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In schools, the notion of ‘care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education (AE) across the UK, and looking in depth at two cases of complementary AE, we identify three types of disciplinary regimes at work in schools: (1) dominant performative reward and punishment, (2) team-building and (3) therapeutic. We argue that while all three regimes aim to steer identified students back to the norm, the two complementary approaches that we saw avoided the narrow instrumental behaviourist approaches of the dominant pattern. In so doing, they also opened up wider horizons of possibility and ways to be and become. 相似文献
2.
Elizabeth E. O’Neal Shiwen Zhou Yuanyuan Jiang Joseph K. Kearney Jodie M. Plumert 《Child development》2021,92(2):e173-e185
This investigation examined parental scaffolding of children’s prospective control over decisions and actions during a joint perception-action task. Parents and their 6-, 8-, 10-, and 12-year-old children (N = 128) repeatedly crossed a virtual roadway together. Guidance and control shifted from the parent to the child with increases in child age. Parents more often chose the gap that was crossed and prospectively communicated the gap choice with younger than older children. Greater use of an anticipatory gap selection strategy by parents predicted more precise timing of entry into the gap by children. This work suggests that social interaction may serve as an important experiential mechanism for the development of prospective control over decisions and actions in the perception–action domain. 相似文献
3.
Michelle T. Chamberlin Jeff D. Farmer Jodie D. Novak 《Journal of Mathematics Teacher Education》2008,11(6):435-457
The purpose of the project reported in this article was to evaluate how assessing teachers’ mathematical knowledge within
a professional development course impacted from the teachers’ perspective their learning and their experience with the course.
The professional development course consisted of a 2-week summer institute and the content focus was geometry. We had decided
to assess the mathematical learning of the teachers during this professional development course for various accountability
reasons, but were concerned about possible negative by-products of this decision on the teachers and their participation.
Thus, we worked to design assessment in ways that we hoped would minimize negative impacts and maintain a supportive learning
environment. In addition, we undertook this evaluation to examine the impacts of the assessment, which included homework,
quizzes, various projects, and an examination for program evaluation. Seventeen grade 5–9 teachers enrolled in the course
participated in the study by completing written reflections and by describing their experiences in interviews. We learned
that while our original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment.
The article concludes by describing the various properties of the assessments that the teachers identified as contributing
to their learning of the geometry content, many of which align with current recommendations for assessing and evaluating grade
K-16 mathematics students.
相似文献
| Michelle T. ChamberlinEmail: |
4.
Children's perception of gap affordances: bicycling across traffic-filled intersections in an immersive virtual environment 总被引：1，自引：0，他引：1
This study examined gap choices and crossing behavior in children and adults using an immersive, interactive bicycling simulator. Ten- and 12-year-olds and adults rode a bicycle mounted on a stationary trainer through a virtual environment consisting of a street with 6 intersections. Participants faced continuous cross traffic traveling at 25 mph or 35 mph and waited for gaps they judged were adequate for crossing. Children and adults chose the same size temporal gaps, but children left far less time to spare between themselves and the approaching vehicle when they crossed the intersection. Relative to adults, children delayed in getting started and took longer to reach the roadway. Discussion focuses on developmental changes in how children coordinate self movement with object movement. 相似文献
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The English further education (FE) sector caters for young learners who are regularly defined as at risk due to a range of economic and social challenges, as transitions from youth to adulthood become more protracted, and inequalities amongst young people and between generations persist and deepen. At a time when policy places increasing responsibilities on governors and leaders to balance college performance and cost-effectiveness against FE’s long-standing social justice mission, this article analyses how this tension plays out through the discursive construction of young learners by two English college governing boards. We use a critical discourse analysis approach to connect how young learners are ‘talked into being’ through the micro-level processes of governing within the wider context in which college governing operates. We argue that, despite a wider drive for governors to interact with learners, their understanding of learners is dominated by data, through which young learners in particular are constituted as a risk rather than at risk. We explore the discursive constructions of young learners that ensue in this data-dominated context, and the social practices governing boards use to manage the risks posed by young learners. We highlight the different positionings of governors and college senior managers within these constitutive practices, arguing that the ways young learners are discursively constructed is revealing of a central tension in college governing practices—that between the high-performing and the socially just college. 相似文献
7.
