Learning through group work in physical education: a symbolic interactionist approach     

Dean Barker  Mikael Quennerstedt  Claes Annerstedt 《Sport, Education and Society》2015,20(5):604-623

In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in interactional learning. This is surprising given that much learning in PE is expected to take place in the physical domain. The aim of this paper is to contribute to current theorizing by examining social interactions in PE practice. By drawing on symbolic interactionist theory, we put forward a framework for considering how inter-student interactions occur in a multimodal sense. Key ideas relate to (1) the sequential organization of interactions; (2) the ways in which semiotic resources in different fields are used to elaborate each other; (3) the importance of interpretation as a driver of interaction; (4) the creation of local environments in which participants attend to and work together within a shared world of perception; and (5) the influence of material environments on social interaction. The specific concepts employed are epistemic ecology, epistemic position, and learning trajectory. The paper includes observational data from an investigation of learning in Swedish PE to demonstrate the explanatory power and limitations of the theoretical tenets presented. The paper is concluded with practical implications of understanding group work in a multimodal manner.  相似文献   

Childhood Maltreatment and Early Developmental Vulnerabilities at Age 5 Years          下载免费PDF全文

Melissa J. Green  Stacy Tzoumakis  Brooke McIntyre  Maina Kariuki  Kristin R. Laurens  Kimberlie Dean  Marilyn Chilvers  Felicity Harris  Merran Butler  Sally A. Brinkman  Vaughan J. Carr 《Child development》2018,89(5):1599-1612

This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (M_age = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children.  相似文献   

‘Yes we are inclusive’: Examining provision for young people with disabilities in community sport clubs     

Ruth Jeanes  Ramón Spaaij  Jonathan Magee  Karen Farquharson  Sean Gorman  Dean Lusher 《Sport Management Review》2018,21(1):38-50

The last two decades within Australia have witnessed a range of policies and strategies seeking to promote the inclusion of young people with disabilities within mainstream community sport clubs. Whilst research at an institutional level has highlighted the problems with mainstreaming agendas, few studies have examined how grassroots clubs, as key components of the supply side of inclusive provision seek to respond to such policy imperatives. In this paper, therefore, the authors provide a critical analysis of the ways in which clubs engage with inclusion policies in practice. Theoretically, the authors draw on the concept of policy enactment and educational inclusivity. Through analysis of semi-structured interviews with club volunteers, the findings illustrate three key areas. Firstly, the importance of individual volunteers in establishing and developing provision within clubs; secondly, the largely separatist nature of disability provision within clubs; and thirdly, that policies tend to encourage club to focus on narrow forms of participation that lead to competitive pathways and mirror the structure of mainstream sport. In the conclusion, the authors problematize the notion of inclusion presented in policy and practice, suggesting such imperatives do not encourage a holistic approach.  相似文献   

Engineering design in the classroom: Is it good science education or is it revolting?     

Associate Professor William S. Carlsen 《Research in Science Education》1998,28(1):51-63

The changing emphasis of science education today includes a shift from a narrowly disciplinary view of science to a more socially and technologically situated perspective. This article reports on the implementation of engineering design projects in about two dozen U. S. secondary science classrooms, following an inservice professional development course conducted at a university engineering college. Using data from an evaluation of the project and three sociological themes—secrecy and ownership, social persuasion and the status of facts, and the relationship between money and science—I argue that technological design projects provide a sociologically fruitful approach for teaching new themes in science education. However, teachers must rethink the nature of their subject matter, something that may be difficult if their training was disciplinary in emphasis.  相似文献   

Leadership,Leaders, and Leading: Part Two     

Peter J. Dean 《Performance Improvement Quarterly》2002,15(2):3-14

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论教师专业发展   总被引：43，自引：0，他引：43  

宋广文  魏淑华 《教育研究》2005,26(7):71-74

教师专业发展有别于教师专业化,它强调的是教师个体内在专业特性的提升。教师本位的教师专业发展观是针对忽视教师自我的被动的教师专业发展提出的, 其突出的是教师自我在教师专业发展中的主体价值,认为教师专业发展既要实现教师的人生价值,又要实现其人格价值。  相似文献   

Editor's notes     

Martha Dean 《Performance Improvement》1998,37(4):4-5

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Editor's notes     

Martha Dean 《Performance Improvement》1998,37(5):4-5

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Is action learning useful for performance improvement professionals?     

Peter J. Dean 《Performance Improvement》1998,37(1):32-33

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现有技术抗辩适用规则:法律规定中的差异及其解析     

張廣良 《中国专利与商标》2010,101(2):53-56

现有技术抗辩“入法”,是中国《专利法》第三次修改中的一项重要内容,现有技术抗辩从此实现了从司法原则到立法原则的转变。第三次修改的2008年《专利法》（下称《专利法》）第六十二条规定：“在专利侵权纠纷中,被控侵权人有证据证明其实施的技术或者设计属于现有技术或者设计的,不构成侵犯专利权。  相似文献