排序方式： 共有60条查询结果，搜索用时 62 毫秒
41.
42.
Metaphors are a primary influence on the way we perceive and construct our world; they are also a way of revealing beliefs and attitudes that might otherwise be difficult to identify. Furthermore, metaphor has been found to be an effective way of shifting people's beliefs, attitudes and behaviour. This paper details the findings of a pilot study designed to explore New Zealand tertiary teachers' understanding of the consumer metaphor, and metaphor more generally, within tertiary education. Examining the responses of over 200 tertiary teachers to questions concerning their use of metaphor in relation to teaching, using Sfard [1998. On two metaphors of learning and the dangers of choosing just one. Educational Researcher, 27, 4–13] and Martinez and colleagues' [2001. Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17(8), 965–977.] system of categorising metaphor, our findings suggest that teachers are generally resistant to the consumer metaphor as it is applied to tertiary education. However, rather than rejecting the metaphor outright, teachers have tended to transform the metaphor from a purely behaviourist interpretation to a more cognitive interpretation, thus repositioning the student as active within the teacher?learner relationship, and focusing on transformation or enlightenment as the product of learning. The ambiguity of the metaphor may be contributing to a mismatch of expectations between teachers, institutions and policy-makers. 相似文献
43.
44.
45.
46.
Asia Pacific Education Review - Continuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that... 相似文献
47.
This paper critiques our experiences as non-Indigenous Australian educators of working with numerous embedding Indigenous perspectives curricular projects at an Australian university. Reporting on these project outcomes alone, while useful in identifying limitations, does not illustrate ways in which future embedding and decolonizing projects can persist and evolve. Deeper analysis is required of the ways in which Indigenous knowledge and perspectives are perceived, and what “embedding” Indigenous Knowledge in university curricula truly means to various educational stakeholders. To achieve a deeper analysis and propose ways to invigorate the continuing decolonization of Australian university curricula, this paper critically interrogates the methodology and conceptualization of Indigenous knowledge in embedding Indigenous perspectives (EIP) in the university curriculum using tenets of critical race theory. Accordingly, we conduct this analysis from the standpoint that EIP should not subscribe to the luxury of independence of scholarship from politics and activism. The learning objective is to create a space to legitimize politics in the intellectual/academic realm. We conclude by arguing that critical race theory's emancipatory, future and action-oriented goals for curricula would enhance effective and sustainable embedding initiatives, and ultimately, preventing such initiatives from returning to the status quo. 相似文献
48.
Todd Migliaccio Juliana Raskauskas Mathew Schmidtlein 《Learning Environments Research》2017,20(3):365-382
Past bullying research has consistently identified common locations (e.g. bathrooms, hallways, playgrounds) on school campuses where bullying occurs, but not specific locations. This limitation does not allow researchers to take into account the unique geography of individual schools and how it contributes to bullying. A random sample of 741 grade 4–6 students from nine different elementary schools identified where bullying occurs on a campus map and this information was analysed in Geographic Information Systems (GIS). While this study offers preliminary findings (e.g. diffusion of bullying, specific locations for bullying) that increase awareness about bullying, the emphasis in this paper is to present a new methodological tool in the analysis of bullying. The use of GIS mapping to analyse bullying offer researchers an advanced instrument to understand the experience of bullying within the physical context of a school. These preliminary findings focus future research. 相似文献
49.
Azevedo AP Brandina K Bianco R Oliveira VH Souza JR Mezencio B Amadio AC Serrão JC 《Journal of sports sciences》2012,30(9):929-935
Twelve participants ran (9 km · h(-1)) to test two types of running shoes: replica and original shoes. Ground reaction force, plantar pressure and electromyographic activity were recorded. The shoes were tested randomly and on different days. Comparisons between the two experimental conditions were made by analysis of variance (ANOVA) test (P ≤ 0.05). The time to first peak, loading rate of the first peak and impulse of the first 75 ms of stance were significantly different between the shoes (P ≤ 0.05), revealing an increase of impact forces for the replica shoes. The peak plantar pressure values were significantly higher (P ≤ 0.05) when wearing replica shoes. During running, the contact area was significantly smaller (P ≤ 0.05) for the replica shoe. The electromyographic activity of the analysed muscles did not show changes between the two shoes in running. These findings suggest that the use of replica running shoes can increase the external load applied to the human body, but may not change the muscle activity pattern during locomotion. This new mechanical situation may increase the risk of injuries in these movements. 相似文献
50.
