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Embedding Indigenous content in Australian physical education - Perceived obstacles by health and physical education teachers 在澳大利亚体育教育中嵌入土著内容——卫生和体育教师认为存在的障碍
IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2017-11-01 DOI: 10.18793/LCJ2017.21.10
John Williams
This paper is about teacher perceptions of Indigenous content in Physical Education (PE). The research question being: What obstacles if any do Health and Physical Education (HPE) teachers experience in including Indigenous mention in PE? Individual and group interviews were used to collect data from executive and classroom HPE teachers as well as Indigenous Education Officers (IEOs) at three government high schools in the Australian Capital Territory (ACT). Figurational sociology was used to interpret the findings drawing upon the notion of relative power (Elias, 1998) in particular. Busy roles, limited resources and a shortage of time were given as reasons why teachers rarely taught Indigenous content. Those teachers reported that they required professional learning to meet what they considered to be a new requirement (to include Indigenous mention) in their lessons. Teacher perceptions of obstacles meant that the cultural richness of Aboriginal and Torres Strait Islander peoples was excluded in their teaching. Such an omission thereby limits the cultural and historical knowledge base that underpins the key idea of ‘value movement’ in the Australian Curriculum Health and Physical Education (AC HPE) (ACARA, 2015). Given the nature of the findings this article is relevant to primary, middle and senior years.
本研究是关于体育教学中教师对本土内容的认知。研究的问题是:健康和体育教师在体育教学中提到土著居民时遇到了什么障碍?在澳大利亚首都领地(ACT)的三所公立高中,采用个人和小组访谈的方式收集行政和课堂HPE教师以及土著教育官员(ieo)的数据。图形社会学被用来解释研究结果,尤其是相对权力的概念(Elias, 1998)。忙碌的角色、有限的资源和时间短缺被认为是教师很少教授土著内容的原因。这些教师报告说,他们需要专业学习,以满足他们认为在他们的课程中出现的新要求(包括土著提及)。教师对障碍的认识意味着土著和托雷斯海峡岛民丰富的文化在他们的教学中被排除在外。因此,这种遗漏限制了文化和历史知识基础,这些知识基础支撑着澳大利亚课程健康和体育(AC HPE)中“价值运动”的关键理念(ACARA, 2015)。鉴于调查结果的性质,这篇文章是有关小学,初中和高中。
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引用次数: 7
Symbolism of Clothing: The Relationship between Teacher Clothing and Children’s Perceptions in Elementary School Physical Education 服装的象征意义:小学体育教师服装与儿童感知的关系
IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2017-11-01 DOI: 10.18793/LCJ2017.21.03
Brent Bradford, C. Hickson
Teachers of physical education (PE) have the responsibility to develop and teach programs that physically educate primary school children. How teachers achieve this aim is a critical consideration. Issues such as planning, delivery, and evaluation are constant themes of consideration; however, other areas of preparedness such as personal presentation are not often investigated. The purpose of this research study was to determine whether a primary school teacher’s choice of clothing in PE impacted children’s perceptions toward that teacher and the PE lesson. Primary school-aged children from six northern Alberta, Canada schools participated in the study. Quantitative data was collected through the use of a specificallydesigned Mannequin Clothing Assessment Questionnaire (MCAQ); while focus group interviews were employed to collect qualitative data. Both quantitative and qualitative data illustrated that teacher clothing is perceived by children to be important in PE lessons. Running shoes, athletic-style pants, and a golf shirt were perceived to be the most effective clothing choices for the ability to demonstrate, role modeling, safety, comfort, and mobility when teaching PE. This information may prove to be beneficial to the literature on effective teaching, teacher as a role model, and the symbolism of teacher clothing. Introduction Primary school physical education (PE) programs should provide breadth, variety, and educational experiences that help develop the whole child (Hickson, 2003). As each subject area can contribute unique strengths to educational programs, all subject areas must be taught effectively. In particular, research indicates that PE can positively affect child development (Fishburne, 2005; Pangrazi & Beighle, 2010; Physical and Health Education Canada, 2016). Children experience several benefits from quality PE programs such as: higher levels of selfefficacy; greater academic performance; less disruptive behaviour; less anxiety (Medina, 2008); improved physical skills (Rink, 2004; 2003); health benefits (Dauenhauer & Keating, 2011); and leadership opportunities (Lieberman, Arndt, & Daggett, 2007; Martinek & Schilling, 2003). In light of this understanding, it is essential that children are exposed to PE environments that promote teaching and learning (Hickson, 2003). Such environments would consist of wellplanned lessons with effective lesson delivery (Fishburne, 2005; Rink, 2006), proper assessment techniques (Metzler, 2005; Pangrazi & Beighle, 2010), and developmentally appropriate activities (Fishburne, 2005; Gleddie, Hickson, & Bradford, in press). PE environments that 21 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 promote learning such as providing opportunities to acquire knowledge, skills, and attitudes to choose healthy active lifestyles are often referred to as ‘quality learning’ environments (Cherubini, 2009; Hickson, 2003). In order for teachers of PE
体育教师有责任制定和教授对小学生进行体育教育的课程。教师如何实现这一目标是一个关键的考虑。诸如计划、交付和评估等问题是经常考虑的主题;然而,诸如个人陈述等准备工作的其他方面却不常被调查。本研究的目的是要确定小学教师在体育课上的服装选择是否会影响儿童对该教师和体育课的看法。来自加拿大艾伯塔省北部六所学校的小学学龄儿童参与了这项研究。通过使用专门设计的人体模型服装评估问卷(MCAQ)收集定量数据;采用焦点小组访谈法收集定性数据。定量和定性数据都表明,儿童认为教师服装在体育课上很重要。跑鞋、运动风格的裤子和高尔夫球衫被认为是最有效的服装选择,在体育教学中能够展示、示范、安全、舒适和机动性。这些信息可能对有效教学、教师作为榜样以及教师服装的象征意义等方面的文献有益。小学体育教育(PE)课程应该提供广度、多样性和教育经验,以帮助儿童全面发展(Hickson, 2003)。由于每个学科领域都可以为教育项目贡献独特的优势,因此所有学科领域都必须有效地进行教学。特别是,研究表明体育运动可以对儿童发展产生积极影响(fishburn, 2005;Pangrazi & Beighle, 2010;加拿大体育与健康教育,2016)。孩子们从高质量的体育项目中获得了一些好处,比如:更高的自我效能感;提高学习成绩;减少破坏性行为;减少焦虑(Medina, 2008);提高了身体技能(Rink, 2004;2003);健康福利(Dauenhauer & Keating, 2011);和领导机会(Lieberman, Arndt, & Daggett, 2007;Martinek & Schilling, 2003)。根据这种理解,儿童接触到促进教与学的体育环境是至关重要的(Hickson, 2003)。这样的环境将包括精心策划的课程和有效的课程交付(fishburn, 2005;Rink, 2006),适当的评估技术(Metzler, 2005;Pangrazi & Beighle, 2010),以及适合发展的活动(Fishburne, 2005;Gleddie, Hickson, & Bradford,出版)。21个学习社区|特刊:2017年第30届AChPER国际会议|第21期- 2017年11月促进学习,如提供获得知识,技能和态度的机会,选择健康积极的生活方式,通常被称为“优质学习”环境(Cherubini, 2009;Hickson, 2003)。体育教师要营造高质量的学习环境,需要多方面的教学考虑。尽管规划等问题(Fishburne, 2005;LaBillois & lagac - ssamuins, 2010),课程交付(Bradford & Hickson, 2014;Fishburne, 2005)和学习评价(Metzler, 2005;Pangrazi & Beighle, 2010)一直是考虑的主题,其他准备领域,如个人陈述,很少得到调查。由于教师的角色塑造(例如行为、动作、外表)可以刺激儿童的发展(Arthur, 2011),小学教师在教授体育时选择的着装可能会被儿童视为教师角色塑造的一部分。
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引用次数: 1
A review of the literature on inclusive pedagogy in physical education 2005-2015 2005-2015年体育教学全纳教学法文献综述
IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2017-11-01 DOI: 10.18793/lcj2017.21.07
Stephanie McNeil, K. Lante, S. Pill
Inclusive Education (IE) has been an important aspect of the Australian education system for several decades (Armstrong, Armstrong & Barton, 2009). Students with disabilities (SWD) have a right to IE (Disability and Discrimination Act [DDA], 1992) and their development requires support, facilitation and the skill set from teachers to provide meaningful participation across all areas of the curriculum. However, there is limited information in Australia on how pre-service Physical Education (PE) teachers feel about their own ability to deliver inclusive pedagogy to SWD. This paper uses a thematic approach derived from Wallhead and O’Sullivan (2005) to examine 22 peer-reviewed journal articles. The aim was to determine themes which can contribute to understanding the attitudes of pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy for SWD. Four themes and their implications emerged from the literature, these included; (a) measurements to examine attitudes of pre-service PE teachers, (b) exploring pre-service PE teacher’s self-efficacy; (c) the effects of pre-service PE teachers’ practicum experiences; and (d) investigating the hands-on opportunities in Physical Education Teacher Education (PETE) programs. This review highlights inclusive