From objects to subjects: Repositioning teachers as policy actors doing policy work     

《Teaching and Teacher Education》2018

Within policy discourses, teachers are positioned as objects of reform who enact policies under rational systems of observation and accountability and are, therefore, situated as de-professionalized actors lacking expert knowledge. This research project asks relatively straight-forward questions: If practicing teachers were given a voice in political debates over urban education policy and reform, what would they say? What macro-level policy problems would they identify as being important? Findings indicate the primary policy problems include Systemic Inequity and Bad Policy. The primary policy solutions include, Schools as a Community Resource; Shared Decision-Making; Contextual Goals; and Time, Space and Resources.  相似文献   

Childhood maltreatment: A predictor of mental health problems among adolescents and young adults     

《Child abuse & neglect》2018

Child maltreatment is a risk factor for detrimental effects on mental health that may extend to adulthood. This study aimed to examine the association between exposure to childhood maltreatment, socio-demographic factors, and students’ mental health status and self-esteem. A cross-sectional study enrolled a representative sample of 1270 students from Kuwait University. An anonymous self-administered questionnaire included students’ socio-demographic characteristics, history of exposure to childhood physical and/or emotional maltreatment, DASS-21 to assess mental health status, and Rosenberg self-esteem scale was used. Chi-square test and binary logistic regression models were applied. The study found that among participants, 49.6%(95% CI: 64.8%–52.4%), 63.0%(95% CI: 60.3%–65.7%), and 43.8%(95% CI: 41.1%–46.6%) reported having depression, anxiety, and stress respectively. Moreover, 22.5%(95% CI: 20.1%–24.8%) and 18.6%(95% CI:16.5%–20.9%) reported childhood physical and emotional maltreatment, respectively; while 12.7% reported both. Multivariate analysis revealed that experiencing childhood physical and emotional maltreatment were independent contributors to reporting depression and anxiety; while exposure to only emotional maltreatment contributed to reporting stress. Gender, GPA, childhood enrollment in private/public schools, number of close friends, were other contributors to mental health problems. Participants’ median score of self-esteem was 17/30, and only childhood emotional maltreatment was a significant predictor to low self-esteem after adjustment for other confounders. Mental health problems, and experiencing childhood physical and emotional maltreatment were prevalent relatively high among university students. Childhood corporal and emotional maltreatment were independent predictors to adolescents and young adults’ mental health problems. Experiencing childhood emotional maltreatment predicted low self-esteem. Further research to assess culture factors associated with childhood maltreatment is recommended.  相似文献   

视力康复背景下体育锻炼与儿童动态视力关系研究及启示          下载免费PDF全文

潘景玲  蔡赓  殷荣宾  孙雷  王国祥 《体育科研》2019,(1):90-95

目的：探讨动态视力在不同类型体育项目间的发展特征，为体育锻炼改善视力的应用研究提供依据。方法：选取6~10岁无专门体育训练经历的在校学生和参加足球、乒乓球、跆拳道、空手道、游泳、体操等项目的俱乐部或体校学生，共603名。使用动态视力检测仪和标准对数视力灯箱测量动态视力和静态视力。计算动静比（动态视力/静态视力），并将其作为衡量动态视力发展水平的指标。结果：6~7岁是动态视力发展的敏感期（P＜0.05），8岁、10岁男性儿童的动静比高于女性儿童，且差异有统计学意义（P＜0.05）。校外体育练习组的动静比高于普通在校学生组（P＜0.05），开放性运动项目的动静比高于闭锁性运动项目（P＜0.05）。结论：参加体育锻炼对动态视力的发展有积极的影响，且不同运动项目的影响效果不同。  相似文献   

体育文化交流对中美关系改善的作用及启示——基于中美建交40年的历史考察     

肖焕禹  倪京帅 《武汉体育学院学报》2019,53(10):12-18

运用文献资料等研究方法，基于"契机-轨迹"理论，对中美建交40年来体育文化交流情况进行了回顾和梳理，分析了外交政策导向下中美体育文化交流"契机"的形成和"轨迹"的发展，解读中美建交的历史背景和体育文化交流的特征与价值。认为：在"和平与发展""构建开放合作和谐社会""新时代构建新型国际关系"外交政策的影响下，中美体育文化交流具有体育文化财富的共享性、体育竞技的对等性、体育文化交流的公共性特征；中美体育文化交流促进中美建交，促进中美和平发展；改变世界格局，获得话语权；树立国家形象，展示大国责任；深化体育改革，促进社会发展。  相似文献   

Promoting a participatory convergence in a Spanish context: an inter-university action research project using visual narrative     

