Filling in the gaps: European governance,the open method of coordination and the European Commission     

Manuel Souto‐Otero  Timo Fleckenstein  Rod Dacombe 《教育政策杂志》2013,28(3):231-249

The article addresses the way in which EU policy‐making operates, explains the relevance of ‘lifelong learning’ for the European Commission and analyses the mechanisms by which the Commission has advanced policy‐making in education and training since the Lisbon Summit. The article reviews in particular the alleged lack of effectiveness of the Open Method of Coordination in education and, second, the notion that the EU advances ‘slowly and persistently’ in its acquisition of competences in this area.  相似文献   

Extended metaphors for pedagogy: using sameness and difference     

Susan Carter  Rod Pitcher 《Teaching in Higher Education》2013,18(5):579-589

This article looks at the use of extended metaphor in teaching. Our case studies as two teachers using metaphor in different settings show how metaphor is experienced by learners to different pedagogical effect. The article demonstrates that metaphor can be used not only for the similarity between vehicle and target systems, but also for the difference. In the subject of electronics, extended metaphor (water, waves and webs) scaffolds learning by merit of the similarity of the vehicle system to the target. However, when teaching doctoral students to improve their writing skills, extended metaphor exploits the difference between vehicle and target. In this case the frustration of academic challenge is defused by using metaphors that are homely and ordinary in contrast to the formal academic genre of thesis writing. Our experience in using metaphors to teach provides support for the theory that they may be monistic (forgotten once they have fulfilled the pedagogical scaffolding task) or dualistic (remembered because both systems remain in play). The article prompts other higher education teachers to more consciously consider the potential of metaphor as a pedagogical aid.  相似文献   

Representing the Sporting Past in Museums and Halls of Fame     

Malcolm Maclean 《Sport in History》2014,34(2):369-372

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Fatigue decreases skilled tennis performance     

Polly R. Davey  Rod D. Thorpe  Clyde Williams 《Journal of sports sciences》2013,31(4):311-318

The aim of this study was to examine the effect of fatigue from maximal tennis hitting on skilled tennis performance. Eighteen senior county tennis players (9 males, 9 females) volunteered to participate in the study. Their mean ( - s x -macron ) age and body mass were as follows: males 20.7 - 0.9 years and 60.6 - 2.7 kg respectively, females 21.7 - 0.6 years and 71.5 - 1.8 kg respectively. The players undertook two performance tests, both against a tennis ball serving machine, on an indoor tennis surface: (1) a pre- and post-skill test of groundstrokes and service; (2) the Loughborough Intermittent Tennis Test (4 min work plus 40 s recovery) to volitional fatigue. Body mass decreased by 1.5% ( P ? 0.0001). Mean heart rates differed between rest, post-warm-up and all intermittent test values ( P ? 0.01), between the pre- and post-skill tests ( P ? 0.0001) and between bouts and recoveries ( P ? 0.01). Peak blood glucose and lactate concentrations were 5.9 mmol· l -1 (50% into the intermittent tennis test) and 9.6 - 0.9 mmol· l -1 (25% into the test) respectively. Mean time to volitional fatigue was 35.4 - 4.6 min. Groundstroke hitting accuracy decreased by 69% from start to volitional fatigue in the intermittent test ( P ? 0.01). Service accuracy to the right court declined by 30% after the intermittent tennis test. The results of this study suggest that fatigue was accompanied by a decline in some but not all tennis skills.  相似文献   

List of reviewers from October 2018 to September 2019     

Rod Parker-Rees 《Early Years: An International Journal of Research and Development》2019,39(4)

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Why visibility matters — exploding the Broadcast Fallacy     

Rod COOKSON 《Learned Publishing》2009,22(2):146-152

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Repeatability of three-dimensional thorax and pelvis kinematics in the golf swing measured using a field-based motion capture system   总被引：1，自引：0，他引：1  

Evans K  Horan SA  Neal RJ  Barrett RS  Mills PM 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(2):262-272

