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Hayley Hudson 《考试》2013,(1):6-8
美国马萨诸塞州小男孩詹姆斯做梦都想拥有一套乐高"绿宝石午夜火车"玩具。他用了整整两年时间攒够了钱款,却失望地发现这款玩具已经停卖了,而无论是网上的少量存货还是二手转卖,它们的标价对詹姆斯来说都是天文数字。于是小男孩给乐高玩具写了一封信询问,却得知这款玩具已经停产。让人内心温暖的是,在詹姆斯11岁生日时,他收到了乐高悄悄寄来了这份惊喜。你一定想分享詹姆斯的快乐,小男孩脸上欢呼雀跃的表情,是不是也让你感动呢?这让我不禁联想起同样让人内心温暖的一个小女孩。当得知妈妈吃光了她的万圣节糖果时,小女孩红着眼眶,挤出笑容安慰妈妈说:妈妈我不生你的气,我只是有点伤心……吃那么多糖果会让你头痛,你应该多喝水……下一个万圣节我就不会伤心了,但你不能没有跟我商量就吃掉我的糖果,明年我们一起分享好吗?其实这只是父母们的一个万圣节恶作剧,还有很多小朋友也得到了同样的"噩耗",孩子们天真的各种抓狂让人捧腹,还有小女孩的"next Halloween we can share my candy"让人感动。我相信小女孩长大后,她如果听说有个小朋友特别渴望得到心中的"乐高",她也一定会帮助实现。瞧,正能量就是这样传播和积聚的。 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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Brown Scott W. Boyer Mark A. Mayall Hayley J. Johnson Paula R. Meng Lin Butler Michael J. Weir Kimberly Florea Natalie Hernandez Magnolia Reis Sally 《Instructional Science》2003,31(4-5):255-276
The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process. 相似文献
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Research Findings: Educational guidelines recommend a delayed, piecemeal approach to instruction on adaptation by natural selection. This approach is questionable given suggestions that older students’ pervasive misunderstandings about adaptation are rooted in cognitive biases that develop early. In response to this, Kelemen et al. (2014) recently showed that young children can learn a basic yet comprehensive explanation of adaptation by natural selection from a picture storybook intervention. However, this research was conducted in a laboratory-based setting with children from middle and higher socioeconomic backgrounds. To further explore the intervention’s efficacy, this investigation examined whether Kelemen et al.’s (2014, Experiment 2) findings extend to a more diverse sample of children tested in a more naturalistic setting, namely, after-school programs. After a 10-min picture storybook reading that described adaptation within a fictitious but realistic mammal species, 5- to 6- and 7- to 8-year-old children’s learning of adaptation was examined. Results revealed that younger and older children benefitted from the intervention; however, older children displayed pronounced learning and generalization. Practice or Policy: Findings confirm that children are capable of learning complex biological ideas and that comprehensive storybook interventions are simple but powerful teaching tools. Implications for instruction on natural selection are discussed. 相似文献
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Thi Kim Anh Dang Peter Vitartas Kurt Ambrose Hayley Millar 《Journal of Higher Education Policy & Management》2016,38(1):19-38
Most Australian universities have among their goals to increase the number of Aboriginal and Torres Strait Islander students at their institutions. In the Australian higher education context, Aboriginal and Torres Strait Islander students are seriously under-represented, particularly in business education compared to other disciplines. An understanding of why a larger proportion of Aboriginal and Torres Strait Islander students do not choose to study a discipline that provides promising employment opportunities, is fundamental to improving the status quo. This paper reviews the literature to identify key barriers to Aboriginal and Torres Strait Islander students’ participation and engagement in business education. Apart from multiple general barriers to participation in higher education, factors specific to business as a profession and as an academic discipline are also considered. The paper then discusses a number of strategies Australian educational institutions could pursue when seeking to increase participation and engagement of Aboriginal and Torres Strait Islander students in business. Drawing on the review, the paper concludes with recommendations for higher education institutional policy to further improve Aboriginal and Torres Strait Islander student participation and engagement in business studies. 相似文献
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This commentary introduces David Kirk's paper entitled ‘Making a career in Physical Education and Sport Pedagogy in the corporatized university: Reflections on hegemony, resistance, collegiality and scholarship’, which was presented in the 2012 Physical Education and Sport Pedagogy (PESP) ‘scholar lecture’ at the British Educational Research Association (BERA) conference. We briefly describe the origins of the scholar lecture and its link to the PESP special interest group of BERA and then make a few introductory comments about the lecture, highlighting a number of points of tension that the paper raises for us. 相似文献
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Hayley Martin, Teacher of Physical Education at Beacon Community College, Crowborough, and Sid Hayes, Senior Lecturer in Physical Education, Faculty of Education, Sports and Leisure, University of Brighton, consider the effects of feedback to pupils, and identify successful strategies for dealing with problem behaviour. 相似文献
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Anne Flintoff Fiona Dowling Hayley Fitzgerald 《Physical Education & Sport Pedagogy》2015,20(5):559-570