pedagogy is inconsistently practiced at a pre-service level thereby affecting how pre-service PE teachers think when working with SWD. Subsequently, inconsistent practice requires PETE programs to review how inclusive pedagogy is incorporated into student learning outcomes for pre-service PE teachers to develop knowledge and practice for inclusion and, if it adequately prepares them to teach SWD. Research (Hodge & Elliot, 2013; Mangope, Mannathoko & Kuyini, 2013; Pedersen, Cooley & Hernandez, 2014) indicates inclusive pedagogy requires ongoing development at a pre-service level in order to increase the self-efficacy of pre-service teachers to provide meaningful opportunities for SWD in PE. From this review, the authors have identified there is a need to explore Australian pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy. Subsequently, further study needs to explore inclusive pedagogy in PE on a state-wide basis and how it can become embedded throughout an entire PETE program. 75 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017
几十年来,全纳教育(IE)一直是澳大利亚教育体系的一个重要方面(Armstrong, Armstrong & Barton, 2009)。残疾学生(SWD)有权获得IE(1992年《残疾与歧视法案》[DDA]),他们的发展需要教师的支持、促进和技能,以便在课程的各个领域提供有意义的参与。然而,在澳大利亚,关于职前体育教师如何看待自己向社署提供全纳教学法的能力的信息有限。本文使用源自Wallhead和O 'Sullivan(2005)的主题方法来检查22篇同行评议的期刊文章。目的是确定有助于了解职前体育教师的态度及其自我效能感的主题,以便为社署设计和实施全纳教学法。从文献中出现了四个主题及其含义,包括;(a)职前体育教师态度测评;(b)职前体育教师自我效能感测评;(c)职前体育教师实习经历的影响;(d)调查体育教师教育(PETE)项目的实践机会。这篇综述强调了全纳教学法在职前水平的实践并不一致,从而影响了职前体育教师在与社署合作时的想法。随后,不一致的实践要求PETE项目审查如何将全纳教学法纳入学生的学习成果中,以便职前体育教师发展包容性的知识和实践,以及是否为他们教授社会福利做好充分准备。研究(Hodge & Elliot, 2013;manope, Mannathoko & Kuyini, 2013;Pedersen, Cooley & Hernandez(2014)指出,为了提高职前教师的自我效能感,为体育领域的社工发展提供有意义的机会,包容性教学法需要在职前水平上不断发展。从这篇综述中,作者发现有必要探索澳大利亚职前体育教师及其自我效能感,以设计和制定包容性教学法。随后,进一步的研究需要在全州范围内探索体育教学的包容性,以及如何将其融入整个PETE项目。75个学习社区|特刊:2017年第30届AChPER国际会议|第21期- 2017年11月
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引用次数: 6
Empowering young people to make Positive Choices: Evidence-based resources for the prevention of alcohol and other drug use in Australian schools 赋予年轻人作出积极选择的权力:在澳大利亚学校预防酒精和其他药物使用的循证资源
IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2017-11-01 DOI: 10.18793/LCJ2017.21.12
L. Stapinski, S. Lawler, N. Newton, B. Reda, C. Chapman, M. Teesson
There is increasing evidence that drug education and prevention programs implemented in schools are effective in reducing alcohol and drug use and associated harm. Despite this, evidence-based programs are not widely implemented in schools. We describe the development and evaluation of Positive Choices, an online portal to improve access to, and implementation of, evidence-based drug education in Australian schools. The portal was developed in consultation with drug and alcohol experts, as well as target users (teachers, parents and students). Research literature and drug education websites were systematically reviewed to identify resources meeting pre-specified inclusion criteria for relevance and quality. An evaluation survey was conducted with 82 teachers to clarify drug education practices and attitudes, and examine use and impact of Positive Choices in the first eight months post-launch of the site. Teacher survey responses reflected a strong preference for evidence-based teaching approaches, yet evidence-based programs were implemented by less than one in four of them. 153 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 Scoping identified 114 evidence-informed resources, including a range of games, videos, and curriculum packages. Beta-testing feedback was overwhelming positive, indicating the Positive Choices portal was easy to navigate, relevant and useful. Teachers who used Positive Choices were more likely to consider supporting evidence when selecting a resource, reported their students were more engaged and felt more comfortable discussing drug and alcohol since using the portal. This study indicates the Positive Choices portal is a valuable, free and easily accessible online database for students, parents and teachers seeking up-to-date information and evidencebased drug education resources.
