Principles of legitimation in educational discourses in Iceland and the production of progress     

Ingólfur Ásgeir Jóhannesson 《教育政策杂志》2013,28(4):339-351

On the one hand this paper is an exploration of how suitable the theories of Pierre Bourdieu and Michel Foucault are to explain educational reform. At another level, the paper tells a story of educational reform in Iceland in the last 25 years ‐ through the Bourdieuean and Foucauldian lenses.

The paper identifies legitimating principles in the discourse on educational reform in Iceland and focuses on the tensions over what counts as capital in teacher education. In short, pedagogy, curriculum theory, educational psychology and other educational sciences signify a discursive pole that is gaining currency at the cost of the capital of the traditional academic disciplines, such as Icelandic, history and biology, which signify the other pole in this spectrum. The paper argues that an epistemology of progress underlying reform often prevents reformers from taking a reflective stance on the historical foundations of their beliefs in educational science; they take for granted that progress and evolution are possible and call for better methods to produce progress.  相似文献   

Cross‐Cultural Differences in Children's Beliefs About the Objectivity of Social Categories     

Gil Diesendruck  Rebecca Goldfein‐Elbaz  Marjorie Rhodes  Susan Gelman  Noam Neumark 《Child development》2013,84(6):1906-1917

The present study compared 5‐ and 10‐year‐old North American and Israeli children's beliefs about the objectivity of different categories (n = 109). Children saw picture triads composed of two exemplars of the same category (e.g., two women) and an exemplar of a contrasting category (e.g., a man). Children were asked whether it would be acceptable or wrong for people in a different country to consider contrasting exemplars to be the same kind. It was found that children from both countries viewed gender as objectively correct and occupation as flexible. The findings regarding race and ethnicity differed in the two countries, revealing how an essentialist bias interacts with cultural input in directing children's conceptualization of social groups.  相似文献   

Los juegos de simulación en la EGB: una investigación en el área de las Ciencias Sociales     

M.a Rosario Piñeiro  Purificación Gil 《Infancia y Aprendizaje》2013,36(27-28):185-204

Resumen

Las autoras tratan de probar la eficacia de los «juegos de simulación» en la enseñanza de la Geografía en la EGB. Para ello realizan la adaptación de un juego aplicándolo a los niveles escolares de 5.° y 7.°, y comparan los resultados de los grupos experimentales con otros de control. Las conclusiones a que llegan se basan en cuatro tipos de pruebas: de memoria, de razonamiento, de aplicación y de valoración del juego. Los resultados obtenidos muestran que estas actividades dan mejores resultados en 7.° que en 5.° y favorecen principalmente a los sujetos menos dotados que ven aumentados sensiblemente sus rendimientos.  相似文献   

The role of the university tutor in school-based work in primary schools in Northern Ireland and the Republic of Ireland     

Michael Ievers  Ken Wylie  Colette Gray  Bernadette Ní Áingléis  Brian Cummins 《欧洲师范教育杂志》2013,36(2):183-199

There has been much international debate on the role of the university tutor in the supervision of student teachers during school-based work. This study focuses upon the Irish context, where there has been little research. It involves a comparative study of the views and attitudes of university staff, student teachers and class teachers from the Irish Republic and Northern Ireland. Data collection methods comprised questionnaires to university tutors, class teachers and students (n = 150), focus groups and one-to-one interviews. This project reveals a reservoir of goodwill between tutors, teachers and students, along with a willingness to engage in dialogue and collaboration. Importantly, this study concludes that it is the university tutor who should have the lead role in collaborative models of school-based work partnership, with significant consultation and input from the class teacher and consultation with the student in the evaluation process.  相似文献   

Comment on “Talent identification and promotion programmes of Olympic athletes”     

Áine MacNamara  Dave Collins 《Journal of sports sciences》2013,31(12):1353-1356

Abstract

Waist girth is recognised as a better predictor of obesity, particularly abdominal obesity, compared to other measures. Although several protocols for waist girth exist, arm position is either ignored, or not specified in unambiguous terms. Therefore, the purpose of this study was to determine if arm position influenced anthropometric waist girth measurement. Waist girth was measured in 92 adults (19 males, 73 females) with arms relaxed, abducted, horizontal, folded across the chest (three variations) and raised vertically. Duplicate measures, in all positions, were recorded by a single International Society for the Advancement of Kinanthropometry (ISAK)-trained technician to a precision of 0.2% technical error of measurement (TEM). Arm position had a significant effect (P < 0.001) on waist girth. Male participants had greater waist girth than females (P < 0.001) and the waist girth differences across the varying arm positions exhibited a significant position-by-gender interaction (P < 0.001). The arm position-by-body mass index (BMI) category interaction was also significant (P = 0.016) with greater differences observed at higher BMI. These findings suggest caution in comparing results of different studies where arm position is not specified and indicate that the arm position corresponding to the ISAK protocol has the lowest error and is therefore recommended.  相似文献   