Background: The persistent gaps between a largely white profession and ethnically diverse school populations have brought renewed calls to support teachers' critical engagement with race. Programmes examining the effects of racism have had limited impact on practice, with student teachers responding with either denial, guilt or fear; they also contribute to a deficit view of racialised students in relation to an accepted white ‘norm’, and position white teachers ‘outside’ of race. Recent calls argue for a shift in focus towards an examination of the workings of the dominant culture through a critical engagement with whiteness, positioning white teachers within the processes of racialisation. Teacher educators' roles are central, and yet, while we routinely expect student teachers to reflect critically on issues of social justice, we have been less willing to engage in such work ourselves. This is particularly the case within physical education teacher education (PETE), an overwhelmingly white, embodied space, and where race and racism as professional issues are largely invisible.Purpose: This paper examines the operation of whiteness within PETE through a critical reflection on the three co-authors' careers and experiences working for social justice. The research questions were twofold: How are race, (anti) racism and whiteness constructed through everyday experiences of families, schooling and teacher education? How can collective biography be used to excavate discourses of race, racism and whiteness as the first step towards challenging them? In beginning the process of reflecting on what it means for us ‘to do own work’ in relation to (anti) racism, we examine some of the tensions and challenges for teacher educators in PE attempting to work to dismantle whiteness.Methodology: As co-authors, we engaged in collective biography work – a process in which we reflected upon, wrote about and shared our embodied experiences and memories about race, racism and whiteness as educators working for social justice. Using a critical whiteness lens, these narratives were examined for what they reveal about the collective practices and discourses about whiteness and (anti)racism within PETE.Results: The narratives reveal the ways in which whiteness operates within PETE through processes of naturalisation, ex-denomination and universalisation. We have been educated, and now work within, teacher education contexts where professional discourse about race at best focuses on understanding the racialised ‘other’, and at worse is invisible. By drawing on a ‘racialised other’, deficit discourse in our pedagogy, and by ignoring race in own research on inequalities in PETE, we have failed to disrupt universalised discourses of ‘white-as-norm’, or addressed our own privileged racialised positioning. Reflecting critically on our biographies and careers has been the first step in recognising how whiteness works in order that we can begin to work to disrupt it.Conclusion: The study highlights some of the challenges of addressing (anti)racism within PETE and argues that a focus on whiteness might offer a productive starting point. White teacher educators must critically examine their own role within these processes if they are to expect student teachers to engage seriously in doing the same. 相似文献
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David James Hayley Mills Diane Crone Lynne Halley Johnston Clare Morris Christopher James Gidlow 《Journal of sports sciences》2013,31(10):1007-1017
Abstract Participant socio-demographic characteristics and referral reason were investigated in relation to completion and health outcomes in a Primary Care Physical Activity Referral Scheme using a prospective population-based longitudinal design. Participants (n = 1735) were recruited over a 2-year period. A three-stage binary logistic regression analysis identified the factors associated with the outcomes of completion (model 1), body mass reduction (model 2) and blood pressure reduction (model 3). Participant's age, gender, ethnicity, occupation and referral reason were the independent variables for model 1, with the variables of completion added in model 2 and completion and body mass reduction added in model 3. Logistic regression analysis revealed that increasing age is associated with the likelihood of completion (Odds Ratio, OR = 1.019; Confidence Interval, CI = 1.008–1.030; P = 0.001). Participants with a pulmonary condition are less likely to complete (OR = 0.546; CI = 0.346–0.860; P < 0.01) compared to those referred for cardiovascular conditions. For ethnicity, in comparison to the white category, patients in the mixed category are significantly more likely to achieve a reduction in body mass (OR = 3.991; CI = 1.191–13.373; P < 0.05). Those who complete are more likely to achieve a reduction in body mass (OR = 3.541; CI = 2.721–4.608; P < 0.001). When compared to the unemployed category, the skilled manual category had an increased likelihood of achieving a reduction in blood pressure (OR = 1.875; CI = 1.044–3.227; P < 0.05). Participants who completed also demonstrated an increased likelihood of a reduction in blood pressure (OR = 1.680; CI = 1.250–2.003; P < 0.001). Furthermore, those participants who achieved a reduction in body mass had an increased likelihood of achieving a reduction in blood pressure (OR = 1.292; CI = 1.008–1.641; P < 0.05). Completion is associated with health outcomes of reduced body mass and blood pressure. 相似文献