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1.
Verity Jones 《British Educational Research Journal》2020,46(4):894-908
Supporting young people with global crises mitigation strategies is essential, yet loaded with ethical dilemmas for the educator. This study explores whether young people will make ethical decisions regarding the sustainability of food choice in schools, and based on the processes identified, what educators’ needs are in supporting transformative learning. This study is the first of its kind, where young people under the age of 14 have been tasting edible insects and discussing their role in a more sustainable diet. The article draws on mixed-method research with over 180 young people and their teachers in three schools in Wales and examines responses to a possible introduction of edible insects into school canteens. Highlighted is the complexity of sustainable food choices—likely to be identifiable with other young people and educators in western countries. The article considers how educators and policy makers may need to frame routes to positive sustainable action and the associated impacts these may have on personal, social, political and environmental spheres. 相似文献
2.
Tabitha Verity Patience Millett 《The International Journal of Art & Design Education》2019,38(4):809-822
Since 2003, successive British governments have taken steps to develop legislation supporting lesbian, gay, bisexual, transgender, questioning / queer, intersex, asexual and those who are gender / sexuality non‐conforming more generally (LGBTQIA+). In doing so, they have foregrounded the need for educational institutions to respond proactively to this legislation. There is evidence to suggest that homophobia is prominent in UK schools, yet measures to address the issue have largely rested on schools and LGBTQIA+ charities, reducing discussions of homosexuality to anti‐bullying discourses and introducing curriculum modifications that are overwhelmingly homonormative. The limitations of these current approaches ignore the societal and institutional power structures that help to produce homophobia, which is often referred to as heteronormativity. Drawing on aspects of new materialist and queer theoretical perspectives, this article follows the findings of a research project that focused on developing an intervention at GCSE level, exploring non‐normative genders and sexualities in the art curriculum. The research project was based on a class in a secondary school in North London from 2017 to 2018. Through the application of a pedagogy rooted in queer theory, the study explores the possibilities of disrupting heteronormativity and didactic learning by investigating student responses to the interventions. For this article, I focus on one student’s artwork and her reactions to the process of making her artworks during the project. As such, the study is an exploration of an attempt at moving beyond the homonormative inclusion of LGBTQIA+ content, towards a deeper exploration of gender and sexuality within the curriculum cultivated through making. 相似文献
3.
Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People
with Disabilities (2006) is gaining momentum and providing a force for change, supported by many communications both internationally and at European
level that recognize how central education is in efforts to develop a more equitable society. In moving towards a more inclusive
education system, there is a need to train all teachers to meet the diverse needs of all learners in their classrooms and
to work collaboratively with colleagues. Drawing on key documents, this article outlines the policy context and reviews the
available evidence supporting the move towards teacher education for inclusion across Europe. It presents the work of the
European Agency for Development in Special Needs Education, to highlight some of the opportunities and challenges within its
member countries in addressing teacher education for inclusion. 相似文献
4.
Dora Ho Verity Campbell-Barr Caroline Leeson 《International Journal of Early Years Education》2010,18(3):243-258
With a growing awareness of the importance of early childhood education, the governments of Hong Kong and England have both increased investment through providing fee assistance to parents for buying services and providing funding to providers for offering ‘free’ places, respectively. Alongside the increased funding of early childhood education, a heightened interest in the quality of early years settings has arisen. This paper aims to develop a framework for comparative studies by addressing the similarities and differences in quality improvement of both systems. Three key issues are discussed: relevance of the quality criteria for assessment, interpretations of the quality improvement mechanism and its use in guiding practice, and the influence of contextual factors in terms of stakeholders' views of the quality process. It is argued that these key issues are fundamental to a framework for understanding different sociocultural contexts and dynamics in shaping the quality improvement of early childhood education. 相似文献
5.
Teaching Preservice Science Teachers How to Do Science: Responses to the Research Experience 总被引：1，自引：0，他引：1
Melear Claudia T. Goodlaxson John D. Warne Thomas R. Hickok Leslie G. 《Journal of Science Teacher Education》2000,11(1):77-90
Journal of Science Teacher Education - 相似文献
6.
Joe P. Warne Barry P Smyth John O’C Fagan Michelle E. Hone Chris Richter Alan M. Nevill 《Journal of sports sciences》2017,35(15):1538-1546
An evaluation of a six-week Combined minimal footwear transition and gait-retraining combination vs. gait retraining only on impact characteristics and leg stiffness. Twenty-four trained male runners were randomly assigned to either (1) Minimalist footwear transition Combined with gait-retraining over a six-week period (“Combined” group; n = 12) examined in both footwear, or (2) a gait-retraining group only with no minimalist footwear exposure (“Control”; n = 12). Participants were assessed for loading rate, impact peak, vertical, knee and ankle stiffness, and foot-strike using 3D and kinetic analysis. Loading rate was significantly higher in the Combined group in minimal shoes in pre-tests compared to a Control (P ≤ 0.001), reduced significantly in the Combined group over time (P ≤ 0.001), and was not different to the Control group in post-tests (P = 0.16). The impact peak (P = 0.056) and ankle stiffness reduced in both groups (P = 0.006). Loading rate and vertical stiffness was higher in minimalist footwear than conventional running shoes both pre (P ≤ 0.001) and post (P = 0.046) the intervention. There has a higher tendency to non-rearfoot strike in both interventions, but more acute changes in the minimalist footwear. A Combined intervention can potentially reduce impact variables. However, higher loading rate initially in minimalist footwear may increase the risk of injury in this condition. 相似文献
7.
Concern about academic dishonesty has led to studies designed to explore its nature, prevalence, and causes. Nevertheless, to date there has been little empirical work designed to test the efficacy of measures to reduce cheating behavior. Many authors agree that there should be institutional statements about academic dishonesty that give definitions and state the penalties for cheating. The purpose of this study was to examine the efficacy of such statements in terms of their influence on perceived severity and perceived incidence of plagiarism in undergraduates. We found that having the students read a carefully worded statement about plagiarism was an effective way to change the perceptions of how seriously plagiarism breaches academic guidelines. Our data further suggest that providing guidance about avoiding plagiarism that encourages students to take a more serious view of the issue is likely to have positive effects on future behavior. 相似文献
8.
Tony Alderton Verity Campbell‐Barr 《International Journal of Early Years Education》2005,13(3):197-213
This paper draws upon work conducted as part of a research project into food and nutrition in the early years, and looks very specifically at the way in which practitioners in the field are both aware of current debates around such issues and how they put good policy into their practice. In drawing out such debates with practitioners, it also offers a useful insight into the way in which research, policy and practice either come together within the sector or actually operate within different ambits. The findings show that there is a lack of knowledge amongst early years practitioners on food and nutrition issues, and that this can lead to less than effective practice in some instances. 相似文献
9.
Verity Jones 《Curriculum Journal》2013,24(3):279-288
Teaching the origins and development of a common heritage in a multicultural society is a challenge for all teachers throughout the UK. What this article offers is an opportunity for teachers to think through links between the curriculum and issues of citizenship, encouraging children to develop a multi-sited and multicultural identity. Visiting a botanical garden and discussing how children labelled themselves and others gives an example of how this can be put into practice in the classroom. 相似文献
10.
This article reports an evaluation of a peer mediation scheme in a special school for students with moderate learning difficulties. The evaluation of the project focused on two aspects: the effectiveness of the training of the mediators and the effect of the project on the school community. The author concluded that pupils with moderate learning difficulties have the ability to mediate successfully; that the process can develop their social skills and emotional literacy; and can play a notable part in increasing cooperation between pupils within the school environment. 相似文献