Environmental Education Research has developed a Virtual Special Issue (VSI) (http://explore.tandfonline.com/content/ed/ceer-vsi) focusing on studies of environmental and sustainability education (ESE) policy. The VSI draws on key examples of research on this topic published in the Journal from the past two decades, for three reasons. First, to provide readers with a series of snapshots into the genealogy of ESE policy research in this field. Second, to encourage renewed attention to previously published work. And third, to offer commentary on the evolution of research trends, approaches and findings. 相似文献
Receiving feedback from students has become a normal part of life for university teachers worldwide. This puts pressure on them from several sides and may be an influential factor that leads them to tailor their teaching to students’ preferences. The aim of this study was to investigate teachers’ perceptions of student feedback and how it affects their teaching choices. A survey was sent out to all teachers at the School of Business, Economics and Law at the University of Gothenburg, Sweden. The study found that student feedback is perceived positively by university teachers, has a large impact on their teaching and helps improve courses. Student feedback pushes teaching in the direction of fewer lectures and more tutorials, seminars and case studies. Teachers receiving negative student feedback experience more negative feelings related to the feedback, and are also more likely to introduce unjustified changes to their teaching in order to please students. These teachers also tend to have less teaching experience. However, a very large majority of teachers have a high level of professional pride and integrity and do not make (as they perceive them) unjustified changes to their teaching. 相似文献
Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject [Pringle, R. (2010). “Finding Pleasure in Physical Education: A Critical Examination of the Educative Value of Positive Movement Affects.” Quest 62: 119–134]. Further, since pleasure is linked to power [Foucault, M. (1980). Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. New York: Pantheon; Gerdin, G., and R. Pringle. (2015). “The Politics of Pleasure: An Ethnographic Examination Exploring the Dominance of the Multi-Activity Sport-Based Physical Education Model.” Sport, Education and Society. doi:10.1080/13573322.2015.1019448] it is in fact not entirely straightforward to legitimise the educational value of PE in relation to pleasure.
Purpose: In this paper, we explore how a group of boys derive pleasures from their involvement in PE, but also how these power-induced pleasures are integral to gender normalisation processes. The findings presented are particularly discussed in terms of inclusive/exclusive pedagogical practices related to gender, bodies and pleasures.
Research setting and participants: The research setting was a single-sex, boys’ secondary school in Auckland, New Zealand. Participants in this study were 60 Year 10 (age 14–15) students from two PE classes.
Data collection and analysis: Using a visual ethnographic approach [Pink, S. (2007). Doing Visual Ethnography. London: Sage] involving observations and video recordings of boys participating in PE, the boys’ representations and interpretations of the visual data were explored during both focus groups and individual interviews. The data were analysed using (a visually oriented) discourse analysis [Foucault, M. (1998). “Foucault.” In Michel Foucault. Aesthetics, Method and Epistemology, edited by J. D. Faubion, 459–463. New York: The New Press; Rose, G. (2007). Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: Sage].
Findings: By elucidating the discursive practices of PE in this setting and employing (Butler, J. (1993). Bodies that Matter: On the Discursive Limits of ‘Sex’. New York: Routledge] concept of ‘materialisation’, we suggest that boy’s bodies materialise as productive and pleasurable or displeasurable bodies through submitting/subjecting to certain bodily regimes, developing embodied mastery when it comes to certain sports, and displaying bodies in particular ways. The analysis indicate that the discursive practices of PE contribute to boys’ bodies materialising as pleasurable or displeasurable and the (re)production of gender in the subject as shaped by discourse and the productive effect of power.
Discussion and conclusions: In line with [Gard, M. (2008). “When a Boy’s Gotta Dance: New Masculinities, Old Pleasures.” Sport, Education and Society 13 (2): 181–193], we conclude that the focus on certain discursively constructed bodily practices at the same time continues to restrict the production of a diversity of bodily movement pleasures. Hence, traditional gender patterns are reproduced through a selection of particular sports/physical activities that all the students are expected to participate in. We propose that the ongoing constitution of privileged forms of masculinity, masculine bodies and masculine pleasures as related to fitness, health and sport and (certain) boys’ subsequent exercise of power in PE needs further critical examination. 相似文献
The purpose of this study was to investigate whether using different focus affects electromyographic (EMG) amplitude and contraction duration during bench press performed at explosive and controlled speeds. Eighteen young male individuals were familiarized with the procedure and performed the one-maximum repetition (1RM) test in the first session. In the second session, participants performed the bench press exercise at 50% of the 1RM with 3 different attentional focuses (regular focus on moving the load vs contracting the pectoralis vs contracting the triceps) at 2 speed conditions (controlled vs maximal speed). During the controlled speed condition, focusing on using either the pectoralis or the triceps muscles increased pectoralis normalized EMG (nEMG) by 6% (95% CI 3–8%; p = 0.0001) and 4% nEMG (95% CI 1–7%; p = 0.0096), respectively, compared with the regular focus condition. Triceps activity was increased by 4% nEMG (95% CI 0–7%; p = 0.0308) at the controlled speed condition during the triceps focus. During the explosive speed condition, the use of different focuses had no effect. The different attentional focus resulted in comparable contraction duration for the measured muscles when the exercise was performed explosively. Using internal focus to increase EMG amplitude seems to function only during conditions of controlled speed. 相似文献
