Teachers’ Continuing Professional Development and Higher Education     

Andrew Green 《Changing English: An International Journal of English Teaching》2010,17(2):215-227

This paper presents and analyses data gathered from a survey of teachers in a range of secondary school English departments. It seeks to establish the ways in which teachers perceive their subject knowledge Continuing Professional Development (CPD) needs and the ways in which they would like to engage with Higher Education (HE) English as part of their CPD. It also explores teachers’ reasons for wishing to undertake such study, and the ways in which they believe such studies could contribute to their development. Finally, it goes on to consider some of the constraints on CPD and the possible implications of this for Higher Education Institutions. The interface between schools and HE has, historically, been limited. However, engagement in CPD is one of the most significant ways in which dialogue between secondary and HE teachers of English can be fruitfully established.  相似文献   

Knowledge, the future, and education(al) research: A new-millennial challenge     

Bill Green 《The Australian Educational Researcher》2010,37(4):43-62

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丰田汽车召回意味着什么     

刘佳 《英语沙龙》2010,(4)

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Youths in foster care with language delays: Prevalence,causes, and interventions          下载免费PDF全文

Jessie C. Krier  Tonika Duren Green  Ashley Kruger 《Psychology in the schools》2018,55(5):523-538

Children in the foster care system often face many educational challenges, including having an increased risk of language delays compared to the general population, with an estimated 35%–73% of the foster youth population experiencing language difficulties. Language delays are caused by many factors, but for children in foster care, one major antecedent is child abuse and neglect. Early delays greatly impact long‐term outcomes for children, including delays in their reading, writing, and social competence. This article explores possible causes of language delays for youths in foster care, describes the negative impact of language delays, and identifies evidence‐based practices for early intervention within the child welfare system and primary and secondary schools, specifically targeting practices for school psychologists, school counselors, school social workers, and speech pathologists.  相似文献   

The effects of post-compulsory education and training systems on literacy and numeracy skills: A comparative analysis using PISA 2000 and the 2011 survey of adult skills     

Nicola Pensiero  Andy Green 《European Journal of Education》2018,53(2):238-253

This article analyses the contribution of post-compulsory education and training systems to the development of literacy and numeracy skills across OECD countries. While there is extensive cross-country comparative research on the effects of primary and lower secondary education systems on aggregate skills levels, there has been little comparative analysis of system effects after the end of lower secondary education. This article uses a quasi-cohort analysis of the tested literacy and numeracy skills of 15-year-olds in PISA 2000 and 27-year-olds in the 2011 OECD Survey of Adult Skills (SAS) to estimate the gains in different countries in mean levels of competence in literacy and numeracy. We found that Nordic countries (Norway and Sweden) with comprehensive upper secondary education and training systems and German-speaking countries (Austria and Germany) with dual systems of apprenticeship were particular effective, whilst countries with mixed systems (England, Ireland, Northern Ireland and Spain) showed a relative decline in both literacy and numeracy. The education system characteristics that account for these differences are (a) the inclusiveness – as proxied by high rates of participation at 17/18 and low social gradients of level 3 completion; (b) the esteem of vocational programmes; and (c) curriculum standardisation with regard to the study of maths and the national language.  相似文献   

Book reviews     

E. Jane Green  Stuart Biddle  Penny Crisfield  Roger M. Bartlett  N.C. Craig Sharp  Adrian Lees 《Journal of sports sciences》2013,31(2):147-158

Clinical sports medicine, Robert C. Cantu, (ed.), The Collamore Press, Lexington, Massachusetts, Toronto, 1984. 219 pp, £19.95 (hb), ISBN 0 669 06842 X

Sports injuries, a self‐help guide, Vivian Grisogono, John Murray Ltd, London, 1984. 293 pp, £7.95 (hb), ISBN 0 7195 4111 5

Athletes’ guide to mental training, Robert N. Nideffer, Human Kinetics, Champaign, Illinois (distributed in the UK by Eddington Hook & Co.) 1985. vii +156 pp, $9.95 (pb), ISBN 0 931250 96 X

Scientific foundations of coaching, R.R. Pate, B. McClenaghan and R. Rotella, Saunders College Publishing, Philadelphia, 1984. xii + 344 pp, £21.95(hb), ISBN 0 03 057961 9

Mathematics in sport, M. Stewart Townend, Ellis Horwood, Chichester, 1984. 202 pp (hb), ISBN 0 85312 717 4

Frontiers of exercise biology, ’Big Ten Body of Knowledge’ symposium series, Vol. 13 K.T. Borer, D.W. Edington and T.P. White (eds), Human Kinetics Publishers Inc., Champaign, Illinois, (distributed in the UK by Edington Hook & Co.), 1983. vii + 295 pp, $31.95(hb), ISBN 0 931250 49 8

