The Human Rights Approach to Education in International Organisations     

Klaus Hüfner 《European Journal of Education》2011,46(1):117-126

In this article, the work of three international governmental organisations (IGOs) dealing with human rights will be discussed, namely the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children's Fund (UNICEF)¹ and the Council of Europe (CoE). In the first section, the main characteristics of the three IGOs in terms of similarities and differences will be elaborated. Then, their human rights approach to education will be described, dealing with the legal foundations. In the final section, the different strategies of implementation based on both their official mission statements and their present strategy papers will be evaluated under the heading ‘competition vs. cooperation’.  相似文献   

Being and becoming an academic in the neoliberal university: a necessary conversation     

Eimear Enright  Laura Alfrey  Steven B. Rynne 《Sport, Education and Society》2017,22(1):1-4

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Promoting health literacy among non-science undergraduates     

Rebecca B. Carver 《Science & Education》2016,25(5-6):737-740

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How to deal with complex technology and its unexpected effects?     

Tom Børsen 《Metascience》2017,26(3):421-424

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Evaluating quality of implementation in physical activity interventions based on theories of motivation: current challenges and future directions     

Eleanor Quested  Nikos Ntoumanis  Cecilie Thøgersen-Ntoumani  Martin S. Hagger  Jennie E. Hancox 《International review of sport and exercise psychology》2017,10(1):252-269

The evidence base pointing towards the maladaptive health consequences of an inactive lifestyle highlights the need for interventions that are effective in changing and maintaining physical activity behaviours. Theories of motivation are frequently applied to inform the content and delivery of such interventions. Systematic monitoring and evaluation of the quality of intervention implementation is therefore an important step in understanding if and how theories of motivation can be adopted and effectively applied to promote and/or sustain physical activity behaviours. However, intervention implementation quality in studies that aim to apply motivation theory to promote physical activity is often under-reported. The purpose of this article is, first, to review contemporary approaches used to monitor and evaluate intervention implementation; we outline the degree to which these methods have been used effectively in research concerned with applying theories of motivation to impact physical activity behaviours. Second, we identify and discuss specific challenges in effectively measuring quality of implementation faced by researchers who adopt a motivation theory basis to their work. Finally, recommendations for methods to monitor and evaluate intervention implementation in future trials aiming to promote physical activity based on theories of motivation are also proposed.  相似文献   

‘The life of crime does not pay; stop and think!’: the process of co-constructing a prototype pedagogical model of sport for working with youth from socially vulnerable backgrounds     

Carla Luguetti  Kimberly L. Oliver  Luiz E.P.B.T. Dantas  David Kirk 《Physical Education & Sport Pedagogy》2017,22(4):329-348

Purpose: This study discusses the process of co-constructing a prototype pedagogical model for working with youth from socially vulnerable backgrounds.

Participants and settings: This six-month activist research project was conducted in a soccer program in a socially vulnerable area of Brazil in 2013. The study included 17 youths, 4 coaches, a pedagogic coordinator and a social worker. An expert in student-centered pedagogy and inquiry-based activism assisted as a debriefer helping in the progressive data analysis and the planning of the work sessions.

Data collection/analysis: Multiple sources of data were collected, including 38 field journal/observation and audio records of: 18 youth work sessions, 16 coaches’ work sessions, 3 combined coaches and youth work sessions, and 37 meetings between the researcher and the expert.

Findings: The process of co-construction of this prototype pedagogical model was divided into three phases. The first phase involved the youth and coaches identifying barriers to sport opportunities in their community. In the second phase, the youth, coaches and researchers imagined alternative possibilities to the barriers identified. In the final phase, we worked collaboratively to create realistic opportunities for the youth to begin to negotiate some of the barriers they identified. In this phase, the coaches and youth designed an action plan to implement (involving a Leadership Program) aimed at addressing the youths’ needs in the sport program. Five critical elements of a prototype pedagogical model were co-created through the first two processes and four learning aspirations emerged in the last phase of the project.

