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1.
Gilbert SF 《CBE life sciences education》2008,7(1):12-13
Note from the Editor 相似文献
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Karley Beckman Sue Bennett Lori Lockyer 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3315-3328
Disparities in the technology practices, skills and knowledge of school students still exist, despite widespread investment, and use in schools. In order to understand why inequalities remain, we first need a more nuanced understanding of students’ technology practice, including understanding how their backgrounds, circumstances and experiences shape their perceptions of and engagement with technology. This paper proposes that research in the field of educational technology would benefit from a sociological framing in order to highlight how and why students use technology at school and in their everyday lives. The paper reports on a qualitative embedded case study of 13–16-year-old students in two Australian secondary schools. In-depth case studies of two selected students illustrate the complex nature of students’ technology practice. Bourdieu’s concepts of field, habitus and capital are used as a lens through which to view and understand inequalities in students’ technology practice. The findings demonstrate the utility of sociological theory in educational technology research by highlighting systems and structures of reproduction and transformation. Furthermore, the findings can inform an approach to teaching and learning that considers students’ varied experiences, knowledge, perspectives and backgrounds relating to technology. 相似文献
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Katherine D. Veazey Morris Gilbert R. Parra Sarah R. S. Stender 《Journal of College Counseling》2011,14(1):21-33
The authors assessed the influences of several risk factors—self‐esteem, history of unwanted sexual contact (USC), depression, and sorority membership—on eating‐related and weight‐related attitudes and behaviors. Findings provide support for the roles of self‐esteem, depression, and USC on restricting attitudes. According to the authors' model, these independent variables predicted restricting attitudes that then predicted restricting behaviors. Implications for preventive interventions and the study's limitations are discussed. 相似文献
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Kyle J. M. Bennett Job Fransen Brendan R. Scott Colin E. Sanctuary Tim J. Gabbett Ben J. Dascombe 《Journal of sports sciences》2016,34(16):1542-1546
This study examined the skill involvements of three positional groups across a junior representative rugby league season. Data were collected from 45 rugby league players (mean ± SD; age = 16.5 ± 1.0 years) currently participating in the Harold Matthews and SG Ball Cup. Players were subdivided into hit-up forwards, adjustables and outside backs. The frequency (n · min?1) of offensive, defensive and overall involvements was coded for each group using a notation system and a practical coach skill analysis tool. Multivariate analysis of variance (MANOVA) revealed a significant effect of playing position on skill involvements (F = 9.06; P < 0.001; ES = 0.41). Hit-up forwards performed a significantly greater frequency of offensive (0.31 ± 0.10), defensive (0.42 ± 0.15) and overall involvements (0.74 ± 0.19) when compared to adjustables (0.20 ± 0.08, 0.28 ± 0.08 and 0.52 ± 0.15, respectively) and outside backs (0.20 ± 0.12, 0.11 ± 0.07 and ± 0.31 ± 0.17, respectively). Further, adjustables performed a significantly greater number of defensive (0.28 ± 0.08) and overall involvements (0.52 ± 0.15) when compared to outside backs (0.11 ± 0.07 and 0.31 ± 0.17, respectively). The findings of this study suggest that it is important to consider a junior player’s positional group when analysing their skill involvements. Information gained from this study could assist in the design of specific training methodologies for junior rugby league players in high-level talent development programmes. 相似文献
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Andrew Gilbert 《Journal of Science Teacher Education》2011,22(5):393-415
This study chronicled the professional journeys of two beginning science teachers. The focus of the research effort documents
what brought them to science teaching and investigated their resulting career paths. Data artifacts for this instrumental
case study approach included: interviews, written survey responses, personal communications and member checks. All data was
transcribed and coded into emergent categories using a constant comparative analysis approach. The findings indicated that
their decisions to enter and leave teaching were a complex mélange of issues that included career disposition, notions of
isolation, overarching culture of the school, and future possibilities. However, most striking was their re-entry into teaching
on a temporary basis after considerable time away from the classroom, which suggests that teachers develop a sense of agency
regarding their career decisions. This may require researchers to reconsider how we view teacher decision-making within the
context of teacher attrition and mobility. Implications for science teacher education indicate that some teachers may enter
the profession considering teaching to be a transition into a different career path. Secondary science teachers may perceive
multiple career options (beyond the classroom) based on their preparation and teaching experience. Further implications and
possibilities for science teacher education are discussed. 相似文献
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