The autonomy-authority duality of shared decision-making in youth environmental action     

Tania M. Schusler  Marianne E. Krasny  Daniel J. Decker 《Environmental Education Research》2017,23(4):533-552

While environmental action is recognized as an effective approach for developing young people’s capabilities as citizens and contributing to environmental improvements, little research has addressed how adults facilitate youth action projects. Environmental action involves a partnership among youth and adults characterized by shared decision-making. We sought insights into the adult experience of shared decision-making through phenomenological interviews with 33 educators facilitating youth environmental action in various non-formal and formal settings in the USA. Educators described experiencing tensions in sharing decision-making power, which we conceive of as a duality – two inseparable elements both contradictory and complementary that drive the dynamics of a system. The duality consists of youth autonomy and adult authority, which stems not only from formally vested decision-making power but also adults’ experience and wisdom. Educators navigated this duality through diverse approaches to structuring youth participation, supporting youth, valuing mutual learning, and communicating transparently to develop equitable relationships.  相似文献   

What Does Prone Skateboarding in the Newborn Tell Us About the Ontogeny of Human Locomotion?     

Vincent Forma  David. I. Anderson  Joëlle Provasi  Evelyne Soyez  Mélina Martial  Viviane Huet  Lionel Granjon  François Goffinet  Marianne Barbu-Roth 《Child development》2019,90(4):1286-1302

The crawling behavior of sixty 2-day-old newborns was studied while they were supported prone on a mini skateboard and on a pediatric mattress without additional support. Analyses of the number and types of limb movements and their characteristics, the coactivation of limb pairs, and the displacement across the surface, revealed that newborns can crawl with locomotor patterns similar to those documented during quadrupedal locomotion in animals and human adults. This was particularly apparent on the skateboard. This discovery suggests that locomotor circuitry underlying quadrupedal locomotion develops during fetal life. Drawing upon other evidence for a quadrupedal organization underlying bipedal gait, we argue that early quadrupedal training may enhance interventions designed to hasten the onset of independent walking.  相似文献   

Action learning – an experience working with executives at the IBM corporation     

Marianne Tracy 《Action Learning: Research and Practice》2011,8(2):159-164

The increasing emphasis on innovation in executive development has important implications for contemporary organizations talent professionals and strategy creators. Providing an experience that addresses individual and team development, strategic innovation, organizational alignment and the integration of values is the objective of the action learning programme at International Business Machines (IBM). This article identifies the frameworks and lessons learned in the action learning experiences of Integration and Values Team, the top 300 executives, at IBM.  相似文献   

Kinematic adaptations in sprint acceleration performances without and with the constraint of holding a field hockey stick     

Maximilian M. Wdowski  Marianne J.R. Gittoes 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):143-153

The aim of this study was to investigate the technique adaptations made when performing sprint-based tasks without (free condition) and with (constrained condition) the constraints of carrying a field hockey stick. Three free and three constrained maximal sprint accelerations were performed by 18 experienced university male field hockey players (age = 20 ± 1 years, body mass = 73.3 ± 7.1 kg, and stature = 1.78 ± 0.05 m). An automatic motion analysis system tracked sagittal plane active marker locations (200 Hz). M sprint velocity during the 18–22 m (free: 8.03 ± 0.43 m/s; constrained: 7.93 ± 0.36 m/s) interval was significantly (p = 0.03) different between free and constrained conditions. While the M stride length and stride frequency was similar between free and constrained conditions in the 2–13 m capture volume, the free condition elicited a 0.10 m/s faster (p = 0.03) stride velocity. Further significant differences were found between free and constrained kinematic profiles (p ≤ 0.05) for the hip angular velocity at touchdown during the 2–12 m interval of the sprints and in the overall sprint technique coordination between free and constrained conditions. Performance and technique adaptations indicated that sprint-training protocols for field sports should integrate specific equipment constraints to ensure explicit replication of the mechanical demands of the skills underpinning superior performance.  相似文献   

Considerations of force plate transitions on centre of pressure calculation for maximal velocity sprint running     