The knee, Philippe Segal and Marcel Jacob, Wolfe Medical Publications, Frome, Somerset, 1984. 143 pp (hb), £15, ISBN 2 224 00887 2

Psychological foundations of sport, J.M. Silva and R.S. Weinberg (eds), Human Kinetics, Champaign, Illinois, (distributed in the UK by Eddington Hook & Co), 1984. xxiv + 528 pp, £22.50 (hb), ISBN 0 93 1250 59 5

Physical activity and the social sciences, W. Neil Widmeyer, Mouvement Publications Inc., Ithaca, 1983. 472 pp, £9.00 (pb), ISBN 0 932392 13 X  相似文献   

Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday 'Philosophies'     

Ken Green 《Sport, Education and Society》2013,18(1):65-83

This paper seeks to explain the socio-genesis of PE teachers' 'Philosophical' (or, rather, ideological) orientations from a sociological (specifically, figurational) perspective. Starting from the premise that such 'philosophies' cannot be adequately explained by studying either the ideas themselves or the teacher (him or herself) in isolation, it argues that PE teachers' everyday 'philosophies', and the underlying ideologies therein, can only be fully understood when teachers are located in the figurations they form with each other--as inescapably interdependent people. Two salient dimensions of the figurations of PE teachers are identified as their deeply-rooted attachments and associated convictions (e.g. towards the value of sport) and their practice of PE or, more precisely, the constraints circumscribing their practice. It is claimed that whilst various social processes (such as medicalization and professionalization) may well prove to be motors that drive psychical change towards health and academic ideologies within PE teachers' views on the nature and purposes of their subject, the particular blend of continuity alongside change--to be found at the personal, local and national levels of their figurations--manifests itself in the continuing pre-eminence of a sporting ideology in the everyday 'philosophies' of PE teachers.  相似文献   

Busy doing nothing? Physical education teachers' perceptions of young people's participation in leisure-sport     

Ken Green  Andy Smith  Miranda Thurston 《Sport, Education and Society》2013,18(4):401-420

Within the substantial body of research examining the professional knowledge of physical education (PE) teachers one particular area remains relatively under-explored: namely, their understandings of young people's participation in leisure-sport and the implications of this, if any, for the practice of PE. There are grounds for thinking, however, that in this aspect of their professional knowledge PE teachers might not be as conversant with patterns of participation—among young people, generally, and their own pupils, in particular—as one might expect. In order to examine this tentative hypothesis, the present study involved focus groups with a total of 29 PE teachers at six secondary schools in England. A central finding of the study was that PE teachers' perceptions of their youngsters' leisure-sport lives tended to be characterized by a blend of myth and reality. Many teachers, for example, underestimated the levels of participation in leisure-sport both of their own pupils and the 15–16 years age group, generally. Nevertheless, the teachers' observations regarding what amounted to growing and diversifying sporting repertoires among their pupils were, to a greater or lesser degree, commensurate with the profiles reported by the pupils, and with wider trends associated with the changing lifestyles and preferences of young people. The paper concludes by briefly locating this study of professional knowledge within the sociology of knowledge, while observing that the content and form of PE for Year 11 pupils at the six schools in this study appeared to be informed by the common-sense, everyday knowledge of PE teachers rather than by evidence from national or local surveys of young people or studies of their own pupils.  相似文献   

‘The helping,the fixtures,the kits,the gear,the gum shields,the food,the snacks,the waiting,the rain,the car rides … ’: social class,parenting and children's organised activities     

Sharon Wheeler  Ken Green 《Sport, Education and Society》2013,18(8):788-800

ABSTRACT

Class-related parenting cultures and ideologies have been of considerable interest to academics over the last two decades. Much of the research thus far has focused on exploring Annette Lareau's conceptualisations of ‘natural growth’ and ‘concerted cultivation’ and the implications for outcomes in relation to education. The focus of the present article is organised activities, which are a central but as yet relatively under-researched feature of middle-class parenting. The findings are based upon 73 semi-structured interviews with parents and children from 48 middle-class families living in and around a small city in northern England. The article reveals that initiating and facilitating children's organised activities is considered a central aspect of ‘good’ parenting in middle-class social networks. It is shown how this is a consequence of several developments within society over the past three decades or so, including the rising levels of maternal employment, the growing competitiveness of the labour market and the increasing concerns related to children's health and safety. It is argued that these developments have heightened middle-class parents’ predisposition to not only be involved with and invest in their children's leisure biographies, but to do so in a more deliberate, rigorous and rational manner.  相似文献   

留学现实吗?     

Renee 《中国大学生就业》2002,(7):61-62

@ 留学听起来无疑非常吸引人,到发达国家留学的同学让我们非常羡慕,就像从地方来到首都北京会让老乡们羡慕不已一样.然而留学对绝大多数大学生们意味着什么?是遥远的天方夜谭,美丽的传说?还是现实的脚下可以看得见的道路?  相似文献