The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year     

Susan Capel  Sid Hayes  Will Katene  Philippa Velija 《欧洲师范教育杂志》2009,32(1):51-62

There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one‐year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching.  相似文献   

Book Review: ICT4D,Information and Communication Technology for Development. General Editor,Tim Unwin     

Ross Perkins 《TechTrends》2010,54(5):15-17

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Information-governing dynamics of attacker–defender interactions in youth rugby union     

Pedro Passos  Duarte Araújo  Keith Davids  Luis Gouveia  João Milho  SidóNio Serpa 《Journal of sports sciences》2013,31(13):1421-1429

Abstract

Previous work on dynamics of interpersonal interactions in 1 vs. 1 sub-phases of basketball has identified changes in interpersonal distance between an attacker and defender as a potential control parameter for influencing organizational states of attacker–defender dyads. Other studies have reported the constraining effect of relative velocity between an attacker and defender in 1 vs. 1 dyads. To evaluate the relationship between these candidate control parameters, we compared the impact of both interpersonal distance and relative velocity on the pattern-forming dynamics of attacker–defender dyads in the sport of rugby union. Results revealed that when interpersonal distance achieved a critical value of less than 4 m, and relative velocity values increased or were maintained above 1 m · s^?1, a successful outcome (i.e. clean attempt) for an attacker was predicted. Alternatively, when values of relative velocity suddenly decreased below this threshold, at the same critical value of interpersonal distance, a successful outcome for the defender was predicted. Data demonstrated how the coupling of these two potential, nested control parameters moved the dyadic system to phase transitions, characterized as a try or a tackle. Observations suggested that relative velocity increased its influence on the organization of attacker–defender dyads in rugby union over time as spatial proximity to the try line increased.  相似文献   

Ways of knowing in doctoral examination: How well is the doctoral regime?     

Terence Lovat  Allyson Holbrook  Sid Bourke 《Educational Research Review》2008,3(1):66-76

The article draws on findings from the PhD Examination Project at the SORTI Research Centre of The University of Newcastle, Australia. It focuses on an analysis of the roles of examiner and supervisor, in relation to the candidate, as seen through the lens of Habermas's ‘Ways of Knowing’ theory. On the basis of this, it has been postulated that the dominant text in the PhD examination process may work to constrain the generation of new knowledge rather than encourage it. The paper explores practical implications for research training and questions the current well being of the doctoral regime.  相似文献   

The role of education in the development of Black feminist thought, 1860‐1920     

Linda M. Perkins 《History of education》2013,42(3):365-275

Very few English secondary schools now include ‘Comprehensive’ in their titles, and political enthusiasm for comprehensive schools is hard to detect. According to David Skelton of Policy Exchange, politicians, like anthropologists, have often ‘investigated them, read thoroughly about them and even visited them, but they don’t really understand them’. Drawing on a variety of source materials, this article discusses the early comprehensive schools movement, the period of intensive circulars and legislation in the 1960s and 1970s and the subsequent waning of interest in comprehensive schools as a policy topic. At the heart of the discussion is a focus on politics and politicians at both the national and local levels, with close reference to some key personalities of the post-war period. It is argued that the story of comprehensive schooling in England needs more balance and that we should look to the present generation of politicians and historians to provide this.  相似文献   

Psychological research in speech     

Lindsey S. Perkins 《Communication quarterly》2013,61(1):22-27

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Addressing Needs of Employers,Older Workers,and Retirees: An Educational Approach     

Kathleen A. Segrist  Brian Tell  Vicki Byrd  Susie Perkins 《Educational gerontology》2013,39(5):451-462

The Retirement Research Foundation of Chicago supported a collaborative to collect demographic data about working and aging, conduct a survey of older job seekers, and interview businesses in the region to assess their awareness and attitudes about mature workers. The 2005 project was titled the 60 + Success Project. A regional task force oversaw the research components and product development. Data collection occurred through 13 focus groups, individual interviews with private, public and nonprofit sector leaders, surveying of mature and aging job seekers, and online surveying of employers. Based upon this multipronged methodology, four major products were produced: Report and Key Findings; Human Resources Handbook and Curriculum; Opportunities for Mature Workers (brochure); and Mature Worker Profile. These products are the first steps toward better understanding the needs of older workers and shaping an action plan for this region. They can serve as catalysts to spur similar educational efforts in other parts of the country.  相似文献   

Private for-profit higher education in Australia: widening access,participation and opportunities for public-private collaboration     

Mahsood Shah  Chenicheri Sid Nair 《高等教育研究与发展》2013,32(5):820-832

Private for-profit higher education has grown rapidly in many parts of the world. This growth is attributed to many factors, including a broadening of the student population and the recognition that wider access to higher education will be economically beneficial to individuals, governments and society as a whole. In Australia, the number of students in private for-profit higher education is rising, with dramatic projections for the next 10 years. The Australian government has set a target to increase the participation of students in higher education, with a focus on increasing the access and success of students from disadvantaged backgrounds. It is unclear, however, what role the burgeoning private for-profit institutions will play in meeting the government's targets, and what incentives will be provided for them to increase the access and participation of students from disadvantaged groups. This paper analyses the key drivers of growth in private for-profit higher education in Australia, and discusses issues around quality and standards. It examines the strengths and limitations of the sector, and the extent to which it contributes to diversity, access and the participation of students from disadvantaged backgrounds. It argues that the sector needs clear government directions to improve levels of access, and new government policies to encourage public-private collaborations to help ensure sustainability. The paper also briefly touches on the need for a review into the current structure of Australia's higher education sector as a whole, and whether higher education would benefit from the formation of public community colleges with the explicit aim of widening access for disadvantaged student groups. Further, the paper suggests that encouraging such public-private collaboration may be beneficial to ensure access and participation of students from all walks of life, including disadvantaged groups.  相似文献   

Measures of cognitive structure: Do they assess learning at the level of comprehension?     

Marcy Perkins Driscoll 《Contemporary educational psychology》1985,10(1):38-51

One purpose of this study was to determine whether cognitive structure, assessed by psychometric measures of concept interrelatedness, can be developed when the students initially do not know what concept relationships exist and what they mean. The second purpose was to apply those measures to a learning situation that has produced a nonspecific transfer effect, i.e., the facilitative effect of concrete examples on learning abstract passages, to attempt to explain this effect more completely. Five groups of 20 students each read two prose passages and took recall and structure assessment tests on the second passage. Results (1) indicated that the nonspecific facilitative transfer effect was replicated and (2) offered some support for the contention that the cognitive structure which proximity measures assess can be trained to correspond to content structure, but that related recall remains low. With resolution of some of the methodological issues surrounding these measures, however, clearer explanation of transfer effects and assessment of higher order learning may be facilitated.  相似文献   

Storage Techniques for Art,Science and History Collections (STASHc.com): An Online Resource for Collection Storage     

Rachael Perkins Arenstein  Lisa Goldberg  Bonnie Naugle 《文物保护研究》2018,63(5):316-319

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