Timothy A. Exell  Marianne J.R. Gittoes  Gareth Irwin  David G. Kerwin 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):532-541

The aims of this study were to evaluate the accuracy of centre of pressure (COP) data obtained during transition of load across the boundary between two force plates, and secondly to examine the effect of such COP data on joint kinetics during sprint running performances. COP data were collected from two piezoelectric force plates as a trolley wheel was rolled across the boundary between the plates. Position data for the trolley were collected using an opto-electronic motion analysis system for comparison with COP data. Mean COP errors during transition across the plate boundary were 0.003 ± 0.002 m relative to a control point. Kinematic and kinetic data were also collected from eight athletes during sprint running trials to demonstrate the sensitivity of the inverse dynamics analysis to COP error for the ground contact phase of the dynamic movement trials. Kinetic sensitivity to the COP error was assessed during the entire stance phase for the ankle, knee, and hip joints and was less than 5% and 3% for joint moment and power data, respectively. Based on the small COP error during transition across plate boundaries, it is recommended that foot contacts overlapping two force plates may be included in inverse dynamics analyses.  相似文献   

Sense of place in environmental education     

Alex Kudryavtsev  Richard C. Stedman  Marianne E. Krasny 《Environmental Education Research》2012,18(2):229-250

Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place attachment and place meanings. Then we explore the logic and evidence suggesting a relationship between place attachment, place meanings, pro-environmental behavior, and factors influencing sense of place. Finally, based on this literature we propose that in general environmental education can influence sense of place through a combination of direct place experiences and instruction.  相似文献   

Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms     

Areljung  Sofie  Skoog  Marianne  Sundberg  Bodil 《Research in Science Education》2022,52(3):909-926

Research in Science Education - This classroom-based study aims to contribute knowledge about children’s opportunities to make use of drawing to make meaning in science. Employing a social...  相似文献   

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting     

Berit S. Haug  Marianne Ødegaard 《Research in Science Education》2014,44(5):777-800

This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the students’ level of word knowledge manifested in their talk. In this framework, highly developed knowledge of a word is conceptual knowledge. This includes understanding how the word is situated within a network of other words and ideas. The results suggest that students’ level of word knowledge develops toward conceptual knowledge when the students are required to apply the key concepts in their talk throughout all phases of inquiry. When the students become familiar with the key concepts through the initial inquiry activities, the students use the concepts as tools for furthering their conceptual understanding when they discuss their ideas and findings. However, conceptual understanding is not promoted when teachers do the talking for the students, rephrasing their responses into the correct answer or neglecting to address the students’ everyday perceptions of scientific phenomena.  相似文献   

Talk about categories versus individuals (generics vs. non-generics)     

Susan A. Gelman  Marianne G. Taylor  Simone P. Naguyen 《Monographs of the Society for Research in Child Development》2004,69(1):64-75

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Action Learning—a learning and teaching method in the preparation programme for supervisors of midwives   总被引：2，自引：2，他引：2  

Marianne Mead  Carole Yearley  Chris Lawrence  Cathy Rogers 《Action Learning: Research and Practice》2006,3(2):175-186

Supervision of midwives is a statutory responsibility, which provides a mechanism for support and guidance to every practising midwife in the United Kingdom. To be eligible for appointment as a supervisor, midwives are required to undertake a preparation programme successfully. Because of the changing nature of the professional role and education, the level of the programme of preparation has evolved from an attendance course, to programmes delivered at diploma, degree and, more recently, Masters' level. In collaboration with clinical colleagues and the statutory authorities, the University of Hertfordshire has presented a programme of preparation at Masters' level since 1997. Revalidation in 2001 provided the opportunity to review the learning and teaching methods, and a decision was made to use Action Learning as an important component of the new programme that commenced in 2002. Alongside the normal university quality assessment mechanisms, a systematic evaluation was undertaken to explore the acceptability and perceived usefulness of Action Learning by the students of the second and third cohorts. This paper presents the findings of this evaluation.  相似文献