越来越多的证据表明,在学校实施的毒品教育和预防方案在减少酒精和毒品使用及相关危害方面是有效的。尽管如此,以证据为基础的课程并没有在学校广泛实施。我们描述了Positive Choices的发展和评估,这是一个在线门户网站,旨在改善澳大利亚学校中基于证据的毒品教育的获取和实施。该门户网站是在与毒品和酒精专家以及目标用户(教师、家长和学生)协商后开发的。系统地审查研究文献和药物教育网站,以确定符合预先规定的相关性和质量纳入标准的资源。我们对82名教师进行了一项评估调查,以澄清毒品教育的做法和态度,并在网站启动后的头八个月内检查“积极选择”的使用情况和影响。教师调查的反馈反映了对循证教学方法的强烈偏好,但其中实施循证课程的不到四分之一。153个学习社区|特刊:2017年第30届AChPER国际会议|第21期- 2017年11月范围确定了114个循证资源,包括一系列游戏,视频和课程包。beta测试的反馈非常积极,表明positive Choices门户网站很容易导航,相关且有用。使用积极选择的教师在选择资源时更有可能考虑支持性证据,他们报告说,自从使用门户网站以来,他们的学生更投入,更愿意讨论毒品和酒精。本研究表明,积极选择门户网站是一个有价值的、免费的、易于访问的在线数据库,为学生、家长和教师寻求最新的信息和基于证据的毒品教育资源。
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引用次数: 7
Pedometer step guidelines for physical education settings 体育设置的计步器步骤指南
IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2017-11-01 DOI: 10.18793/lcj2017.21.14
Terry Magias, K. Ridley, S. Pill
The role of Physical Education (PE) in Australia is multifaceted, with physical activity (PA) participation recognised as the means by which a variety of learning outcomes are achieved. There is evidence to suggest that PA accrued during PE has the potential to be health enhancing. It may also be the only opportunity for some children, especially those from low socioeconomic backgrounds to accrue PA. This paper identifies criterion-referenced pedometer step guidelines as a valid, reliable, unobtrusive, and cost-effective means by which PA can be objectively quantified in PE settings. With the current state of the Health and Physical Education national curriculum area in focus, the application of pedometer step guidelines in PE settings are outlined. Introduction: Physical activity and the curriculum The Australian Curriculum for Health and Physical Education (ACHPE) suggests that Physical Education (PE) should be a foundation for lifelong physical activity (PA) participation. It also recommends appreciation of the significance of PA in society locally and globally (Australian Curriculum, Assessment and Reporting Authority, 2014). Brooker and Clennet (2005) suggested that although government and public expectations of PE to realise PA participation outcomes has served to narrow the scope of health and PE, few would argue that PA participation is not inherent to Australian PE. The Australian Council for Health, Physical Education and Recreation (ACHPER) (2009) acknowledge this position in a statement that is intended to inform the development of the Australian Health and Physical Education (HPE) Curriculum: Contexts of physical activity and sport are therefore central to HPE (ACHPER, 2009, p. 3-4) [...] “Students should be provided with HPE learning experiences that will enable them to” (ACHPER, 2009, p. 5-6). Although PA participation is recognised as the means by which PE learning outcomes can be realised and that PA appreciation and participation beyond the PE setting “now and in the future” is a goal rather than PE’s primary statement of learning content, PA is intrinsic to Australian PE contextually and pedagogically. 