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McCaughtry N Barnard S Martin J Shen B Kulinna PH 《Research quarterly for exercise and sport》2006,77(4):486-497
The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development. 相似文献
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This article presents the results of a single case study from a cooperation school in the Netherlands. A cooperation school is the result of a merger between a public and a denominational school. Pupils from secular and religious backgrounds meet in the classroom. This religious diversity in this school is explored by an empirical research study. The research question was how key values of the school and of its teachers are exerted in religious education. Content analysis of interviews and videos of the ‘moment of contemplation’ show that there is a discrepancy between the school values and the practice of this moment. Conclusions concerning a social and a substantive perspective are drawn in the light of theoretical insight concerning diversity in religious education. 相似文献
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Instructional design is not a linear process: designers have to weigh the advantages and disadvantages of alternative solutions,
taking into account different kinds of conflicting and changing constraints. To make sure that they eventually choose the
most optimal one, they have to keep on collecting information, reconsidering continuously whether their own decisions are
still justified in the light of the latest insights. We have studied the role of iteration during instructional design. For
our research, we have used an ISD-based method for the specification of training simulators. During our empirical evaluation
study, we introduced five events that are likely to cause iteration. The results show that the quality of the designs is not
directly related to the amount of iteration. We conclude that there are different kinds of iteration, triggered by different
kinds of actions and events. We propose a list of triggers for iteration some of which originate from outside (new information,
new opinions/arguments and acquisition procedures); others are caused by, or evolve from interaction with the design process
itself (discovery of missing input, need to repair errors, new insights based on work later on in the design process, and
new ideas of the designers).
in final form: 4 August 2005 相似文献
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Nate McCaughtry Sara Barnard Jeffrey Martin Bo Shen Pamela Hodges Kulinna 《Research quarterly for exercise and sport》2013,84(4):486-497
The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development. 相似文献
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Barnard Hewitt 《Quarterly Journal of Speech》2013,99(4):385-396
IN PRAISE OF PROMETHEUS: HUMANISM AND RATIONALISM IN AESCHYLEAN THOUGHT. By Leon Golding. Chapel Hill: University of North Carolina Press, 1966; pp. ix+137. $5.00. THE POLITICAL BACKGROUND OF AESCHYLEAN TRAGEDY. By Anthony J. Podlecki. Ann Arbor: University of Michigan Press, 1966; pp. x+188. $7.50. TWELFTH NIGHT AND SHAKESPEARIAN COMEDY. By Clifford Leech. Toronto: University of Toronto Press, 1965; pp. vii+88. $3.50. HAMLET AND REVENGE. By Eleanor Presser. Stanford, Calif.: Stanford University Press, 1967; pp. xiv+287. $7.50. THE THEATRE OF THE FRENCH REVOLUTION. By Marvin Carlson. Ithaca: Cornell University Press, 1966; pp. xii+328. $10.00. ROYALL TYLER. By G. Thomas Tanselle. Cambridge, Mass.: Harvard University Press, 1967; pp. xvi+281. $7.50. DRAMAS FROM THE AMERICAN THEATRE 1762–1901. Edited and Introduction by Richard Moody. Cleveland: World Publishing, 1966; pp. 873+illus. $15.00. THE LANGUAGE OF CRITICISM. By John Casey. New York: Barnes &; Noble, 1966; pp. xii+205. $5.75. MARK TWAIN'S LETTERS TO HIS PUBLISHERS, 1867–1894. Edited with an introduction by Hamlin Hill. Berkeley: University of California Press, 