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401.
402.
Why school-based narrative inquiry in physical education research? An international perspective 总被引:1,自引:0,他引:1
While conducting a comparative research study in secondary Physical Education in South Korea and the United States, the question arose as to why the narrative inquiry research method we employed was chosen to study the experiences of teachers teaching the particular subject area to youth enrolled in four secondary schools (middle and high) in South Korea and the United States. This article takes up the query by probing the roots of school-based narrative inquiry and the tight connections between our specific research method and the teacher-as-curriculum-maker image of teaching. Six qualities of narrative inquiry are elaborated through the use of narrative fragments excerpted from our Korea Research Foundation-sponsored study. These characteristics include: (1) justification for inquiry, (2) research in the midst, (3) research on the boundaries, (4) knowing through relationship, and (5) narrative truth, and (6) following where the story leads. Finally, the article returns to the intimate relationship between our chosen version of narrative inquiry and the teacher-as-curriculum-maker image and the kinds of contributions that the union of these robust orientations can make to the study of Physical Education in classroom settings. 相似文献
403.
Jessica Bradshaw Courtney McCracken Moira Pileggi Natalie Brane Abigail Delehanty Taylor Day Alexis Federico Cheryl Klaiman Celine Saulnier Ami Klin Amy Wetherby 《Child development》2021,92(6):2224-2234
Social-communication differences are a robust and defining feature of autism spectrum disorder (ASD) but identifying early points of divergence in infancy has been a challenge. The current study examines social communication in 9- to 12-month-old infants who develop ASD (N = 30; 23% female; 70% white) compared to typically developing (TD) infants (N = 94, 38% female; 88% white). Results demonstrate that infants later diagnosed with ASD were already exhibiting fewer social-communication skills using eye gaze, facial expression, gestures, and sounds at 9 months (effect size: 0.42–0.89). Moreover, three unique patterns of change across distinct social-communication skills were observed within the ASD group. This study documents that observable social-communication differences for infants with ASD are unfolding by 9 months, pointing to a critical window for targeted intervention. 相似文献
404.
Cheryl Wright Chiara Bacigalupa Tyler Black Michael Burton 《Early Childhood Education Journal》2008,35(4):363-369
Telling and dramatizing stories is an increasingly popular addition to the preschool curriculum, largely due to the attention
this activity has received through the writings of Vivian Paley (Bad guys don’t have birthdays: fantasy play at four. The
University of Chicago Press, Chicago, 1988; The boy who would be a helicopter: the uses of storytelling in the kindergarten. Harvard University Press, Cambridge, MA,
1990; A child’s work: the importance of fantasy play. The University of Chicago Press, Chicago, 2004). While the writings of Paley and others (Cooper, When stories come to school: telling, writing, and performing stories in
the early childhood classroom. Teachers & Writers Collaborative, New York, 1993; Engel 1999) focus on the social and cognitive outcomes children experience as a result of storytelling, less has been written
about the process of writing and dramatizing stories with young children. This article discusses procedures and considerations
that enhance storytelling with preschool children, including effective prompts for encouraging children’s creativity, potential
trouble spots such as aggression in stories, and ways that storytelling can enhance home-school relationships. 相似文献
405.
白居易从早年的入仕到晚年出世 ,一直都在“出仕”与“归隐”的矛盾中徘徊。在这种情况下写出来的闲适诗 ,是诗人矛盾人生观的产物。具体说来 ,白居易闲适诗体现出来的人生态度是独善与兼济相交织 ,知足与保和相融合。 相似文献
406.
Cheryl A. Logan 《Learning & behavior》1979,7(3):413-416
Following tests for initial responsiveness, the suppressive effect of ingestion ofArtemia salina on the contraction response of the sea anemone,Anthopleura elegantissima, was assessed. During testing, repeated presentations of a water-stream stimulus occurred over a period of 70 min. All subjects also underwent control testing in which the water-stream sequence was presented in the absence of priorArtemia ingestion. Significant suppression of oral disk contraction to the water stream was observed followingArtemia ingestion with and without water exchange during testing. The relationship of this finding to similar results obtained withHydra is discussed. 相似文献
407.
Cheryl Hodgkinson-Williams Hannah Slay Ingrid Siebörger 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(3):433-442
Higher education institutions (HEIs) are largely built on the assumption that learning is an individual process best encouraged by explicit teaching that is, on the whole, separated from social engagement with those outside the university community. This perspective has been theoretically challenged by those who argue for a social constructivist learning theory and a more collaborative approach to learning. Information and communication technologies (ICTs) afford lecturers and students an opportunity for extending the boundaries of a learning experience, not merely beyond the lone individual, but beyond the limits of discipline boundaries within a specific university community and beyond the institution into the local community. This paper illustrates how a collaborative effort between lecturers and students from the Computer Science and Education Departments at Rhodes University, teachers from the local community, the provincial Department of Education and a non-governmental organisation developed into an unfolding virtual and physical community of practice which enabled ICT take-up in a number of schools in the Grahamstown District, South Africa. This discussion of what has become known as the e-Yethu project provides an example of how ICTs, underpinned by the insights of social constructivism, the notion of 'community of practice' and in particular Hoadley and Kilner's C4P Framework for Communities of Practice, can serve to help HEIs understand ways in which ICTs can provide opportunities for developing collaborative learning within HEIs, and between the HEI and the local community. 相似文献
408.