What do coaches orchestrate? Unravelling the ‘quiddity’ of practice     

Robyn L. Jones  Lars Tore Ronglan 《Sport, Education and Society》2018,23(9):905-915

The general purpose of this article is threefold. Firstly, it is to further the notion of coaching as orchestration through developing insight into precisely how and what coaches orchestrate. Secondly, it is to firmly position coaching as a relational practice, whilst thirdly it is to better define coaching’s complex nature and how it can be somewhat ordered. Following an introduction where the purpose and value of the article are outlined, we present the reflective method of critical companionship through which we explored and addressed the aforementioned purposes. The case for the quiddity, or the ‘just whatness’ (i.e. the inherent nature or essence) of coaching as involving complex, relational acts which can be somewhat explained through recourse to the developing theory of orchestration is subsequently made. In doing so, two precise examples of how we as coaches orchestrate sporting practice are presented. The article concludes with both a summary of the principal argument(s) made, and some reflective considerations for future directions.  相似文献   

Evaluating a Career Education Intervention in the Upper Elementary School     

Robyn M. Gillies  Mary L. McMahon  John Carroll 《Journal of Career Development》1998,24(4):267-287

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World of Work: perceptions of people who are blind or vision impaired     

Robyn M. Gillies  Karen Knight  A.J. Baglioni Jr. 《International Journal of Disability, Development & Education》1998,45(4):397-409

Unemployment and underemployment have, for many years, been a social and economic problem for people with disabilities. This study looks at consumers’ perceptions of access to employment for people who are blind or vision impaired as one target group within the disability field. Using the Employment Access Questionnaire (EAQ), the perceptions of people who are blind or vision impaired were compared with the perceptions of people who are not blind or vision impaired (nondisabled). Results of the study indicated that people who are blind or vision impaired and people who are nondisabled view work as equally important in their lives. However, people who are blind or vision impaired reported that they were significantly less satisfied with career development and services and training opportunities as compared with their peers who were nondisabled. A factor analysis of the data gathered from 85 blind or vision impaired and 84 nondisabled participants revealed a four factor structure for the EAQ. These results are discussed with reference to previous work in this area and suggestions for future research are proposed.  相似文献   

Riding the rapids of classroom-based research     

Robyn Lonergan  Therese M. Cumming 《The Australian Educational Researcher》2017,44(2):141-160

Conducting classroom-based research can be difficult, often fraught with challenges, analogous to riding a canoe down the rapids. The dynamics of classroom-based research often require flexibility on the parts of both the researcher and school personnel. Classroom-based research is viewed here through a framework of problem-based methodology as developed by Robinson and adapted to real-world research in the classroom. A simple and adaptable model of the nature of schools as organisations is discussed, and problem-based methodology is used to explore how such complex and dynamic institutions maintain the ability to function effectively. Problem-based methodology is then applied to the development of a theoretical framework to clarify the processes of recruiting participant schools and of conducting the research. The framework is operationalised through a brief account of one researcher’s experiences.  相似文献   

The realities of change in higher education – Edited by Lynne Hunt     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(4):757-758

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Broadband videoconferencing as a tool for learner-centred distance learning in higher education   总被引：1，自引：0，他引：1  

Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):805-820

This paper outlines the possibilities for using broadband videoconferencing within the larger context of changing the focus for teaching from the teacher to the learners. It also explores opportunities that might be created by this technology to facilitate learner‐centred engagement in learning and to provide new opportunities for collaboration and support for students studying by the distance mode. As part of the wider discussion, it presents a decision‐making framework for teachers to consider when integrating videoconferencing into their curriculum. The bandwidths possible from broadband Internet connection rather than the integrated services digital network transmission increase the richness of videoconferencing to a much closer approximation of natural communication, thus creating opportunities for more creative uses for the medium. The outcomes of trials undertaken at the University of New England during the last two years provide the basis for predicting the usefulness of the technology for learner‐centered interactions when the majority of students are learning from locations quite remote from the main campus.  相似文献   

Introduction: beyond stock photographs – imagining,experiencing, and researching rural education     

Barbara Pini  Robyn Mayes  Laura Rodriguez Castro 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):321-327

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‘I Hate Maths: Why Do We Need to Do Maths?’ Using iPad Video Diaries to Investigate Attitudes and Emotions Towards Mathematics in Year 3 and Year 6 Students     

Kevin Larkin  Robyn Jorgensen 《International Journal of Science and Mathematics Education》2016,14(5):925-944

Accessing children’s feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This article explores a method of collecting information from young students about their attitudes towards mathematics using iPads, and a video diary technique not dissimilar to the ‘Big Brother’ room, with which many children are familiar. We describe the development of the tool and process when implemented in a primary school setting. We allude to both the enabling prospects of the technique as well as some of the limitations we found when implementing the method. We then discuss the implications of the largely negative attitudes and emotions that the students recorded and suggest that these negative attitudes are well formed by the end of the early years of schooling.  相似文献   

Assessment of Genetics Understanding     

Philipp Schmiemann  Ross H. Nehm  Robyn E. Tornabene 《Science & Education》2017,26(10):1161-1191

Understanding how situational features of assessment tasks impact reasoning is important for many educational pursuits, notably the selection of curricular examples to illustrate phenomena, the design of formative and summative assessment items, and determination of whether instruction has fostered the development of abstract schemas divorced from particular instances. The goal of our study was to employ an experimental research design to quantify the degree to which situational features impact inferences about participants’ understanding of Mendelian genetics. Two participant samples from different educational levels and cultural backgrounds (high school, n = 480; university, n = 444; Germany and USA) were used to test for context effects. A multi-matrix test design was employed, and item packets differing in situational features (e.g., plant, animal, human, fictitious) were randomly distributed to participants in the two samples. Rasch analyses of participant scores from both samples produced good item fit, person reliability, and item reliability and indicated that the university sample displayed stronger performance on the items compared to the high school sample. We found, surprisingly, that in both samples, no significant differences in performance occurred among the animal, plant, and human item contexts, or between the fictitious and “real” item contexts. In the university sample, we were also able to test for differences in performance between genders, among ethnic groups, and by prior biology coursework. None of these factors had a meaningful impact upon performance or context effects. Thus some, but not all, types of genetics problem solving or item formats are impacted by situational features.  相似文献   

The Remote Area Teacher Program (RATEP): Cultural contextualisation of distance education through interactive     

Lyn Henderson  Ian Putt 《Distance Education》1993,14(2):212-231

The Remote Area Teacher Education Program (RATEP) is a successful and innovative distance education programme. Curriculum design demands the meaningful integration of traditional distance education materials and strategies with other electronic technology and interactive multimedi a computer courseware. RATEP is more than ‘two‐way schooling’ for the Aboriginal and Torres Strait Islander distance education students studying in their home communities. Centred within Vygotsky's theory of cognitive development, the interactive multimedia computer courseware is informed by the intersecting set of the various cultural contexts: academic culture embedded in Western culture; Aboriginal and Torres Strait Islander cultures; and that of the computer. Illustrative examples from generalist and mathematics content and curriculum subjects demonstrate the effectiveness of culturally contextualising instructional computer‐student interface design in order to promote learning through interactive.  相似文献