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Zoi K. Papageorgaki 《Sport, Education and Society》2018,23(9):916-927
Research that focuses on the lived meaning of specific phenomena with pedagogical significance in physical education is very limited. Moreover, the relevant literature concerns studies that explore the lived meaning of specific physical education phenomena, instead of approaching the physical education lesson as a totality that comes into existence through the class period. This paper concerns a larger research study on the lived experience of physical education, and it reports the findings of two physical education class periods of two sixth-grade classes in a primary school. It draws on phenomenological philosophy and, in particular, van Manen’s methodological suggestions. The purpose is to provide an insightful pedagogical understanding of the physical education practice as it is lived through the class period. Derived from the philosophical method of reduction, the philological method of vocative dimension and the empirical data collected from close observations and interviews from both children and the physical education teacher regarding their lived experience of the two specific class periods, two essential themes are phenomenologically addressed. These are (i) play and the metaphor of the circle and (ii) the dynamic of the lesson turns upside down. The paper concludes by considering the issue of responsibility, which carries an essential character for the professionals who share a phenomenological interest on pedagogy. 相似文献
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Reading and Writing - A correction to this paper has been published: https://doi.org/10.1007/s11145-021-10141-w 相似文献
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Reading and Writing - The study developed a model of linguistic constructs to predict writing quality for college basic writers and analyzed how those constructs changed following instruction.... 相似文献
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Chance, randomness and probability constitute statistical notions that are interrelated and characterize the logicomathematical
thinking of children. Traditional theories support that probabilistic thinking evolves after the age of 7. However, recent
research has underlined that children, as young as 4, may possess and develop basic notions, through mental mechanisms and/or
through intuitive processes. In the current study, preschoolers (N = 200) aged 4–6, participated in two diverse probability tasks related to the likelihood of events and the graphical representation
of randomness. The aim of this study was to test whether children, at this young age, have the ability to predict the most
probable outcome in a probabilistic game with animal cards and whether they can mark symbols randomly distributed in a 5 × 5
matrix. Preschoolers infered correctly the most likely outcome and showed a minimal understanding of randomness by preferring
the uniform rather than random distribution of items. Such findings have both methodological and educational implications
for further research as already the notions of chance and probabilities are integrated in Preschool Mathematics Curricula
worldwide. 相似文献
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Zoi A. Traga Philippakos 《The Journal of educational research》2020,113(3):177-190
AbstractThe purpose of the study was to (a) design and examine the effects of a yearlong professional development model on the writing quality of 3rd to 5th graders across genres and on their teachers’ confidence, and (b) to make revisions based on results and teacher’s feedback. Participants were 11 teachers, 273 students, and a principal. The study had a one-year duration, and instruction was based on genre-based strategy instruction for the genres of opinion, story, and compare-contrast. Data were collected across the academic year, and results showed that students’ writing quality improved across genres taught during the academic year while there were no gender differences on performance. Teachers expressed challenges regarding time to teach writing and meet with peer. Further they shared the need to be provided with quality resources and continuous PD. Revisions for Cycle 2 are included and implications for research and practice are further discussed. 相似文献
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Reading and Writing - The purpose of the study was to examine the feasibility and effectiveness of a distant-professional development model that supported the implementation of genre-based strategy... 相似文献
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Anecdotal reports of student parents’ challenges during the Covid-19 pandemic prompted this explorative study; investigating the lived experiences of UK student parents and the provision of Higher Education support. Data was derived from 91 online surveys, 20 follow-up interviews, and analysis of 100 university websites. This occurred during the pandemic lockdowns whenthe stresses, challenges and opportunities of balancing their simultaneous roles of parent and student were intensified due to school closures. The Double ABC-X model provided a framework for examining participant's lived experiences, and the role that Higher Education institutions could play in effecting positive coping and adaptation. Findings indicate that universities need to implement strategies to enhance support for this sector, including greater awareness of the vulnerabilities and challenges involved, more flexibility and adaptability in the university ethos, formal and informal policies and structures to provide more effective support and advice for juggling these simultaneous demands. 相似文献
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