of students' learning and the maintenance of gender order in the gym.  相似文献   

The concept of ‘originality’ in the Ph.D.: how is it interpreted by examiners?     

Gillian Clarke  Ingrid Lunt 《Assessment & Evaluation in Higher Education》2014,39(7):803-820

This paper explores ways in which examiners, supervisors and others interpret the concept of ‘originality’ when evaluating candidates’ achievements in the final Ph.D. examination. It is based on institutional responses to a question in a 2006 discussion paper on doctoral assessment about how universities define originality for the purpose of Ph.D. assessment and what other criteria are used to guide examiners in making judgements in the final examination. The paper also includes emerging findings from the first stages of data generation for a Ph.D. study about how examiners assess the Ph.D. This study involves viva observations and interviews with candidates, examiners, supervisors and independent chairs of vivas. Most participants, irrespective of role, discipline or field, confirmed that ‘originality’ or ‘a contribution to knowledge’ is required for a candidate to pass the Ph.D. examination, and that this criterion is interpreted in a subject-specific context by examiners. The studies suggest that the discipline or field in which the candidate’s topic is situated influences the examiners’ interpretation of ‘originality’ and their expectations of the candidate. However, ‘originality’ is not the only criterion for the Ph.D., and students are also required to demonstrate other achievements to pass the doctorate. The studies show that there is some degree of consistency among examiners in the general criteria used to evaluate the candidate’s thesis and performance in the viva. These findings are discussed in the light of the literature.  相似文献   

The Performance Improvement Journey     

Ingrid Guerra‐Lpez 《Performance Improvement Quarterly》2016,29(3):197-200

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A Performance Vantage Point     

Ingrid Guerra‐Lpez 《Performance Improvement Quarterly》2014,27(1):3-4

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Managing the Performance System     

Ingrid Guerra‐Lpez 《Performance Improvement Quarterly》2014,26(4):3-4

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Evaluation as a Vital Generator of Performance Evidence … and Value     

Ingrid Guerra‐Lpez 《Performance Improvement Quarterly》2014,27(3):3-5

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