Field-based methods of evaluating three-dimensional (3D) swing kinematics offer coaches and researchers the opportunity to assess golfers in context-specific environments. The purpose of this study was to establish the inter-trial, between-tester, between-location, and between-day repeatability of thorax and pelvis kinematics during the downswing using an electromagnetic motion capture system. Two experienced testers measured swing kinematics in 20 golfers (handicap < or =14 strokes) on consecutive days in an indoor and outdoor location. Participants performed five swings with each of two clubs (five-iron and driver) at each test condition. Repeatability of 3D kinematic data was evaluated by computing the coefficient of multiple determination (CMD) and the systematic error (SE). With the exception of pelvis forward bend for between-day and between-tester conditions, CMDs exceeded 0.854 for all variables, indicating high levels of overall waveform repeatability across conditions. When repeatability was compared across conditions using MANOVA, the lowest CMDs and highest SEs were found for the between-tester and between-day conditions. The highest CMDs were for the inter-trial and between-location conditions. The absence of significant differences in CMDs between these two conditions supports this method of analysing pelvis and thorax kinematics in different environmental settings without unduly affecting repeatability.  相似文献   

It is only an intervention,but it can sow very fertile seeds: graduate physical education teachers’ interpretations of critical pedagogy     

Göran Gerdin  Rod Philpot  Wayne Smith 《Sport, Education and Society》2018,23(3):203-215

The role that school health and physical education (HPE) plays in the making of physically active and healthy citizens continues to be rearticulated within the field of HPE practice. In Australasia, for example, this is evident in HPE curricula changes that now span almost two decades with ongoing advocacy for greater recognition of socially critical perspectives of physical activity and health. This paper reports on one part of a larger collaborative project that focused on how HPE teachers understand and enact socially critical perspectives in their practice. The paper draws on interview data obtained from 20 secondary school HPE teachers, all of whom graduated from the same physical education teacher education (PETE) programme in New Zealand, a programme that espouses a socially critical orientation. The teaching experience of the study participants ranged from 1 to 22 years of service. The preliminary analysis involved deduction of common themes in relation to the research questions and then, drawing on the theoretical framework of Bourdieu [1990. The logic of practice. Cambridge: Polity Press], these themes were analysed in more detail to gain insight into how and why the graduate teachers’ expressed their particular understanding of HPE and critical pedagogy. The findings suggested that this PETE programme did have some impact on the participant teachers’ perceptions of physical activity and health, and the role of socially critical thinking. However, there was also evidence to suggest that many of them did not have a clear understanding of the transformative agenda of critical pedagogy. We conclude by suggesting that although this PETE programme did plant ‘seeds’ that had an impact on the graduate teachers’ awareness and thinking about socially critical issues in relation to physical activity and health, it did not necessarily turn them into critical pedagogues.  相似文献   

Governance challenges in the initiatives for out-of-school children in Tajikistan     

William Yat Wai Lo  Rupert Maclean 《Educational Research for Policy and Practice》2015,14(2):139-152

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Secondary Education Reform and Educational Research in the Asia-Pacific Region     

Rupert Maclean 《Educational Research for Policy and Practice》2002,1(1-2):79-98

The strengthening and upgrading of secondary education is of great world-wide concern, since in an increasing number of countries secondary education has become the weakest link in the education chain. This article commences by examining the importance of secondary education, and then provides an overview of programme activities concerning secondary education being undertaken in countries throughout the world. The article then reports on a regional study on secondary education in the Asia-Pacific Region, commissioned by the Asian Development Bank, which examined strategic issues and policy analysis. The article concludes that there are firm foundations to secondary education in the Asia-Pacific region and that much has been accomplished in the last few decades. But, as the article shows, there is still a great deal to be done to put into place the vibrant, rich, diverse, relevant, high quality and innovative secondary education desired by countries in the region. The challenges are great, and numerous, but the future for secondary education in the Asia-Pacific region appears bright and full of promise. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献