Pre-service physical education teachers' beliefs about competition in physical education     

Stephen Harvey  Toni M. O'Donovan 《Sport, Education and Society》2013,18(6):767-787

The discourse of competitive sport is, and has been, a defining feature of physical education for many years. Given the privileged and dominant position competition holds in physical education curricula, it is concerning that competitive physical education remains steeped in traditional pedagogies and that these pedagogies are constrained by teachers' everyday philosophies rather than any explicit understanding of pedagogy or the needs of pupils. This in turn affects pupils' experiences of physical education and specifically the type and form of activities that are offered to pupils. Physical education teachers' biographies generally show a profound attachment to sport, and in particular competitive sport, and the value of competitive sport is significant in the lives and identities of physical education recruits. However, there is a paucity of research specifically in relation to in-service and pre-service physical education teacher's beliefs about competition and its place in physical education. It is well documented that the implicit theories that pre-service, beginning and experienced teachers hold influence their reactions to teacher education and their teaching practice, with their beliefs acting as a filter through which a host of instructional judgements and decisions are made. Thus, it is important to understand pre-service physical education teachers' (PSTs') beliefs about competition. Thirty five (16 men, 15 women, 4 unknown) PSTs completed a reflective journal alongside their participation in a University-based module focused on models-based practice. The data generated were analysed using the procedures and techniques of grounded theory which revealed five major themes grouped in the discussion under the sub-categories of: (1) defining competition; (2) learning through competition; (3) competitive physical education and the sporting pathway; (4) competition needs to be got out of children; and (5) a little competition. The discussion challenges how we transform traditional views of competition and the competitive practices that alienate some young people from physical education.  相似文献   

Observing Children in German Daycare Centres: Practitioners’ attitudes and practice     

Michaela Uuch  Toni Mayr 《International Journal of Early Years Education》1999,7(1):25-37

Systematic child observation has a long tradition in early childhood education, and it has been used for diverse educational goals. Cross‐cultural comparisons show that its importance varies across different countries and educational settings. These differences may be relevant for international cooperation. In the context of a project implementing Belgian observation and assessment scales in German kindergartens, we studied German practitioners' attitudes towards systematic observation (prior to the project). The most significant overall finding is the low priority that is attributed to systematic observation both in training and practice. These findings are related to some traditions and ideologies of German ‘kindergarten culture’. A concluding section discusses the role of structured child observation methods in professional development.  相似文献   

Editorial     

Nick Moore  Toni Carbo Bearman 《International Information and Library Review》2013,45(1)

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Foreword     

Toni Carbo 《International Information and Library Review》2013,45(1)

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First Steps in Language Development: a critical review of ‘Language Experience and Early Language Development’ by Margaret Harris     

Toni Cross 《教育心理学》1995,15(1):97-102

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Author Index     

Branimir ?verko  Toni Babarovi?  Iva ?verko 《International Journal for Educational and Vocational Guidance》2002,2(3):221-221

Authors Index

Author Index  相似文献   

Stress‐Induced Elevation of Oxytocin in Maltreated Children: Evolution,Neurodevelopment, and Social Behavior     

Leslie J. Seltzer  Toni Ziegler  Michael J. Connolly  Ashley R. Prososki  Seth D. Pollak 《Child development》2014,85(2):501-512

Child maltreatment often has a negative impact on the development of social behavior and health. The biobehavioral mechanisms through which these adverse outcomes emerge, however, are not clear. To better understand the ways in which early life adversity affects subsequent social behavior, changes in the neuropeptide oxytocin (OT) in children (n = 73) aged 8.1–11.5 years following a laboratory stressor were examined. Girls with histories of physical abuse have higher levels of urinary OT and lower levels of salivary cortisol following the stressor when compared to controls. Abused and control boys, however, do not differ in their hormonal responses. These data suggest that early adversity may disrupt the development of the stress regulation system in girls by middle childhood.  相似文献   

How do socioeconomic attainment gaps in early mathematical ability arise?     

Ella James-Brabham  Toni Loveridge  Francesco Sella  Paul Wakeling  Daniel J. Carroll  Emma Blakey 《Child development》2023,94(6):1550-1565

Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge. Two cross-sectional correlational studies were conducted in 2018–2019 with socioeconomically diverse preschoolers, to explore four factors that might explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activities (N = 304, 54% female; 84% White, 10% Asian, 1% black African, 1% Kurdish, 4% mixed ethnicity). Inhibitory control and verbal ability emerged as indirect factors in the relation between socioeconomic status and mathematical ability, but neither working memory nor home activities did. We discuss the implications this has for future research to understand, and work towards narrowing attainment gaps.  相似文献