181 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 Physical activity in physical education Several studies have shown that PA accrued in PE settings is associated with improved health outcomes in children and adolescents weight status (Datar & Sturm, 2004; Sollerhed & Ejlertsson, 2008; Wardle, Brodersen & Boniface, 2007) bone health (Weeks, Young & Beck, 2008) and blood pressure (Mc Murray et al., 2002). Some evidence also indicates that engagement in PE during childhood is associated with long-term positive effects on PA level, attitudes toward PA, and perceptions of barriers to PA during adulthood. Additionally, review papers have identified associations between curricular-PA or PE and academic performance. The contribution PE-based PA makes in relation to total daily
美国心脏协会制定的另一项指南建议,所有学龄儿童和青少年每天应在上课时间(包括体育课时间)至少进行30分钟的MVPA (Pate等,2006)。目前,还没有针对PE设置的其他PA时间指南。在体育教学环境中测量身体活动(计步法)研究人员和实践者使用各种PA测量方法和仪器来测量PA类型、持续时间、强度和频率(Welk, 2002)。每种方法都可以划分为包含三种类型的有效性/可靠性层次结构。这些是标准,客观和主观的PA措施(Sirard & Pate, 2001)。标准测量被认为是最准确的评估方法,通常用于验证测量PA的客观和主观仪器的能力(Welk, 2002)。每一项措施都有其优势和局限性,其可行性、可靠性和有效性在PA背景下得到了支持。计步器和直接观察仪器,即健身指导时间观察系统(SOFIT)被广泛用于测量基于pe的PA,用于研究目的,尽管这两种测量方法都存在局限性。例如,虽然计步法具有成本效益(Welk, 2002),但它无法评估PA的强度、频率和持续时间(Corder, Ekelund, Steele, Wareham & Brage, 2008)。相反,虽然SOFIT在测量基于pe的PA方面已被证明是有效和可靠的(McClain, Abraham, Brusseau & Tudor-Locke, 2008),但直接观察方法本身在收集数据和训练182个体育设置步数指南| Terry Magias, Kate Ridley和Shane Pill观察者方面是时间密集的(Welk, 2002)。标准参考计步器步数/分钟分数与不同水平的PA相关联,为PE中PA的测量提供了客观和有效的选择。因此,它们可能有助于作为一种实用、有效和可靠的手段,通过这种手段,可以在PE环境中测量PA水平,用于研究目的。它们也可以作为一个参考点,通过体育课程的有效性,可以根据他们吸引学生参与PA的能力来评估。三种机制类型可用于电子计步器,包括弹簧杠杆,那些包含一个磁簧接近开关和压电模型。与弹簧杠杆设计相比,压电机制已被确定为在儿童中具有优越的计步精度-0.2% 4.2%,其精度差异高达25% (Nakae, Oshima, & Ishii, 2008)。在较慢的行走速度下,准确度差异尤其明显,这可能是由于在较慢的行走速度下产生的垂直加速度力低于在弹簧杠杆模型中记录步数所需的0.35g力(Duncan, Schofield, Duncan, & Hinckson, 2007)。虽然原始的计步器步数不能提供有关运动强度、频率或持续时间的信息(Corder等人,2008年),但六项研究已经制定了计步器步数/分钟间隔标准,由直接观察仪器SOFIT参考,相当于将体育课时间的三分之一到一半用于MVPA。三分之一的指导方针改编自疾病控制与预防中心和体育教育与儿童委员会(引用于Scruggs, 2007a),该委员会规定,美国K-6年级的学生应该将很大一部分体育课时间花在体育活动上。美国卫生和人类服务部建议7-12年级的学生将体育课时间的50%用于PA(美国卫生和人类服务部,2009年)。对于三分之一的MVPA标准,在四项研究中发现了相似的计步器步数/分钟间隔,范围为60.8-65.0,主要是6.9 - 13.8岁的小学生(Scruggs et al., 2003, Scruggs, Beveridge, Watson, & Clocksin, 2005, Scruggs 2007b, Scruggs 2013b)。根据美国卫生和人类服务部(2009年)的建议,将体育课时间的一半用于MVPA,两项研究发现,12.5-15.5岁的青少年每分钟走79.1-88.0步(Scruggs 2007年a和Scruggs, Mungen和Oh, 2010年)。一项后续研究试图从先前研究的组合数据集中确定33.33%和50% MVPA标准的最佳步数/分钟间隔(Scruggs, 2013年3b)。该研究的结果表明,在一至十二年级的体育教育(美国)中,为学生设定共同的步数/分钟间隔是可能的。对于33.33%和50%的MVPA标准,分别确定了59.5-61.8和82.5-88.1步/分钟间隔(Scruggs, 2007;2007 b;2013年;2013 b;& Scruggs et al., 2010)。 本研究旨在通过评估先前开发的计步器步数/分钟间隔的外部有效性来扩展先前的研究,并确定那些最准确的侵入性体育游戏在较低体育水平的设置。侵略运动被认为是b
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引用次数: 0
Rumination, realignment and reflection: Who is really teaching health education in secondary schools? 反思、调整与反思:谁才是真正在中学教授健康教育的人?
IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2017-11-01 DOI: 10.18793/LCJ2017.21.05
D. Barwood
In Western Australia (WA), health education (HE) is timetabled as a separate, discipline-based subject belonging to the health and physical education (HPE) learning area. Globally, this subject is identified as a key site to support and strengthen the health and wellbeing of children and young people. In WA, teachers from outside-of-the-field of HPE are commonly used to deliver HE. This situation is not exclusive to HE nor to WA, and in some circles is referred to as education’s dirty little secret. This mixed-methods study critically examined the role of the teacher in the delivery of HE with the purpose of continuing previous WA-based research and responding to a gap in data with regard to the qualifications of the teachers. The study obtained questionnaire responses from 75 teachers delivering HE in 49 different lower secondary government schools across the state with nine teachers interviewed after the first round of quantitative data collection to provide contexualised information of the WA setting. The study found that half of the teachers delivering HE were unprepared to do so.
在西澳大利亚州,健康教育被列为健康和体育学习领域的一门独立的、基于学科的学科。在全球范围内,这一主题被确定为支持和加强儿童和青年健康和福祉的关键场所。在西澳大利亚州,通常使用HPE以外的教师来提供高等教育。这种情况既不是高等教育独有的,也不是WA独有的,在一些圈子里被称为教育的肮脏小秘密。这项混合方法的研究批判性地考察了教师在高等教育教学中的作用,目的是继续以前基于wa的研究,并回应关于教师资格的数据缺口。该研究获得了全州49所不同的初中公立学校75名教授高等教育的教师的问卷回答,其中9名教师在第一轮定量数据收集后接受了采访,以提供西澳环境的背景信息。研究发现,一半教授高等教育的教师对此毫无准备。
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引用次数: 1
Mum’s Diet and children’s voice in health education 母亲的饮食与儿童健康教育的声音
IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2017-11-01 DOI: 10.18793/LCJ2017.21.13
D. Atkins
This paper focuses on how children develop particular understandings about health and about their bodies through formal and informal learning processes. It will discuss findings from a two year long ethnographic study undertaken in Aotearoa New Zealand that explored how primary school aged children reproduce health messages. The study drew on Shilling’s (2008) notion of corporeal perfection, referring to the ‘ideal body’, an image that is often cultivated as acceptable with children. This paper discusses opportunities that teachers have to reinforce messages about health during and following a health intervention called Healthy Homework. Findings from this doctoral research illustrate ways in which health programmes and resources overtly and inadvertently limit understandings of what it is to be healthy and what constitutes a healthy body. The reading book Mum’s Diet (Cowley, 1987) provides a framework for discussion on children’s understanding of health and healthy bodies. The findings illustrated that understandings of health can often be re-contextualised, resulting in children’s voice being a reproduction of the cultural norms afforded them through their school and home environments.
本文的重点是儿童如何通过正式和非正式的学习过程发展对健康和他们的身体的特殊理解。它将讨论在新西兰奥特罗阿进行的一项为期两年的人种学研究的结果,该研究探讨了小学学龄儿童如何复制健康信息。该研究借鉴了Shilling(2008)关于完美身体的概念,即“理想的身体”,这是一种经常被培养为儿童所接受的形象。本文讨论了教师在健康家庭作业期间和之后加强健康信息的机会。这项博士研究的结果表明,卫生规划和资源在某些方面公然和无意中限制了人们对什么是健康以及什么是健康身体的理解。阅读书籍《妈妈的饮食》(考利,1987)为讨论儿童对健康和健康身体的理解提供了一个框架。研究结果表明,对健康的理解往往可以重新语境化,导致儿童的声音是通过学校和家庭环境给予他们的文化规范的再现。
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引用次数: 0
Using emoji as a tool to support children’s wellbeing from a strength-based approach 使用表情符号作为一种工具,从基于力量的方法来支持儿童的幸福
IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2017-11-01 DOI: 10.18793/LCJ2017.21.08
Jennifer Fane
The assessment, measurement, and support of child wellbeing has garnered a substantive amount of research due to its widespread acceptance as the foundation of healthy development and future health and wellbeing. Despite this sustained interest, current understandings have derived almost exclusively from adult conceptualisations of wellbeing, contributing to the implicit and explicit exclusion of children’s voices in child wellbeing research, policy, and practice. This has resulted in a fundamentally deficit view of children in relation to their health and wellbeing, where child health and wellbeing are benchmarked along developmental trajectories relating largely to skills and school readiness. Despite the pervasiveness of developmental perspectives of health and wellbeing in childhood, however, both national curricula, the Early Years Learning Framework (birth-to-five years of age) and the Australian Curriculum: Health and Physical Education learning area (AC:HPE) (foundation to year 10) (Australian Curriculum Assessment and Reporting Authority, 2013) highlight the need for children to be active and engaged participants in their own and others’ wellbeing, and position children as beings who bring with them personal, relational, and community strengths and assets. This paper reports on a study that used emoji as a child-centred method for eliciting young children’s (n=78) perspectives of their own wellbeing. The findings of the study suggest that a range of young children are able to articulate their own understandings and experiences of wellbeing using emoji, and the value of this tool as a strengths-based approach for meeting curricular outcomes and supporting child wellbeing. This paper provides a rationale for the use of child-centred tools to re-position child wellbeing from a deficit to a strengths-based approach through the facilitation of children’s exploration and communication of their own understandings and experiences of wellbeing.