1967; pp. xiv+388. $10.00. MARK TWAIN'S SATIRES AND BURLESQUES. Edited with an introduction by Franklin S. Rogers. Berkeley: University of California Press, 1967; pp. viii+485. $10.00. MARK TWAIN'S WHICH WAS THE DREAM. Edited by John S. Tuckey. Berkeley: University of California Press, 1967; pp. xi+588. $10.00. AMBROSE BIERCE: A BIOGRAPHY. By Richard O'Connor. Boston: Little, Brown, 1967; pp. 333. $6.95. W. SOMERSET MAUGHAM. By M. K. Naik. Norman: University of Oklahoma Press, 1966; pp. ix+221. $4.95. REMEMBERING MR. MAUGHAM. By Gar‐son Kanin. Foreword by Noel Coward. New York: Atheneum, 1966; pp. vi+313. $5.95. SOMERSET AND ALL THE MAUGHAMS. By Robin Maugham. New York: New American Library, 1967; pp. 224. Paper $0.95. FROM PROUST TO CAMUS: PROFILES OF MODERN FRENCH WRITERS. By André Maurois. Translated by Carl Morse and Renaud Bruce. Garden City, N.Y.: Double‐day, 1966; pp. 368. $5.95. RELIGION AND THE AMERICAN MIND: FROM THE GREAT AWAKENING TO THE REVOLUTION. By Alan Heimert. Cambridge, Mass.: Harvard University Press, 1966; pp. x+668. $12.50. THE GREAT AWAKENING: DOCUMENTS ILLUSTRATING THE CRISIS AND ITS CONSEQUENCES. Edited by Alan Heimert and Perry Miller. Indianapolis: Bobbs‐Merrill, 1967; pp. lxx+663. $7.50; paper $3.75. BENJAMIN FRANKLIN. By Ralph Ketcham. New York: Washington Square, 1965; pp. xiv+226. $3.95. BENJAMIN FRANKLIN: ENVOY EXTRAORDINARY. By Roger Burlingame. New York: Coward‐McCann, 1967; pp. 255. $5.75. DANIEL WEBSTER AND THE SUPREME COURT. By Maurice G. Baxter. Amherst: University of Massachusetts Press, 1966; pp. ix+265. $6.75. THE PAPERS OF WOODROW WILSON, Vol. II, 1881–1884. Edited by Arthur S. Link. Princeton, N. J.: Princeton University Press, 1967; pp. xvi+680. $15.00. THE PRESIDENCY OF WOODROW WILSON: PRELUDE TO A WORLD CRISIS. By Leon H. Canfield. Rutherford, N. J.: Fairleigh Dickenson University Press, 1966; pp. xv+299. $6.00. LANDON OF KANSAS. By Donald R. McCoy. Lincoln: University of Nebraska Press, 1966; pp. x+607. $8.50. CHANGING VIEWS ON BRITISH HISTORY: ESSAYS ON HISTORICAL WRITING SINCE 1939. Edited by Elizabeth Chapin Furber. Cambridge, Mass.: Harvard University Press, 1966; pp. xii+418. $9.00. HUMAN COMMUNICATION THEORY: ORIGINAL ESSAYS. Edited by Frank E. X. Dance. New York: Holt, Rinehart and Winston, 1967; pp. x+333. $6.50. NEBRASKA SYMPOSIUM ON MOTIVATION: 1966. Edited by David Levine. Lincoln: University of Nebraska Press, 1966; pp. ix+209. $5.95; paper $2.75. COMMUNICATION: THEORY AND RESEARCH. Edited by Lee Thayer. Springfield, Ill.: Charles C Thomas, 1966; pp. xv+583. $22.50. COMMUNICATION: CONCEPTS AND PERSPECTIVES. Edited by Lee Thayer. Washington: Spartan Books, 1967; pp. viii+440. $14.00. COMMUNICATION AND PUBLIC RELATIONS. By Edward J. Robinson. Columbus: Charles E. Merrill, 1966; pp. 618. $9.50. THE PLAY THEORY OF MASS COMMUNICATION. By William Stephenson. Chicago: University of Chicago Press, 1967; pp. x+225. $5.00. MICROCOSM: STRUCTURAL, PSYCHOLOGICAL AND RELIGIOUS EVOLUTION IN GROUPS. By Phillip E. Slater. New York: John Wiley, 1966; pp. ix+276. $7.95. MODERN INTERNATIONAL NEGOTIATION: PRINCIPLES AND PRACTICE. By Arthur Lall. New York: Columbia University Press, 1966; pp. xii+404. $8.95. BIOLOGICAL FOUNDATIONS OF LANGUAGE. By Eric H. Lenneberg. Appendices by Noam Chomsky and Otto Marx. New York: John Wiley, 1967; pp. xvi+489. $14.95. PORTRAITS OF LINGUISTS: A BIOGRAPHICAL SOURCE BOOK FOR THE HISTORY OF WESTERN LINGUISTICS, 1746–1963. Edited by Thomas A. Sebeok. Bloomington: Indiana University Press, 1966; pp. xvi+580, I; 605, II. $27.50 set. THE APHASIC CHILD: A NEUROLOGICAL BASIS FOR HIS EDUCATION AND REHABILITATION. By Alice Calvert Roberts. Foreword by Louis D. Boshes. Springfield, Ill.: Charles C Thomas, 1966; pp. xi+79. $4.50. CHILDHOOD APHASIA AND BRAIN DAMAGE: VOLUME III, HABILITATION. Edited by Sheldon R. Rappaport. Norris‐town, Pa.: Pathway School, 1966; pp. vii+ 120. Paper $3.25. 相似文献
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