Historicising teachers’ learning: a case study of productive professional practice     

Ian Hardy  Christine Edwards-Groves 《Teachers and Teaching》2016,22(5):538-552

This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically ‘ecologically’ related to teachers’ practices at specific sites. However, extending beyond this theorising, the research also reveals how teacher learning – in the case presented, in relation to classroom dialogue – is also significantly influenced by earlier learning experiences of the teachers involved. In this way, teachers’ practices are revealed as not only influenced by present-day, site-specific, whole-school teacher learning, but also by particular events encountered by teachers at an earlier phase of their careers. The research argues for a conception of teachers’ learning which is not only site-informed and ecologically arranged, but also deeply temporally embedded.  相似文献   

Partnerships in practice: Shaping an Australian urban‐rural graduate nursing programme     

L. Coulon  I. Heazlewood  C. Leigh  J. Hardy  P. Joyce 《Distance Education》1993,14(1):127-137

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The rational approach to budget cuts: One university's experience     

Cynthia Hardy 《Higher Education》1988,17(2):151-173

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Gaming in a 3D multiuser virtual environment: engaging students in Science lessons   总被引：1，自引：0，他引：1  

Cher P. Lim  Darren Nonis  John Hedberg 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):211-231

Based on the exploratory study of a 3D multiuser virtual environment (3D MUVE), known as Quest Atlantis (QA), in a series of Primary Four (10‐ to 11‐year‐olds) Science lessons at Orchard Primary School in Singapore, this paper examines the issues of learning engagement and describes the socio‐cultural context of QA's implementation. The students and teacher were observed during the lessons, interviewed after, and the completed quests were analysed to determine the level of engagement achieved. A pre‐ and posttest on the Science concepts covered was also administered. A seven‐level taxonomy of engagement was used to provide the study with a more holistic perspective of engagement, together with the attempt to concretise the element of engagement into observable traits. Although there was a significant improvement of the posttest over the pretest, the level of engagement of the students was low (between 3 and 4). The lack of engagement might be a result of the distractions in the 3D MUVE, the students’ difficulty with language used in the QA, their lack of computer competency for QA tasks, and/or their inability to complete the quests’ section on reflections. The biggest challenges to the integration of QA into the Science curriculum were the interdependent issues of time (or lack of it) and ‘buy‐in’ by the school and parents.  相似文献   

Upper limb joint muscle/tendon injury and anthropometric adaptations in French competitive tennis players     

Isabelle Rogowski  Thomas Creveaux  Cyril Genevois  Shahnaz Klouche  Michel Rahme  Philippe Hardy 《European Journal of Sport Science》2016,16(4):483-489

The purpose of this study was to examine the relationship between the upper limb anthropometric dimensions and a history of dominant upper limb injury in tennis players. Dominant and non-dominant wrist, forearm, elbow and arm circumferences, along with a history of dominant upper limb injuries, were assessed in 147 male and female players, assigned to four groups based on location of injury: wrist (n = 9), elbow (n = 25), shoulder (n = 14) and healthy players (n = 99). From anthropometric dimensions, bilateral differences in circumferences and in proportions were calculated. The wrist group presented a significant bilateral difference in arm circumference, and asymmetrical bilateral proportions between wrist and forearm, as well as between elbow and arm, compared to the healthy group (6.6 ± 3.1% vs. 4.9 ± 4.0%, P < 0.01; ?3.6 ± 3.0% vs. ?0.9 ± 2.9%, P < 0.05; and ?2.2 ± 2.2% vs. 0.1 ± 3.4%, P < 0.05, respectively). The elbow group displayed asymmetrical bilateral proportions between forearm and arm compared to the healthy group (?0.4 ± 4.3% vs. 1.5 ± 4.0%, P < 0.01). The shoulder group showed significant bilateral difference in elbow circumference, and asymmetrical bilateral proportions between forearm and elbow when compared to the healthy group (5.8 ± 4.7% vs. 3.1 ± 4.8%, P < 0.05 and ?1.7 ± 4.5% vs. 1.4 ± 4.3%, P < 0.01, respectively). These findings suggest that players with a history of injury at the upper limb joint present altered dominant upper limb proportions in comparison with the non-dominant side, and such asymmetrical proportions would appear to be specific to the location of injury. Further studies are needed to confirm the link between location of tennis injury and asymmetry in upper limb proportions using high-tech measurements in symptomatic tennis players.  相似文献   