Effective force and economy of triathletes and cyclists     

CLÁUDIA TARRAGÔ CANDOTTI  JERRI RIBEIRO  DENISE PASCHOAL SOARES  ÁLVARO REISCHAK DE OLIVEIRA  JEFFERSON FAGUNDES LOSS  ANTÔNIO CARLOS S. GUIMARÃES 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):31-43

The effective force applied on the crank, the index of pedalling effectiveness, and the economy of movement at 60, 75, 90, and 105 rev/min cadences were examined in nine cyclists and eight triathletes. Tests were performed on two days. Maximal oxygen uptake was measured and the second ventilatory threshold was estimated on day 1 using a stationary bicycle. On day 2, the four different cadences were tested at about 5% below the second ventilatory threshold. A strain gauge instrumented clip-less pedal mounted on the bicycle enabled us to measure the normal and tangential forces exerted on the pedal, while the pedal and crank angles were monitored with the aid of a video system. Based on this information, the effective force and the index of pedalling effectiveness were calculated. Cyclists produced significantly more effective force and a higher index of pedalling effectiveness at 60 and 75 rev/min and were significantly more economic at all cadences than triathletes. The significant and positive correlation between effective force and economy at all cadences suggests that improvement of the effective force would reflect on economy.  相似文献   

Reception learning and self-discovery learning in histology: Students' perceptions and their implications for assessing the effectiveness of different learning modalities     

Campos-Sánchez A  Martín-Piedra MÁ  Carriel V  González-Andrades M  Garzón I  Sánchez-Quevedo MC  Alaminos M 《Anatomical sciences education》2012,5(5):273-280

Two questionnaires were used to investigate students' perceptions of their motivation to opt for reception learning (RL) or self‐discovery learning (SDL) in histology and their choices of complementary learning strategies (CLS). The results demonstrated that the motivation to attend RL sessions was higher than the motivation to attend SDL to gain new knowledge (P < 0.01) and to apply this acquired knowledge to diagnosis (P < 0.01), therapy (P < 0.01), and research (P < 0.05). Students also showed a stronger preference for RL based on motivations related to leadership (P < 0.01) and competition (P < 0.01), although the rates were very low in both cases (≤ 1.9 ± 1.1). Statistically significant differences were found between male and female students for leadership (higher in males), responsibility (higher in females), and acquiring new knowledge (higher in females only in RL). This study's findings for students' preferred CLS strategies suggested a greater need for additional complementary resources after RL than after SDL (P < 0.01). In conclusion, RL was associated with a greater need for complementary training resources such as textbooks, atlases, the internet, audiovisual media, and tutorials, whereas SDL was associated with a greater need to orient teaching and training toward medical practice. These results suggest the need to reorient both types of learning processes to enhance their effectiveness in teaching histology, especially in the case of SDL, which should place more emphasis on clinically oriented knowledge. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

Near-peer teaching in an anatomy course with a low faculty-to-student ratio     

Durán CE  Bahena EN  Rodríguez Mde L  Baca GJ  Uresti AS  Elizondo-Omaña RE  López SG 《Anatomical sciences education》2012,5(3):171-176

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios.  相似文献   

An experimental study of constrained clustering effectiveness in presence of erroneous constraints     

M. Eduardo Ares  Javier Parapar  Álvaro Barreiro 《Information processing & management》2012

Recently a new fashion of semi-supervised clustering algorithms, coined as constrained clustering, has emerged. These new algorithms can incorporate some a priori domain knowledge to the clustering process, allowing the user to guide the method. The vast majority of studies about the effectiveness of these approaches have been performed using information, in the form of constraints, which was totally accurate. This would be the ideal case, but such a situation will be impossible in most realistic settings, due to errors in the constraint creation process, misjudgements of the user, inconsistent information, etc. Hence, the robustness of the constrained clustering algorithms when dealing with erroneous constraints is bound to play an important role in their final effectiveness.  相似文献   

The importance of the storytaker: An investigation of the imaginative life     

Brian Sutton-Smith  David Abrams  Gil Botvin  Marylou Caring  Daniel Gildesgame  Thomas Stevens 《The Urban Review》1975,8(2):82-95

  相似文献