儿童福祉的评估、测量和支持已经获得了大量的研究,因为它被广泛接受为健康发展和未来健康和福祉的基础。尽管有这种持续的兴趣,但目前的理解几乎完全来自于成人对幸福的概念化,这导致儿童的声音在儿童福利研究、政策和实践中被隐性和显性地排除在外。这导致对儿童的健康和福祉的看法从根本上是错误的,儿童的健康和福祉是根据主要与技能和入学准备有关的发展轨迹来衡量的。尽管儿童健康和福祉的发展观点普遍存在,但是,国家课程、早期学习框架(出生至五岁)和澳大利亚课程:健康和体育学习领域(AC:HPE)(基础到10年级)(澳大利亚课程评估和报告局,2013年)强调儿童需要积极参与自己和他人的福祉,并将儿童定位为能够带来个人、关系和社区优势和资产的人。本文报告了一项研究,该研究使用表情符号作为一种以儿童为中心的方法,以激发幼儿(n=78)对自己幸福的看法。研究结果表明,一系列幼儿能够使用表情符号表达他们自己对幸福的理解和体验,以及这一工具作为一种基于优势的方法在满足课程成果和支持儿童幸福方面的价值。本文为使用以儿童为中心的工具提供了一个基本原理,通过促进儿童探索和交流他们自己对幸福的理解和经验,将儿童福利从缺陷重新定位为基于优势的方法。
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引用次数: 8
The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0 体育教学模拟教学方法的技术整合:GoPro PE试验1.0
IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2017-11-01 DOI: 10.18793/LCJ2017.21.02
B. Hyndman, Lisa H. Papatraianou
Teacher Education programs have a unique and important role to play in assisting pre-service teachers (PSTs) to deliver developmentally-appropriate physical education (PE) classes. Despite this important role, the ‘physical’ nature of PE classes and the growing externallyfocused environment of online tertiary education programs can make it challenging to provide access to real-life practical PE learning experiences for PSTs. One possible solution to this is facilitating simulated on-campus learning experiences to those online. A form of technology that has emerged within educational contexts that has the potential to simulate PE learning and address a number of key learning areas is GoPro video recording devices. To date, there is little investigation of the potential of simulating PE practical learning processes via GoPro video technology. The aim of this paper is to report on teacher field note observations and reflections underpinned by a Technological Pedagogical and Content Knowledge (TPACK) framework. It was revealed that the suitability of GoPro technology was enforced by its portable nature and the ability of the camera to capture point-of-view vision. It is vital for teacher training programs to enhance PST ‘readiness’ by providing simulated experiences from PE practical classes to ensure graduate standards are met. Introduction The effective preparation of physical education (PE) teachers in our modern society is vital. The readiness of our future PE teachers within the overall subject of Health and Physical Education (HPE) continues to be evaluated as the training methods, tools and delivery to facilitate PE teaching preparation continues to evolve (McMahon & Dinan-Thompson, 2014). Yet questions still remain as to how technology can be integrated within PE teaching in a pedagogically appropriate manner (Juniu, 2011). In 1998, Shulman reported that teachers should have the ability to demonstrate content knowledge via pedagogical methods that are adaptable to the learning profiles of students irrespective of the educational setting (for example, practical classes on basketball courts). Due to the practical nature of PE often being taught away from structured, seated classrooms, it is important that PE teachers consider technology integration that can be applied beyond the confines of a classroom to capture and enhance student engagement (Juniu, 2011). Pre-service teachers (PSTs) must develop the appropriate pedagogical knowledge and subsequent application of a variety of teaching skills to use in practical contexts that often differ from other teaching disciplines (Hyndman, 2017). 