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It is well established that technological education is not just about the development of technical expertise. A socially constructed view of technology aims to recognise the culture of technology. Technology education as expressed in the New Zealand curriculum provides an opportunity for societal issues to have equal space with technological capability and technological knowledge. However, when technological activities focus on solutions it is all too easy for stakeholders' positions to be ignored. There is a need for a teaching approach to engage in a liberating technological literacy discourse where values and beliefs of all participants directly and indirectly involved in the activity, are examined. This research monitored a professional development programme where identification of the values represented in a familiar object provided a model for discussion and the development of a teaching environment that promoted consideration of values during problem-solving. The data have been collected from primary school teachers who developed teaching programmes for Years 1 to 8 (5–12 years). 相似文献
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Sharon ABBEY Bev BAILEY Jane Dubrick Kathleen Moore Joyce Nyhof-YOUNG Erminia Pedretti Ron Saranchuk 《International journal of qualitative studies in education》2013,26(1):101-102
Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations. 相似文献
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Victor D Hopper 《Endeavour》1978,2(3):121-126
Measurement of vertical and horizontal wind velocity is of great importance in many contexts, such as investigation of air pollution, weather forecasting, and air-traffic control. In recent years continuously recording acoustic sounders have been developed which give reliable results at reasonable cost: some 200 are now in use in at least 15 countries. 相似文献
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Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities 总被引：1，自引：0，他引：1
Joel J. Mintzes Bev Marcum Christl Messerschmidt-Yates Andrew Mark 《Journal of Science Teacher Education》2013,24(7):1201-1218
Emerging from Bandura’s Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in personal self-efficacy and outcome expectancy among teachers engaged in PLCs that featured Demonstration Laboratories, Lesson Study, and annual Summer Institutes. Significant changes favoring the experimental group were found on all quantitative measures of self-efficacy. Structured clinical interviews revealed that observed changes were largely attributable to a wide range of direct (mastery) and vicarious experiences, as well as emotional reinforcement and social persuasion. 相似文献
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Linda Hargreaves Bev Hopper 《Early Years: An International Journal of Research and Development》2006,26(2):171-186
Using survey and interview data from the Teacher Status Project, this paper explores early years teachers' sense of status and compares it with primary and secondary teachers' perceived status. If, as Hoyle has suggested, working with children is an intractable barrier to enhanced status in the eyes of the public, early years teachers are faced with the greatest challenge. At the same time, their closer links with parents and community affords them more opportunity to enhance the esteem in which they are held through the way that they do their work. The data seem to support this view, but it is argued that whilst curriculum guidance, and the recognition of the Foundation Stage have enhanced these teachers' sense of status in the public eye, the effects of the ten‐year strategy could undermine this progress unless an emphasis is placed on the teaching, pedagogical element of their specialist expertise. 相似文献
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Lachman P Poblete X Ebigbo PO Nyandiya-Bundy S Bundy RP Killian B Doek J 《Child abuse & neglect》2002,26(6-7):587-617
The challenges facing children in the 21st century are immense and will need to be faced if we are to achieve the goal of child protection for all. Three specific constraints on child protection are examined in this article, namely poverty, HIV/AIDS infection, and war. The authors use their experience in Africa to raise issues of resilience and adaptation, dangers to child protection programs, and possible solutions. Poverty can be both financial and psychological, and this affects the effect of prevention programs. In many African and Asian countries, the AIDS pandemic has changed the social structure of society with AIDS orphans and children infected and affected by HIV/AIDS becoming more common. The impact has devastating effects on the way we view child protection and in particular child sexual abuse. The consequences of post-traumatic stress resulting from war needs to be addressed, and the development of programs that place children in the center of relief programs to foster a culture of child protection is essential. Finally, the article notes that the picture is not overly pessimistic and the examines the achievements in the field of children's rights which underpin all programs aimed at protecting children and the future need to consolidate successes achieved. 相似文献
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This study compared principal and self ratings of performance of guidance functions for practicing counselors who did not have teaching experience. The sample consisted of 43 counselors and their principals from throughout the United States. The ratings indicate better-than-average initial counselor acceptance by administrators, teachers, students, and parents with the degree of acceptance being greater after they had counseled for a while. Principal and self ratings differed significantly on initial acceptance by students and present acceptance by other counselors. Ratings of acceptance by both school psychologists and social workers were below average. There was no significant difference in counselor and principal ratings of counselor understanding of various school procedures and policies or of their ability to perform basic guidance activities. A majority of the principals who had worked with the counselors with non-teaching backgrounds indicated they would recommend the hiring of such a person to their school board. 相似文献
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Sarah L. Carter Rebekha Duncan Andries L. Weidemann Luke S. Hopper 《Journal of sports sciences》2018,36(19):2217-2225
Turnout is a central element of classical ballet which involves sustained external rotation of the lower limbs during dance movements. Lower leg and foot compensation mechanisms which are often used to increase turnout have been attributed to the high incidence of lower limb injury in dancers. Evaluation of dancers’ leg posture is needed to provide insight into the lower limb kinematic strategies used to achieve turnout. The primary purpose of this study was to use 3D kinematic analyses to determine the lower leg and foot compensations that are incorporated by female university dancers to accentuate their turnout. Active and passive external tibiofemoral rotation (TFR) was also measured. A moderate-strong negative relationship was observed between hip external rotation (HER) and foot abduction in the three first position conditions. A moderate negative relationship was found between passive TFR and foot abduction in all first position conditions. Our findings suggest dancers are more likely to pronate, than rotate the knee to compensate for limited HER. Dancers with a limited capacity to pronate may force additional rotation via the knee. Ongoing research would benefit from more in-depth analyses of the foot/ankle complex using a multi-segment foot model. 相似文献
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Chris A. Hopper Mary B. Gruber Kathy D. Munoz Robert A. Herb 《Research quarterly for exercise and sport》2013,84(3):315-321
Abstract The purpose of this study was to examine the effect of parental involvement in a school-based program about exercise and nutrition. One fifth grade and one sixth grade class were randomly assigned to each of the three different treatment conditions, a school-and-home condition (n = 45), a school-only condition (n = 43), and a control condition (n = 44). In the school-and-home condition, the children's parents were also asked to participate in nutritional and exercise activities at home as a family “home team.” A multivariate analysis of variance on change scores was completed on the following variables: height, weight, skinfold, sit-and-reach, sit-ups, mile run, exercise knowledge, saturated fat, cholesterol, percent calories from fat, percent calories from carbohydrates, and nutrition knowledge. There was a significant difference among groups. The school-and-home and school-only groups showed significantly greater improvement than the control group but were not significantly different from each other. Univariate analyses on posttest scores indicated that the school-and-home children scored significantly higher than the control group on sit-and-reach flexibility and nutrition knowledge. The results indicate that including the family was primarily effective in facilitating children's improvements in flexibility and nutrition knowledge rather than in diet and exercise behaviors. 相似文献