There are many factors that can negatively impact a mother developing a copious milk supply and being able to exclusively breastfeed her infant. In this article, we present two case exemplars (glandular hypoplasia and breast reduction surgery) to illustrate that not all mothers may be able to develop a full milk supply, and that families should receive appropriate prenatal anticipatory education and guidance from childbirth educators and all health-care providers. Important considerations include the value of every drop of milk that the mother is able to produce, treating the milk as an important medical intervention, and developing a plan with the family for supplementation so the infant can receive adequate intake for growth. 相似文献
8.
Christopher Joyce Angus Burnett Jodie Cochrane Kevin Ball 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):108-120
The aims of this study were (i) to determine whether significant three-dimensional (3D) trunk kinematic differences existed between a driver and a five-iron during a golf swing; and (ii) to determine the anthropometric, physiological, and trunk kinematic variables associated with clubhead speed. Trunk range of motion and golf swing kinematic data were collected from 15 low-handicap male golfers (handicap = 2.5 ± 1.9). Data were collected using a 10-camera motion capture system operating at 250 Hz. Data on clubhead speed and ball velocity were collected using a real-time launch monitor. Paired t-tests revealed nine significant (p ≤ 0.0019) between-club differences for golf swing kinematics, namely trunk and lower trunk flexion/extension and lower trunk axial rotation. Multiple regression analyses explained 33.7–66.7% of the variance in clubhead speed for the driver and five-iron, respectively, with both trunk and lower trunk variables showing associations with clubhead speed. Future studies should consider the role of the upper limbs and modifiable features of the golf club in developing clubhead speed for the driver in particular. 相似文献
9.
Robert T. Ammerman Frank W. Putnam Mekibib Altaye Liang Chen Lauren J. Holleb Jack Stevens Jodie A. Short Judith B. Van Ginkel 《Child abuse & neglect》2009,33(3):127-138
ObjectiveThe expansion of Home Visitation Programs for at-risk, first-time mothers and their young children has drawn attention to the potential impact of depression on program outcomes, yet little research has examined depression in the context of home visitation. The purpose of this study was to determine the prevalence of and changes in depressive symptoms in mothers enrolled in home visitation and identify predictors of change in symptoms over the first 9 months of service.MethodsSubjects consisted of 806 at-risk, first-time mothers enrolled in a Home Visitation Program. Self-reported depression was measured at enrollment and again 9 months later. Established clinical cutoffs were used to identify clinically elevated levels of depression. Additional measures were taken of interpersonal trauma history, concurrent intimate partner violence, and social support.ResultsResults indicated that: (1) 45.3% of mothers had clinically elevated symptoms of depression at some point during the first 9 months of service, (2) 25.9% of mothers had elevated symptoms at both time points or at the 9-month assessment, and (3) 74.1% experienced an interpersonal trauma prior to enrollment. Lack of improvement or worsening of depressive symptoms from enrollment to 9 months was best predicted by pre-enrollment interpersonal trauma history, young maternal age, being African American, and symptoms severe enough to have led to mental health treatment.ConclusionsFindings suggest that maternal depressive symptoms are a significant problem in home visitation. The role of interpersonal trauma in depressive symptoms, and how to best address these clinical issues in home visitation, warrants further examination.Practice implicationsMaternal depression is prevalent in Home Visitation Programs, and many mothers exhibit elevated symptoms at multiple time points over the first year of service. Interpersonal trauma history is also prevalent, and is predictive of increased depressive symptoms over time. Home Visitation Programs should note that mothers with interpersonal trauma history, young maternal age, and being African American have an increased likelihood of persistent depressive symptoms, which may in turn pose significant challenges to providing services. 相似文献
10.
Jodie Michelle 《中学生英语》2005,(9):16-16
目前，政府尽最大努力进行教育改革，大力提倡素质教育。但在高考中考出高分仍是学校和学生追逐的目标。在高中阶段，教师和学生仍然很累很累，因为各个学校都不得不“轰轰烈烈搞素质教育，踏踏实实搞应试教育。”下面这篇文章让广大读者领略和对比一下澳大利亚的高中学生的学习状态。 相似文献