The Role of Physical Educationin the Promotionof Youth Physical Activity     

Tristan L. Wallhead  Janet Buckworth 《Quest (Human Kinetics)》2013,65(3):285-301

Physical education can be a powerful influence on promoting youth physical activity (PA). This review describes correlates of youth PA, examines how these factors have been targeted in physical education (PE) based interventions, and makes suggestions for PE pedagogy to promote PA. Perceived physical competence, enjoyment of PA, intention, direct help and support from parents and significant others, and opportunities to be active were consistently associated with youth PA. The large-scale PE-based PA promotion programs that were successful in increasing out-of-school PA applied a pedagogical framework targeting variables associated with motivation (i.e., perceived competence, enjoyment of PA, self-determination). PE based interventions should continue to address the nature of activities, but also utilize pedagogy that promotes psychological determinants of student motivation.  相似文献   

Using Photographs to Assess Equity Climate: A Taxonomy     

James H. Banning  Valerie Middleton  Terry L. Deniston 《Multicultural Perspectives》2013,15(1):41-46

Our challenge as teachers and as human beings is to begin the process of "changing our voices," facing who we are and what that means in a society based on power and oppression. We must learn to listen to others, so we can speak together with voices both united and unique. The journey described is personal, yet it is also generalizable. Changing one's voice may be the only real way in which a teacher can be a model of diversity and multiculturalism. If as a teacher I do nothing to change my own voice, I have accomplished little in terms of effective teaching. My attitudes, behaviors, words should reflect and embody humanity, not just those who "look" like me or are thought of as more capable learners. I must challenge my students' thinking in terms of diversity and multicultural issues and push them to think of the "other."  相似文献   

Changes in respiratory muscle and lung function following marathon running in man     

Ross E  Middleton N  Shave R  George K  Mcconnell A 《Journal of sports sciences》2008,26(12):1295-1301

Respiratory muscle fatigue has been reported following short bouts of high-intensity exercise, and prolonged, moderate-intensity exercise, as evidenced by decrements in inspiratory and expiratory mouth pressures. However, links to functionally relevant outcomes such as breathing effort have been lacking. The present study examined dyspnoea and leg fatigue during a treadmill marathon in nine experienced runners. Maximal inspiratory and expiratory pressure, peak inspiratory and expiratory flow, forced vital capacity, and forced expiratory volume in one second were assessed before, immediately after, and four and 24 hours after a marathon. During the run, leg effort was rated higher than respiratory effort from 18 through 42 km (P < 0.05). Immediately after the marathon, there were significant decreases in maximal inspiratory pressure and peak inspiratory flow (from 118 +/- 20 cm H(2)O and 6.3 +/- 1.4 litres x s(-1) to 100 +/- 22 cm H(2)O and 4.9 +/- 1.5 litres x s(-1) respectively; P < 0.01), while expiratory function remained unchanged. Leg maximum voluntary contraction force was significantly lower post-marathon. Breathing effort correlated significantly with leg fatigue (r = 0.69), but not inspiratory muscle fatigue. Our results confirm that prolonged moderate-intensity exercise induces inspiratory muscle fatigue. Furthermore, they suggest that the relative intensity of inspiratory muscle work during exercise makes some contribution to leg fatigue.  相似文献   

Editorial     

Jan German Janmaat  Tristan McCowan  Sheila Trahar 《Compare》2017,47(2)

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The dearth of international Baccalaureate schools across Africa     

Tristan Bunnell 《Africa Education Review》2016,13(2):181-195

The Geneva-registered International Baccalaureate (IB) celebrated its 50^th anniversary as an organisational entity in 2014, having first appeared in 1964 as the International Schools Examination Syndicate. In January 2015 the 5,000^th programme had appeared at a school in Albania. The IB, now offering four programmes, has moved significantly over recent years into state funded schooling, especially in the United States, and Ecuador. At the same time there has been no significant growth in Africa where the operational paradigm remains largely unchanged since the 1980s. The 76 schools in 25 countries located across the continent of Africa in mid-2015 accounted for just 1.8 per cent of all schools worldwide. Twelve countries in Africa had a solitary ‘international school’ offering the IB programmes. This paper is the first to address this situation. This article reveals the growth and extent of IB activity across Africa, and offers possible reasons for the ongoing dearth of schools.  相似文献   

Pedagogy and Post-coloniality: Teaching “Education” online     

Sue Middleton 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):511-525

The academic study of Education1 1. A capital E is used when Education refers to Education as an academic subject or discipline. A lower case e is used to refer to education as a process. View all notes (as a social, historical, and theoretical phenomenon) is complicated by the fact of our immersion in it. This paper combines Said's idea of “contrapuntal reading” with Bourdieu's notion of reflexivity to explore what happens when students on an Education course directly confront the fact of their everyday involvement in their object of study, Education. How do the questions raised by post-colonial and other critical social writers “appear” from such a position? How does the fact of our involvement complicate our theoretical or scientific knowledge of these? By means of an episodic, narrative form of writing, this paper describes a life history pedagogy for teaching a compulsory “social issues” course online to New Zealand pre-service teacher education students. As data I draw on online conversations with and between students as they engage in the production of contextualized life history interview narratives.  相似文献   

Science Education and the Nature of Nature: Bruno Latour's Ontological Politics     

Tristan Gleason 《Educational Studies A Journal of the American Educational Studies Association》2017,53(6):573-586

This article explores recent developments in the field of science and technology, and the work of Bruno Latour in particular, to problematize the nature of Nature in science education. Although science and technology studies, and the scholarship on science education alike, have become increasingly attentive to the antidemocratic habits of science as a way of knowing, less attention has been directed toward science's ontological commitments, and the politics that follow from a theory of Nature that is uniform, homogenous, and unchanging. Latour suggests that the Nature toward which scientific knowledge is directed serves as a transcendent authority with the potential to circumvent the democratic deliberations of a supposedly subjective social world. Rather than treating Nature as a social construct, Latour explores the methodological and political implications of a reality composed of plural worlds and multiple modes of being, and this article suggests that these theoretical tools offer exciting new possibilities in the field of educational case study research.  相似文献   

The global growth of the International Baccalaureate Diploma Programme over the first 40 years: a critical assessment   总被引：2，自引：0，他引：2  

Tristan Bunnell 《比较教育学》2008,44(4):409-424

The year 2007 was a highly significant one for ‘international education’ in an ‘internationally minded school’ context. It marked the fortieth anniversary of the first trial exam of the International Baccalaureate Diploma Programme (IBDP). This paper charts the rather random global growth of this programme, from it being a long‐awaited experiment in international education sat by 147 students in two schools, to it being a curriculum offered in 1779 schools in 128 countries. It is shown how the initially Eurocentric bias of the global spread has become a distinct North American one. At present 35% of schools can be found in the US, whilst Africa accounts for only 2%. In 38 countries there is a single school offering the programme. The wider implications of this regional disparity are explored, concluding that perhaps the programme requires a more critical and planned growth strategy.  相似文献   

Time and the rhythms of emancipatory education: rethinking the temporal complexity of self and society     

Sue Middleton 《高等教育研究与发展》2017,36(7):1517-1520

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Why the Boys are Missing: Using Social Capital to Explain Gender Differences in College Enrollment for Public High School Students     

Sarah Klevan  Sharon L. Weinberg  Joel A. Middleton 《Research in higher education》2016,57(2):223-257

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