Physical and psychomotor performance of Australian football and rugby league officials during a match simulation     

Nathan Elsworthy  Darren Burke  Ben J. Dascombe 《Journal of sports sciences》2016,34(5):420-428

The onset of exercise facilitates an improvement in psychomotor performance until the second ventilatory threshold, after which performance is reduced. This inverted-U relationship appears valid for incremental and steady-state exercise, however, not for intermittent exercise. This study examined changes in psychomotor performance of team sport officials during a laboratory-based match simulation. Twelve elite Australian football (n = 5) and rugby league (n = 7) officials (32.5 ± 5.5 years; 180.0 ± 6.8 cm; 78.8 ± 7.6 kg) completed the match simulation on a non-motorised treadmill. Physiological measures were routinely taken, while psychomotor performance was assessed using the Eriksen flanker task (multiple-choice response time). Significant reductions (P < 0.05) were observed in distance covered and high-speed running during the second half when compared to the first. No significant differences (P > 0.05) in psychomotor performance at different time points were observed. Response time was significantly improved when running above 65% of maximal sprinting speed (P < 0.01). This data questions the application of the inverted-U hypothesis for intermittent exercise and suggests that the short high-intensity efforts may not result in the same physiological events that limit psychomotor performance during sustained high-intensity exercise. More so, the high-intensity efforts during the match protocol appeared to promote psychomotor performance during the intermittent exercise.  相似文献   

Levinas and Environmental Education   总被引：1，自引：0，他引：1  

Joy  Hardy 《Educational Philosophy and Theory》2002,34(4):459-476

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Erratum: Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes          下载免费PDF全文

Timothy R. Fleagle  Nicholas C. Borcherding  Jennie Harris  Darren S. Hoffmann 《Anatomical sciences education》2018,11(4):429-429

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How much of a difference do principals make? An analysis of between-schools variation in academic achievement in Hong Kong public secondary schools     

Allan David Walker  Darren A. Bryant 《School Effectiveness & School Improvement》2013,24(4):602-628

This article aims to explain the role principals play in the variation in academic achievement between secondary schools in Hong Kong. The article draws on survey data from 179 key staff and 2,037 students from 42 schools. The study uses 2 analytical approaches. First, it employs classification and regression tree analysis (CART). This was used to sort out the most significant leadership practices associated with student achievement. Second, based on first-stage analysis, the study further explores the effects of leadership practices on academic achievement using hierarchical linear modelling (HLM). Results indicate that transparent and efficient communication structures as managed by principals explained approximately 12% of between-schools variation in academic achievement. Leadership practices related to quality assurance and accountability and resource management also contributed to explaining between-schools variation in academic achievement, yet they had negative effects on student achievement. Implications for research and practice are discussed.  相似文献   

Peer assessment in a test-dominated setting: empowering, boring or facilitating examination preparation?     

Darren A. Bryant  David R. Carless 《Educational Research for Policy and Practice》2010,9(1):3-15

The literature suggests that peer assessment contributes to the development of student learning and promotes ownership of assessment processes. These claims emerge from research conducted primarily in Western contexts. This exploratory paper reports on the perspectives that a class of Hong Kong primary school students and their teachers have on their engagement with peer assessment. It draws on data collected through extensive interviews and classroom observations from a 2-year case study. The findings indicate that student perceptions about the usefulness of peer assessment follow from their perspectives on quality of peer feedback, peer language proficiency, and the novelty or repetitiveness of its processes. Teachers and students also viewed peer assessment as assuming a wider role in preparing for examinations and future secondary schooling. A key implication is that assessment practices are deeply cultural and, in test-dominated settings, peer assessment may have most potential when explicit links are drawn with preparation for summative assessment.  相似文献