7 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 The expectation to prepare Physical Education Teacher Education (PETE) PSTs for innovative teaching practices is reflected in the Tertiary Education Ministry Advisory Group (TEMAG) recommendations and Australian Institute for Teaching and School Leaders
教师教育计划在协助职前教师(pst)提供适合发展的体育教育(PE)课程方面发挥着独特而重要的作用。尽管扮演着重要的角色,但体育课的“物理”性质和在线高等教育项目日益增长的外部环境,使得为pst提供现实生活中的实际体育学习体验变得具有挑战性。一个可能的解决方案是为在线学生提供模拟的校园学习体验。在教育环境中出现的一种技术形式是GoPro视频录制设备,它有可能模拟体育学习并解决一些关键的学习领域。迄今为止,通过GoPro视频技术模拟体育实践学习过程的潜力的研究很少。本文的目的是在技术教学和内容知识(TPACK)框架的基础上报告教师实地笔记的观察和反思。据透露,GoPro技术的适用性得益于其便携性和相机捕捉视角的能力。对于教师培训项目来说,通过提供体育实践课的模拟经验来提高PST的“准备”是至关重要的,以确保达到研究生的标准。在现代社会,体育教师的有效准备是至关重要的。随着促进体育教学准备的培训方法、工具和交付方式的不断发展,我们未来体育教师在健康与体育(HPE)整体学科中的准备程度将继续得到评估(McMahon & Dinan-Thompson, 2014)。然而,关于如何以适当的教学方式将技术融入体育教学的问题仍然存在(Juniu, 2011)。1998年,Shulman报告说,教师应该有能力通过适合学生学习概况的教学方法来展示内容知识,而不管教育环境如何(例如,篮球场上的实践课)。由于体育的实践性通常是在结构化的、坐着的教室之外进行的,体育教师考虑可以应用于课堂之外的技术集成来捕捉和提高学生的参与度是很重要的(Juniu, 2011)。职前教师(pst)必须发展适当的教学知识,并随后应用各种教学技能,以便在与其他教学学科不同的实际环境中使用(Hyndman, 2017)。为创新教学实践准备体育教师教育(PETE) pst的期望反映在高等教育部咨询小组(TEMAG)建议和澳大利亚教学和学校领导研究所(AITSL)标准中。最近澳大利亚TEMAG的建议强调了创新技术的应用,促进了提高pst“课堂准备”和“课堂交付”的方法(TEMAG, 2015)。此外,AITSL研究生教师标准描述了管理一系列教学策略和参与专业学习的重要性,特别是与创新技术的使用有关(AITSL, 2011)。然而在美国,据报道,在PETE计划中使用技术尚未得到有效实施(Leight & Bechtel, 2010)。教师教育准备的指导方针继续涉及技术的使用,尽管技术在聘用PETE - pst方面的促进作用并不明显。考虑到这一点,有必要考虑新兴的技术形式,以及如何将技术的创新应用融入教学实践(Casey, Goodyear & Armour, 2016)。因此,本文运用技术整合框架作为体育教师和PETE项目的指导,考虑GoPro视频捕捉技术对模拟实际体育体验的促进作用。
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引用次数: 0
Using authentic language resources to incorporate Indigenous knowledges across the Australian Curriculum 使用真实的语言资源,在整个澳大利亚课程中融入土著知识
IF 1.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2016-10-01 DOI: 10.18793/LCJ2016.20.03
C. Bow
The promotion of Aboriginal and Torres Strait Islander histories and cultures as a cross-curriculum priority in the new Australian Curriculum provides both a challenge and an opportunity for teachers and teacher educators. The Living Archive of Aboriginal Languages contains authentic language materials which can assist in resourcing and supporting teachers to meet this challenge across all areas of the curriculum, and to encourage connections with Indigenous cultural authorities.
在澳大利亚新课程中,促进土著和托雷斯海峡岛民的历史和文化作为跨课程的优先事项,对教师和教师教育工作者来说既是挑战又是机遇。土著语言生活档案包含了真实的语言材料,可以帮助提供资源和支持教师在课程的所有领域应对这一挑战,并鼓励与土著文化当局建立联系。
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引用次数: 4
期刊
Learning Communities-International Journal of Learning in Social Contexts
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