排序方式： 共有122条查询结果，搜索用时 15 毫秒
81.
《Sport Management Review》2019,22(5):584-599
Delivering Sport-for-All is a major challenge for sport organizations and policy-makers worldwide. Sport-for-All is a practical activity and a knowledge intensive field, characterized by dispersed knowledge creation and sharing processes involving numerous agencies, professionals and volunteers; in other words, it is a community of practice. Communities of practice are vehicles that allow knowledge sharing and creation in intensive and dispersed settings. Learning in communities is enhanced by knowledge brokers, a role typically assumed by governing bodies of sport as part of their formal mandates. In this study, the authors use a community of practice lens to look at Sport-for-All. The authors collected and analyzed data on Sport-for-All communities on the regional (Flanders), national (Australia and England), and international (Sport and Development) level by interviewing key people in each of the communities, and by interrogating virtual knowledge repositories (websites) and public web-based data. Results indicated the existence of Sport-for-All communities of practice with governing bodies of sport acting as brokers in those communities for sharing knowledge, exploration of new ideas, and knowledge creation. However, governing bodies of sport are not strategically exploiting the full potential of online tools to enhance the communities. They ought to focus on supporting the communities by taking a more strategic approach and using new media tools, and let the community of practice standards emerge instead of determining them. 相似文献
82.
Viewing classroom discipline as negotiable social interaction: A communities of practice perspective
Classroom discipline is a major concern of American teachers and why many leave teaching. A conventional view of learning is so deeply interrelated with schooling in the American culture it also drives the view of discipline, especially in urban contexts where students are disproportionately failed and excluded by the mainstream educational system. The purpose of this paper is to propose a critical social practice view of learning as defined by legitimate peripheral participation (LPP), providing a communities of practice framework to guide future research that sets out to transform conventional views of learning, particularly within the context of classroom discipline. 相似文献
83.
By definition and purpose, education is the development of human capital towards meeting the individual and social needs of learners and their societies. This transdisciplinary collaboration parallels the underpinning principle of Lave and Wenger's Legitimate Peripheral Participation (Lave & Wenger, 1990) to South Africa's post-colonial legitimation of alternative sites and enskilment canons. Central to both is legitimation of knowledge acquisition from communities of practice or sites and ‘knowers’ (Mphahlele, 1992) ‘outside formal institutions’ of teaching/learning. Considered and termed ‘informal’ and by deduction, less legitimate for meritorious enskilment, the 62 and 65 decrees a transformative paradigm and method of validating these sites and their skills production. SAQA highlights the fact that the pedagogical approach of such sites is context- and learner-centred with demonstrable socially valuable skills. This post-colonial mandate thus centres the Recognition of Prior Learning (RPL) as an acknowledgement of multiple foci of skills production, decreeing their overdue certification, as in our case study of the Van Wyk situation. The approach confronts and deconstructs the colonial marginalisation of human capital from outside ‘formal’/official institutions. It is part of the ideological framework of redressing the race and class exclusion mechanisms of artisans and others from the landscape of skills possession. It subscribes therefore to the canon of different ‘ways of knowing’ (Mosala, 1998). Van Wyk's narrative exemplify the merits of ‘outside-institutions’ learning and enskilment to various levels of complexity. The objective of such legitimation is that certification provides credibility and legitimacy, thereby widening the marketability of apprentices' skills. The social recognition and accorded certification thereof carries uncontested confirmation of expertise. 相似文献
84.
Chasms and bridges: Generativity in the space between educators' communities of practice 总被引：1，自引：0，他引：1
This article presents findings from an ethnographic study that explored how participation in an educator network contributed to the production of meaning, identity, and agency among the teachers and school district administrators involved. Prominent in this process were the differences between practice in the network, consisting of dialogue informed by theory, inquiry, and reflection on professional experience, and the practice of participants' workplace communities. I argue that identities afforded by multimembership in these very different communities, along with the bridges participants worked to build between the communities, hold promise for generating change in the field of education. 相似文献
85.
《普罗米修斯》2012,30(3):229-236
This paper examines how Estonians dealt with the news concerning the September 11 attacks in the new electronic communication space of the Internet. This work will summarize people's discussions on the Internet relating to the September 11 attacks by outlining the different narratives that carried people's attitudes and knowledge. The paper aims to show that the Internet was used, not only as a medium for obtaining more information about the attacks, but also as a medium for discussion and crisis support. This research is based on: (1) a survey amongst Tartu University students and follow-up semi-structured interviews; (2) an analysis of the comment pages on Estonian electronic newspapers; and (3) an analysis of three chat logs from Estonian talkers. 相似文献
86.
福建省城市社区老年体育健身现状调查与分析 总被引：2，自引：0，他引：2
采用问卷调查法、文献资料法、访谈等研究方法,对福建城市社区老年体育健身活动的现状进行调研,并对其进行科学性和健康性分析,找出存在的问题,提出相应的对策和建议。 相似文献
87.
Philip M. Keys 《Journal of Educational Change》2007,8(1):41-60
This study describes a theoretical knowledge filter model that explains how teacher knowledge (beliefs and practices) shaped
the implementation of a science curriculum in Australia. Over four school terms, four elementary and three secondary teachers
participated in the study. Through the methodology of educational criticism (Eisner, 1991, The enlightened eye. New York: Macmillan) the results revealed that, in relation to their teaching, the teachers possessed three sets of beliefs:
teachers’ expressed beliefs, teachers’ entrenched beliefs and teachers’ manifested beliefs. The outcome of this study is a
model for identifying and observing the impact of teachers’ beliefs that can be utilised in facilitating change in education
and in influencing communities of practice. 相似文献
88.
Exploring diversity through ethos in initial teacher education 总被引：1，自引：0，他引：1
This paper considers whether there is value in introducing student teachers to schools of different ethos as part of their initial teacher education. A 2-year study of undergraduate post-primary student teachers at a university college in Northern Ireland reveals that encounters with schools of different ethos can help student teachers to understand differences between schools and their visions of education, as well as correcting misunderstandings and challenging stereotypes. It is argued that as a result of experiencing diverse examples of ethos, student teachers may also be helped to understand the complexity of schools as organisations and to position themselves and their professional practice within wider debates about the aims of education and schools as communities of practice. 相似文献
89.
90.
This article explores the roles of on-line publications in promoting ethnic communication. Through a case study of the on-line Chinese language publications, it examines the potentials of such publications in supplementing and expanding the functions of the traditional ethnic media, strengthening cultural and communal ties of the ethnic groups, and mobilizing them for action The authors argue that in the age of cyberspace, the role of ethnic media in fortifying the cultural traits of ethnic immigrants is expected to be further strengthened. As a result, ethnic groups are more likely to be assimilated into the mainstream culture without losing their own cultural roots and ethnic identity. 相似文献