Implications: We suggest an activist approach of co-creating a pedagogical model of sport for working with youth from socially vulnerable backgrounds is beneficial. That is, creating opportunities for youth to learn to name, critique and negotiate barriers to their engagement in sport in order to create empowering possibilities.  相似文献   

How teacher and students study ‘all that matters’ in high school chemistry     

Victoria B. Costa 《International Journal of Science Education》2013,35(9):1005-1023

This study focuses on the relationships between meanings of science constructed in classrooms and sociocultural precepts of the wider society. Research presented is part of a larger study of the negotiation of knowledge and roles in high school science classrooms. The data presented document that what goes on in classrooms reflects and recreates societal attitudes towards work, in general, and teachers’ work, in particular. The teacher in this study reduces his demands for academic work in return for students’ cooperation and as a means of coping with negative aspects of teaching. Students, in turn, are not concerned about the specific subject matter of chemistry. What matters to them are the academic credentials that lead to success in the college and employment arenas. As a result, teacher and students construct school chemistry to be what you‐get‐through‐as‐you‐get‐along. The interdependence of the roles and actions of teachers and students suggests changes in policy and practice.  相似文献   

The Effect of a National Initiative on Exam Results     

P.B. Tymms  C.T. Fitz‐Gibbon  J.J.C. McCabe  R.D. Hazelwood 《School Effectiveness & School Improvement》2013,24(4):281-298

ABSTRACT

This paper considers the examination results of TVEI and non TVEI pupils in the database established at the University of Newcastle in 1985‐87. The pupils took national exams in the summer of 1987, when they were about 16 years old. Their average grades (Exam Means) and their accumulated grades (Exam Totals) were considered separately.

The Exam Mean and Exam Total scores were generally worse for TVEI than non TVEI pupils, even when pupils with the same ability test scores and aspirational scores were compared. However, it is possible that non TVEI factors caused the discrepancy in results and it is these factors which are the subjects of this paper.

The paper considers firstly whether the differences are an artefact of regression analysis. Secondly, the data are considered using various multilevel models. Both analyses suggest that there was no TVEI effect on the Exam Mean score and a negative TVEI effect on the Exam Total. Various explanations for these findings, concerning internal school allocational and curriculum policies, are considered and discussed.  相似文献   

An intervention in the Halliwick Method procedures (swimming) for a group of individuals with Downs syndrome     

D. Kokaridas  N. Aggelopoulou-Sakadami  B. Walters 《欧洲特需教育杂志》2013,28(2):218-231

The purpose of this study was to intervene in the process of the Halliwick Method (swimming), in order to improve the method, or some of its aspects, for a sample of 14 individuals with Downs syndrome (aged six to 21 years), using both an individualized educational setting approach and a differentiation of the elements of the Halliwick Method. The pre-intervention phase included medical examination, IQ, measurement of the behaviour according to the Rutter Scale and a Test of Physical Performance for each subject. Next, the subjects were assigned to seven pairs of case studies, where each individual following a Halliwick Methods swimming programme was paired with an individual following a modified swimming programme based on the same method, on physical health variables, IQ, behaviour and motor abilities. The duration of each swimming programme was 24 weeks for each individual, at a frequency of once per week, for 40 minutes. In the light of the findings of this study, further recommendations for the improvement of Halliwick Method procedures were made, common factors that affected the performance of each individual were identified and their relation with performance was explored.  相似文献   

Linking Mind,Brain, and Education to Clinical Practice: A Proposal for Transdisciplinary Collaboration     

Katie Ronstadt  Paul B. Yellin 《Mind, Brain, and Education》2010,4(3):95-101

It has been suggested that the field of Mind, Brain, and Education (MBE) requires a stable infrastructure for translating research into practice. Hinton and Fischer (2008) point to the academic medical center as a model for similar translational work and suggest a similar approach for linking scientists to research schools. We propose expanding their model to include a formal role for clinicians. Including clinicians who work with children with learning problems brings an important perspective to the translational work. For example, the integration of the concept of “differential diagnosis,” a core precept in clinical medicine, would bring needed diagnostic specificity to the field of MBE. We describe a virtual infrastructure for collaboration, or “collaboratory,” consisting of research scientists, educators, and clinicians, linked to an academic institution. We anticipate that MBE graduates can play a critical role in the collaboratory model. With additional training, they can become “neuroeducators” capable of moving comfortably among the disciplines, building linkages, fostering communication, and facilitating collaboration.  相似文献