Elia Fernández-Díaz  Carlos Rodríguez-Hoyos  Adelina Calvo Salvador  Gloria Braga Blanco  Lorea Fernández-Olaskoaga  Prudencia Gutiérrez-Esteban 《Educational Action Research》2019,27(3):362-378

ABSTRACT

This article focuses on the deconstruction of an inter-university action research project that has allowed us to rethink our teaching and research, questioning the social, political and ethical dimensions of the university. Following the pre-assembly proposal to promote participatory convergence, organized within the framework of the 1^st Global Assembly for Knowledge Democracy (2017), an action research process was implemented in order to generate systematic inquiry around the current situation of the university and the need to act and rethink our commitment to promoting changes in this context. We have reflected on the meaning of democratization, rethinking the pedagogical relationship with our students and how we critically commit them to promote activism. We generated an environment where we look for the meaning of our practices by means of a visual narrative which has enabled us to weave and identify our own biography and become aware of where we are and why we act in one way or another. We have also focused on the search for the meaning of our actions in relation to the community we belong to and how to deal with the challenges of social justice, encouraging collaboration with other networks in a wider inter-university framework.  相似文献   

Structure and development of pre-service physics teachers’ professional knowledge     

Stefan Sorge  Jochen Kröger  Stefan Petersen  Knut Neumann 《International Journal of Science Education》2019,41(7):862-889

ABSTRACT

Teachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers.  相似文献   

Probing the amalgam: the relationship between science teachers’ content,pedagogical and pedagogical content knowledge     

Knut Neumann  Vanessa Kind  Ute Harms 《International Journal of Science Education》2019,41(7):847-861

ABSTRACT

This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students’ learning. Since Shulman’s introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, ‘consensus’ model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an ‘amalgam’ of content and pedagogical knowledge.  相似文献   

Contemporary school knowledge democracy: possible meanings,promising perspectives and necessary prerequisites     

Eleni Katsarou  Konstantinos Sipitanos 《Educational Action Research》2019,27(1):108-124

ABSTRACT

The basic aim of this paper is to discuss the concept ‘Knowledge Democracy’ (KD) and what it can mean in the school context, its implications on knowledge production and dissemination and on the educational practices. We try to enrich this discussion by presenting action research projects to provide case studies of how thinking about KD can reshape educational practice. We consider that the discussion on KD has to be enriched as the concept seems very promising with good prospects towards school’s democratization. On the other hand, as it is quite new, it can encompass internal contradictions that can cause problems at the level of practice. So, we consider very important any contribution to this discussion not as another theoretical sample of the debate on the ‘politics of knowledge’, but because any improvement at the thinking of the issue can be reflected on school practices. Any challenge to traditional politics of knowledge can lead to a deeper understanding of the world of schooling and to transformations through new discourses and new approaches to teaching and learning in school.  相似文献   

关于我国引入足球职业裁判制度的思考          下载免费PDF全文

何博芳 《河北体育学院学报》2019,33(4):24-28

职业裁判制度是足球职业化发展到一定阶段的必然产物，其引入将有力提升我国裁判执法水平，助推我国足球事业发展。认为，职业裁判是职业联赛健康发展的关键力量，是足球运动技术发展的客观要求，是提升足球裁判整体水平、统一集中管理的需要。目前，我国的足球裁判存在基数小、水平低、待遇低、环境差等问题。只引入足球职业裁判制度而无配套措施，可能无法解决根本矛盾；目前的国内联赛规模也还无法满足职业裁判发展需求，职业转换难度大及退休保障不足，也阻碍着我国职业足球裁判制度的实施。指出，应加快足球联赛发展，与职业裁判发展互促互进；健全体育裁判法律法规，改革职业裁判组织管理方式；建立健全职业裁判员的薪酬和退休保障体系；注重青少年裁判培养，全面提升在职裁判员业务水平。多管齐下，使足球职业裁判制度发挥更好的效果。  相似文献   

Rethinking participation in the Aarhus as European Capital of Culture 2017 project     

Leila Jancovich  Louise Ejgod Hansen 《Cultural Trends》2018,27(3):173-186

This paper examines the relationship between cultural participation and regional development with reference to the European Capital of Culture in 2017. From the bidding stage, Aarhus 2017 claimed it put “participation” at the heart of its strategic plans, through consultation at roadshows and exhibitions. In addition, it aspired to use culture as a catalyst for development not only in the city of Aarhus but across the region of Central Denmark. This paper, therefore, examines how participation is defined and implemented to address regional development in the Aarhus 2017 process through textual analysis of documentation from Aarhus 2017 and delivery partners as well as over 20 interviews with managers and participants involved in a range of 2017 projects. The paper argues against the common prioritisation of urban and professional cultural institutions and makes the case for decentralised cultural provision that supports both amateurs and professionals through a regional networked structure.  相似文献