The Kantian Ethic as a Principle of Moral Conduct in Sport     

Robert G. Osterhoudt 《Quest (Human Kinetics)》2013,65(1):118-123

The 2008 Guidelines for Physical Activity for Americans and the National Physical Activity Plan are recently available tools for use by practitioners and scholars in developing and evaluating programs and interventions to increase physical activity across all populations. With the lowest rates of health-benefiting physical activity according to national statistics, targeted communities are often low-income and ethnic minority populations experiencing a chronic disease burden. The aims of this paper are to raise issues about the need for greater sociocultural critique of evidence-basis and other scientific parameters, to comment on the need for the inclusion of sociocultural analysis in physical activity assessment and intervention, and to raise some issues related to the need for kinesiology to deepen its relationship to the physical activity public health sector.  相似文献   

The Importance of the Affective Domain in the Education of Physical Educators     

Robert C. Woodford 《Quest (Human Kinetics)》2013,65(2):285-293

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Locus of control measurements for gifted and nongifted children     

Robert G. Collier  Michae G. Jacobson  Steven A. Stahl 《Roeper Review》2013,35(3):196-200

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Alternative Education: At the Crossroads     

Robert Byrne 《Clearing house (Menasha, Wis.)》2013,86(8):348-349

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Small Robot Projects: Before You Start     

Robert McCartney  Kathryn E. Sanders 《Computer Science Education》2013,23(1):56-63

Working with robots is an attractive possibility for educators at many levels. The price and availability of robotic hardware are favorable, there are often examples in the media of school groups doing robotic projects, and the projects support group design and co-operative activity. Still, these projects cannot be organized without considerable effort. In this article, we look at some of the opportunities and pitfalls that are encountered when working with robots in an educational setting, illustrating them with anecdotes from our experience with eight small robot-building projects, with participants ranging in age from nine to adult, and duration ranging from a single day to a full semester. We suggest some of the benefits of these projects and outline the problems organizers and participants will be likely to face.  相似文献   

The Hidden Costs of Journal Peer Review     

Robert Weissberg 《Academic Questions》2013,26(2):157-165

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The behavioral perspective in contemporary education     

Robert L. Williams 《The Teacher Educator》2013,48(2):44-60

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Education in Nineteenth‐Century Brittany: Ille‐et‐Vilaine, 1800‐1914     

Robert Gildea 《牛津教育评论》2013,39(3):215-230

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On Being Specific     

Robert T. Elsmere 《The Teacher Educator》2013,48(3):35-39

Dr. Elsmere urges that student teachers be given more specific suggestions and criticism and that they be required to meet more specific requirements.  相似文献   

The boundaries of adult education for active citizenship fiinstitutional and community contexts     

Robert Tobias 《International Journal of Lifelong Education》2013,32(5):418-429

In common with many other countries, the 1980s and early 1990s in New Zealand were years of considerable upheaval. The welfare state along with many democratic institutions was under attack from the forces of multinational capital. This article reports some findings from a largescale study investigating the impact of these changes on the provision of education and training opportunities for adults as well as possible effects of some of these programmes on wider policies and practices. It is hoped that the study will contribute to greater understanding of the complex relationships between the ‘curriculum’ of adult learning and education and wider social, economic and political forces. This article focuses exclusively on adult education programmes for active citizenship, i.e. programmes explicitly intended to promote, inform, analyse, critique, challenge, or raise public consciousness about public policies and issues. It investigates the nature and extent of the contributions of educational institutions and voluntary organizations to adult and community education for active citizenship. The findings suggest that from one perspective adult education for active citizenship was alive and well in the late 1980s and early 1990s. The period saw an increase in the number of social movements and ‘non-educational’ voluntary organizations and groups engaged in adult education for active citizenship. Much of this drew on progressive or radical democratic traditions. From another perspective the position was by no means as positive. Educational institutions varied widely in their commitment to adult education for active citizenship. Most institutions, drawing on conservative and pragmatic traditions, demonstrated little commitment, while those that were involved drew on liberal traditions. These traditions, grounded in discourses that de-politicized education, reinforced the boundaries between adult education and political action and thus served to legitimate the neo-liberal ideologies.  相似文献