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Nancy Q. Dudley 《International journal of qualitative studies in education》2013,26(4):325-344
In this paper, underlying principles for guiding participation in human science research are outlined. These research principles were originally utilized as a guiding framework for the author's phenomenological study of the change to a new world‐view identified as the paradigm shift (Dudley, 1987). Using this study as an example, the paper focuses on the integration of participatory concepts in research. The concept of participation as ethics discussed in this paper includes the following dimensions: integrity congruence among problem, paradigm, and method; process‐orientation a commitment to research as a shared journey of discovery; empathetic relationships an ethic of mutuality; and empowerment in community a view of knowledge as communal achievement. Finally, a participatory ethic is discussed in terms of its congruence with values that are at the heart of the new social science paradigm. 相似文献
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PROSPECTS - While numerous studies have highlighted the benefits of physical activity on cognitive health, learning, and executive function, maintaining physical activity throughout one’s... 相似文献
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This paper reports the findings of an exploratory study concerning the development of higher-order conceptual understanding of Teaching Games for Understanding (TGfU) among physical education pre-service teachers. The development of such understandings has been seen as problematic among pre-service teachers (Randall, 2003). An analysis of the responses given in a high- stakes examination of 165 pre-service physical education teachers was used to investigate varying levels of understanding in TGfU pedagogy. This paper reports specific examples of student responses in a written high-stakes examination and justifies how a two-cycle structure of the observed learning outcome (SOLO) model can discriminate between the demonstrations of surface and deep conceptual understandings. 相似文献
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Annals of Dyslexia - We provide a meta-analytic review of all group-comparison studies that used reading-level match design, were conducted in highly consistent European orthographies, included... 相似文献
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J. Dudley Herron 《科学教学研究杂志》1966,4(3):159-170
A comparison of student performance on CHEM Study chemistry and conventional chemistry in terms of certain cognitive abilities. 相似文献
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In this article we review the evidence of the impact of lesson study on student learning, teacher development, teaching materials, curriculum, professional learning and system enhancement. We argue for lesson study to be treated holistically as a vehicle for development and improvement at classroom, school and system levels rather than as a curricular or pedagogical intervention. We illustrate the need for this approach to evaluating lesson study through a complex case exemplar which used Research Lesson Study (a form of lesson study popular in the UK and Europe) to develop learning, teaching, curriculum and local improvement capacity across schools initially involved in a two‐year mathematics curriculum development project that later evolved into three self‐sustaining, voluntary lesson study school hubs in London. We discuss resulting changes in culture, practice, belief, expectation and student learning. We argue as a result for greater policy level understanding of this expanded conception of lesson study as a vehicle in classroom, school and system transformation. 相似文献
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Dudley D. Cahn 《Communication quarterly》2013,61(4):38-44
What model does one use to understand interpersonal communication and how does one apply such a model when teaching a course in interpersonal communication? The author presents and applies a self‐validation model and topology of transactional relationships to help select concepts, principles, and skills that are essential for the study of interpersonal communication. 相似文献
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The Writer in Education 总被引：1，自引：0，他引：1