Electronic portfolios (ePortfolios) can be useful for evaluating and documenting mastery of competencies. We investigated geriatric medicine fellows' perceptions of an ePortfolio. We conducted surveys and focus groups followed by quantitative and qualitative data analysis. Our study revealed that fellows considered the ePortfolio acceptable and accessible. Fellows reflected on aspects relevant to postgraduate training and future practice and documented adherence to competencies. However, fellows expressed resentment about the self-reflection component, which interfered with the overall acceptance of the ePortfolio. Although ePortfolios can be powerful and reflective tools for competency assessment, care must be taken in their implementation. 相似文献
This article presents a report of a pedagogic experience carried out in a Portuguese 6th-grade music education class during the 2008–2009 school year. A podcast was created (www.podomatic.com) and several activities were developed, in classroom context, taking advantage of the tool's potential for teaching and learning. Although the podcast was managed by the teacher, the published contents were developed mostly by the students, therefore becoming themselves producers of the information on the Web and having an active role in the construction of the global society of the 21st century. The informal learning activity was evaluated at the end of the year, using both qualitative and quantitative data collection techniques. Results show that the podcast activity involved students in the learning process, making them aware of the new roles they will play in the global information society. 相似文献
Background: School is one of the primary settings where non-gender conformer children and adolescents emerge as vulnerable groups at high risk of suffering violence and harassment. Within schooling contexts, embodied experiences in physical education (PE) may become particularly problematic for trans students. However, there is little research focusing on trans persons’s experiences in PE. The purpose of this paper is to gather memories and impressions of a group of adult trans persons on their experiences in secondary PE.
Theoretical framework: The concept of heteronormativity is used as a theoretical framework to provide insights and understanding to trans persons’s experiences in PE. It is used to characterize inequalities and hierarchies derived from the intersection of the dualistic logic of gender binarism with other social categories and ideologies. Heteronormative discourses also act regulating the way of looking at and over trans persons’ bodies, categorizing some of them as queer or abject.
Participants and methodology: Study is based on semi-structured interviews to nine participants (five trans women and four trans men) from 23 to 62 years of age. A thematic analysis was carried out in order to flexibly and directly identify interpretative patterns of meaning within data, as well as to open them to interpretative frameworks. The categories were grouped into four themes best gathering the experiences of participants in PE.
Results and discussion: (1) Hindering desired gender: In daily practices, participants felt in ‘the middle’ of activities, spaces and gender groups, experiencing aloofness, isolation and loneliness. Participants complained about the fact that they could not perform gender segregated activities with their desired gender group. PE teachers played an important role in supporting heteronormative system. (2) Preferences, aversions and opportunities: All participants experienced hegemonic forms of gender and sexuality linked to PE programme activities in different ways. For most trans boys, sport-based PE was their favourite subject, while trans girls found it particularly negative and demotivating. Exceptionally, some aesthetic and dance activities were recalled as nearly non-heterosexual practices. (3) Confronting transgression. Situations of stigmatization and bullying in PE were frequent as a result from situations in which gender norms were eventually transgressed. Teachers impeded any attempt of trans persons to overcome heteronormativity in PE lessons. (4) Intimacy struggles: Body intimacy was crucial for participants. Different strategies were used for the search of intimacy. Changing rooms were the most problematic spaces for trans students in educative contexts. The worse trans participants felt about their bodies, the more uneasy they felt in these facilities.
Conclusions and final comments: Heteronormative contexts strongly determined trans persons’ experiences in PE. Trans participants, especially those not performing gender conforming practices, were abjectified in PE lessons. This situation generated multiple forms of exclusion and rejection, as well as episodes of harassment. However, some practices counteracted the dominance of the heteronormative system, showing their potential to destabilize this ideology in PE. 相似文献
Purpose: This study aimed to compare the energy expenditure and intensity of active video games to that of treadmill walking in children and adolescents. Method: Seventy-two boys and girls (aged 8–13 years) were recruited from local public schools. Energy expenditure and heart rate were measured during rest, during 3-km/hr, 4-km/hr, and 5-km/hr walks, and during active games (Adventure, Boxing I, Boxing II, and Dance). During walking and active games, we also assessed physical activity using an accelerometer. Results: The energy expenditure of the active games Adventure, Boxing I, Boxing II, and Dance was similar to that of treadmill walking at 5 km/hr in boys and girls. Heart rate was significantly higher for the game Adventure compared with walking at 3 km/hr, 4 km/hr, and 5 km/hr and the game Dance in both genders. The heart rate of girls during the games Adventure and Dance was significantly higher compared with boys. There was a statistically significant difference (p < .05, with an effect size ranging from 0.40 to 3.54) in the counts·min?1, measured through accelerometry, between activities. Conclusion: XBOX 360 Kinect games provide energy expenditure and physical activity of moderate intensity for both genders. The use of active video games can be an interesting alternative to increase physical activity levels. 相似文献
This study aims to explore the pedagogical potential of outdoor play situations, considering the educational goals established in the Portuguese Pedagogical Guidelines for 0–3-year-old children (ongoing work), namely development of a sense of security and positive self-esteem; development of curiosity and exploratory impetus; and development of social and communication skills. Following a qualitative methodology, during a period of 9 months, the outdoor play experiences of 14 children from a day-care centre were observed and monitored and the professionals were interviewed. The data shows that outdoor experiences can contribute to the achievement of the educational goals, enlarging opportunities for creative play, problem solving, experimentation, inquiry, dialogues and collaboration. The achievement of the educational goals is facilitated through supportive and positive relationships with adults and peers, provision for proper equipment, and contact with nature. This study offers a deep insight into how educational policies can be put into practice in the outdoor area. 相似文献
In the wake of new federal and state mandates,community colleges are faced with demands to provideaccountability reports on student outcomes. With the useof the Employment Development Department Unemployment Insurance (EDD-UI) wage record data, along withthe California Community Colleges Chancellor's OfficeManagement Information System administrative database,this study sought to investigate the extent to which completing an associate degree andvocational certificate impacts the postcollege earningsof students. Based on information from 700,564 studentsfrom California community colleges during the 1992-93 academic year, the findings suggest thatstudents' gains from first year out of college to thirdyear out will differ by age group. Among economicallydisadvantaged students, a strong positive relationship exists between educational attainment andpostcollege gains. An important finding among vocationalstudents is that as women complete more education, theearnings gap closes between men and women. Finally, this study raises several policy implicationsand presents suggestions for future research. 相似文献
International Journal for Educational and Vocational Guidance - This article proposes a model of antecedents and consequences of student satisfaction in Higher Technical-Vocational Education (HTVE)... 相似文献
In the last 30 years, different economic, political and social changes have taken place in the university sector and this has led to an extensive reform to meet the new societal challenges that these institutions are facing today. This emphasises the social dimension of universities and their important role in society as educators of future leaders and policy makers. This reveals the need to integrate social responsibility principles into the mainstream functions of universities. In view of these comments, this paper offers a review of the literature about university social responsibility during the period from 2000 to 2015. The objectives of the review are to: explore patterns in publication outlets; collect, scrutinise and critically analyse the current literature on this field; to identify gaps in the literature and make recommendations for further research in this field. To accomplish this task, data were collected from 15 specialist academic journals that focus on higher education. 相似文献
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