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This article gives a brief overview of the place of religious observance (RO) within Scotland’s non-denominational state school sector, and the background to recent changes in educational thinking and government policy which led to new guidelines being introduced in 2005. The article reports on a study conducted in 2008 into the reception of the new RO guidelines and their implementation within three primary schools and one secondary school in a local authority area, together with empirical data from each of the four case studies and interview extracts from head teachers, RO practitioners and pupils. The article then highlights some problems arising from the new guidelines and suggests some areas for future empirical research. 相似文献
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The Urban Review - Operationalizing practices for equity has eluded the educational community for some time. This exploratory, mixed methods study examined the practices, operationalized by 29... 相似文献
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Dely L. Elliot Matthew Atencio Theresa Campbell Mike Jess 《Sport, Education and Society》2013,18(6):749-766
Morgan and Hansen suggest that further research is needed to explore how non-specialist primary teachers approach and teach physical education (PE) based on their personal school PE backgrounds, teacher education experiences and ongoing professional development. This paper adopts Lawson's socialisation model, a theoretical framework subsequently used by many other researchers, to explore how primary teachers' experiences in various contexts ‘shape [their] knowledge and beliefs about the purpose of physical education, its content and teaching approaches’. Examining teachers' beliefs and attitudes towards PE is arguably important as it highlights how they approach the profession and enact particular teaching practices. We examine the views of 327 non-specialist primary teachers who participated in a postgraduate certificate in primary PE run by the Universities of Glasgow and Edinburgh. This article reports findings from the baseline data of our longitudinal research—arguably crucial in ascertaining teachers' starting point and useful in monitoring the programme's impact. Our findings suggest the prevalence of negative PE experience during primary and secondary years, which we considered part of Lawson's ‘acculturation’ phase. Experiences during initial teacher education (ITE) or ‘professional socialisation’ showed that teachers were only given a basic starting point, which was inadequate for teaching PE effectively. The initial teaching experience or ‘organisational socialisation’ stage also presented major challenges for teachers who endeavoured to apply knowledge and skills acquired during ‘professional socialisation’. We suggest that how teachers' conceptions about PE are formulated and the accounts of challenges they encountered upon school entry are vital for the design and delivery of effective ITE and PE-CPD. Additionally, these findings underpin the need for more critical and reflective learning experiences at all levels of PE. 相似文献
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Over 6 million older Americans are hearing impaired. Many of them are facing the decision to seek help through hearing aids. Once the decision has been made and amplification is obtained, a program of aural rehabiliation can facilitate adjustment to the hearing aid and foster more successful communication. Unfortunately, the number of professionals trained to provide rehabilitative services to hearing‐impaired persons are few relative to the number of persons who need these services. This paper describes a model for delivering aural rehabiliation services through providers trained by audiologists certified by the American Speech‐Language‐Hearing Association. After being trained, staff at senior centers, nursing homes, and state or local agencies who deal with either hearing impairment or aging could serve as program providers. The model program consists of four phases: education, desensitization, rehabilitation strategies, and responsibility training. 相似文献
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Individuals in temporary task‐oriented dyads or groups must manage conflict competently if they hope to be successful in reaching their goals. Thus far, however, research on the associations between conflict styles and communication competence has focused on acquainted dyads, such as relational partners and coworkers, rather than unacquainted dyads assigned to work on tasks. The present study tests the applicability of the competence model of interpersonal conflict to temporary task‐oriented dyads. Dyads (N = 100) who had little or no relational history completed a simulated decision‐making task that involved choosing two out of four employees to lay off in response to a company's need to downsize. Results indicate people generally perceived the solution‐oriented strategy as appropriate and effective. Although people perceived their partners' use of the controlling strategy to be inappropriate, people rated themselves as more effective when they used the controlling strategy. People evaluated nonconfrontational strategies as particularly incompetent. 相似文献
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Mike Jess 《Education 3-13》2013,41(3):225-237
With career-long professional learning increasingly seen as a significant element of teacher education, this paper proposes that there is a need to acknowledge the complex nature of the professional learning process. The paper explores lessons learnt from over a decade of professional learning efforts by the Developmental Physical Education Group at The University of Edinburgh. With the group's traditional initial continuing professional development efforts having limited impact on teachers' practice, the paper considers how more recent efforts have refocused on a longer term, participative and situated approach that appears to be having significantly more influence on teachers as professional learners. 相似文献
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While complexity thinking features increasingly in the education and physical education literature, there remains a paucity of research presenting evidence of the influence that complexity principles have on learning. We further advocate that more work with complexity thinking is required to investigate how teacher educators engage with key complexity principles in their work with students and teachers. Accordingly, in this paper we investigate how one group of teacher educators, the Developmental Physical Education Group (DPEG), have grappled to develop their own knowledge of complexity thinking while concurrently attempting to support students and teachers in their efforts to apply these principles within local schools. Employing methodology from self-study, the paper provides data from two focus group interviews carried out in 2012 and 2014 in which six members of the DPEG discuss how they wrestled to understand, share and support the application of complexity thinking in practical contexts. In particular, the paper explores how the group members worked with complexity principles such as self-organisation, emergence and ‘the edge of chaos’ to develop innovative pedagogical strategies with children, students and teachers. Findings from the study reveal how all members of the DPEG, in their initial engagement with complexity principles, raised questions about their personal approaches to the teaching and learning process but also struggled to use the principles to inform their practice. Two years later, however, as the group’s confidence with complexity thinking grew, the members had created a shared understanding and language around complexity thinking, were more comfortable debating issues around complexity and also describing how key principles had impacted upon their pedagogical strategies in practical settings. 相似文献