The article draws on body pedagogics and considers that teaching and learning experiences and outcomes are directly related to the different characteristics of movement behaviour. In this article movement behaviour specifically centres on a sloyd (handicraft education) teacher’s walk through the classroom. The analysis illuminate the specific teaching use of the body as a spatial, temporal and situational movement rhythm in the classroom and how teachers and pupils tune into educational discourses by means of different body techniques. A wireless GoPro camera was attached to the teacher’s chest in order to gain detailed view of pupil–teacher–body–material–tool encounters and a specific visual perspective of the sloyd teacher’s walk. During a 2.5 years fieldwork, 25 wood–metal sloyd lessons were observed and recorded (circa 50 h of video). The study is informed by Dewey’s embodied theory of learning and focus the alternation between active and passive phases in the stream of experience. From such Deweyan perspective the rhythm of an activity for organising experience, is fundamental to the creation of intelligent moving habits. The results show the body pedagogic experiences, outcomes and means by highlighting the teacher’s (a) spatial path by describing mutual relationships between the material arrangement of the classroom, the teacher’s bodily movements and the pupils’ participation in the lesson, (b) temporal pace by his ‘flights and perchings’ through the lessons and how he moves from pupil to pupil and assignment to assignment, (c) specific pacts by describing body techniques and situated teacher–pupil encounters that terminate in an agreement about how to proceed. 相似文献
Acculturation strategies have frequently been used to describe how members of ethnic minorities reconcile their heritage culture with the culture of their society of residence. Recently, studies have started to pay increased attention to the fact that the choice of acculturation strategy does not take place in a social vacuum. In the present study, we test whether the perception of assimilation expectations held by the societal majority (PSAE) as well as separation expectations held by ethnic peers (PESE) may be related to individuals’ own acculturation strategy. Furthermore, we investigate whether these perceived expectations are directly related to stress and indirectly to adaptation, mediated by acculturation strategies. All relationships were investigated using multi-group structural equation modeling with members from three Muslim minority groups: 301 German-Turks, 302 French-Maghrebis and 262 British-Pakistanis. Across the samples, PSAE was associated with higher degrees of stress. PESE was negatively related to integration, while it was positively related to separation. In addition, PESE was indirectly and negatively related with self-esteem and/or socio-cultural adaptation in all samples. The impact of societal assimilation expectation appears to be limited in this regard. In all, the present study suggests that perceived acculturation expectations may influence ethnic minorities’ acculturation strategy. The results also suggest that perceived expectations that contrast with individuals’ personal acculturation preference could result in higher levels of stress and lower levels of psychological and socio-cultural adaptation, mediated by acculturation strategies. 相似文献
Excavation of the mid-fifteenth-century castle of Pieter Bladelin, a high-ranking Burgundian official, in the village of Middelburg-in-Flanders, near Bruges (Belgium), has unearthed a remarkable series of blue and white painted and glazed floor tiles. Post-excavation archival and heraldic inquiries into the tiles has led to a deeper understanding of the role that gift exchange of luxury objects played within the diplomatic network of Alfonso V “the Magnanimous”, King of Aragon, and Philip “the Good”, Duke of Burgundy, in shaping a shared chivalric and crusading culture between Burgundy and Aragon. The study demonstrates the added value of the integration of archaeological and historical data in studying economic, political and cultural processes for the later medieval or early modern period. 相似文献
This article introduces the themes of a virtual special issue (VSI) of Environmental Education Research (http://explore.tandfonline.com/content/ed/ceer-vsi) focused on policy research in environmental and sustainability education (ESE). The broad purpose behind preparing the VSI was to consider the challenges involved in linking particular concepts of environment and sustainability with key themes in educational policy, and how this remains a heavily contested practice. Examples drawn from two decades of studies published in the journal show how these might be illustrated, addressed, problematized and possibly transcended. The introduction traces how ESE researchers have dealt with key trends, complexities and issues in the policy-practice-research nexus both conceptually and empirically. It also illustrates how researchers within the field might reimagine and reinvigorate policy research on ESE, and how working with researchers from other fields who offer different perspectives, ideas and expertise might aid the cross-fertilisation of a complex terrain of ideas, policy and practice. In so doing, we hope the accompanying VSI inspires renewed interest into the (at times, fickle) relationship between ESE, and the dual worlds of possibility and tension that take place both within, and surrounding, their fields of policy and research. 相似文献
Purpose: This study evaluates the impact of an outsourced extension service delivered by Lima Rural Development Foundation (Lima) in the Umzimkhulu district of South Africa. The evaluation is conducted at both the household and program levels.
Design/methodology/approach: Household impacts were estimated using two-stage regression with instrumental variables to account for selection bias. Gains in household income were extrapolated to estimate the net incremental benefit of the program and its financial return at district level. These analyses were underpinned by a rigorous sampling design.
Findings: The results show that the outsourced extension service made a significant and substantial contribution to household crop income and net income. In addition, clients perceived a range of socio-economic benefits such as better diets, improved product quality, and job creation. Analysis of the financial cost and benefit of the extension service at district level suggests an annual net incremental benefit of R5 million (US$0.4 million), and a 95% probability that returns to the service exceeded 20% in 2012/2013.
Practical implications: These results suggest that there is good reason for donors to continue funding effective extension services to small farmers in areas of high agricultural potential.
Theoretical implications: This is an empirical study. It uses well-established methods to measure the impact but introduces a local economy multiplier to capture some of the indirect effects of agricultural extension.
Originality/value: This research is valuable as very few studies worldwide have evaluated the impact of agricultural extension services at both the farm and program levels. 相似文献
