자연주의적 탐구조사(Naturalistic Inquiry)

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

With digital equipment becoming increasingly networked, either on wired or wireless networks, for personal and professional use alike, distributed software systems have become a crucial element in information and communications technologies. The study of these systems forms the core of the ARLES' work, which is specifically concerned with defining new system software architectures, based on the use of emerging networking technologies. In this context, we concentrate on the study of distributed systems which bring to life the vision of ubiquitous computing systems, also known as ambient intelligence.

반도체 공정 overview

The Teaching of Physical Education

Physical activity (PA) has a profound impact on health and development in children. Parental behaviors (i.e., modeling and support) represent an obvious important factor in child PA. The purpose of this paper was to provide a comprehensive meta-analysis that overcomes the limitations of prior narrative reviews and quantitative reviews with small samples. Ten major databases were used in the literature search. One-hundred and fifteen studies passed the eligibility criteria. Both fixed and random effects models with correction for sampling and measurement error were examined in the analysis. Moderator analyses investigating the effects of child’s developmental age, study design, parental gender, measurement of child PA, and quality rating were performed. Based on the random effects model, the results showed that parental modeling was weakly associated with child PA (summary r = .16, 95% CI .09-.24) and none of the proposed moderators were significant. Separate analyses examining the moderating effects of parental gender and boys’ PA found that that father-son PA modeling (r = .29, 95% CI .21-.36) was significantly higher compared to mother-son PA (r = .19, 95% CI .14-.23; p   .05). The random effects model indicated an overall moderate effect size for the parental support and child PA relationship (summary r = .38, 95% CI .30-.46). Here, the only significant moderating variable was the measurement of child PA (objective: r = .20, 95% CI .13-.26; reported: r = .46, 95% CI .37-.55; p < .01). Parental support and modeling relate to child PA, yet our results revealed a significant degree of heterogeneity among the studies that could not be explained well by our proposed moderators.

/pdf/parental-correlates-in-child-and-adolescent-physical-4gkgwn29eg.pdf

Parental correlates in child and adolescent physical activity: a meta-analysis

Peer coaching has recently been incorporated into teacher training programs in order to help novice teachers learn theory and incorporate teaching skills, models, and methods into the classroom. Although recent research on peer coaching has identified an increase in the reflective practice of preservice teach ers (PTs), few researchers have examined how teacher knowledge develops in the coaching experience. The purpose of this study was to describe the kinds of knowledge exhibited by 8 PTs during coaching activities, and how the roles of teacher and coach contributed to knowledge development during an elementary physical education field-based methods course. Data collection included ob servations, postlesson conferences, and daily written reports. Results revealed that pedagogical content knowing (PCKg) developed differently in the roles of teacher and coach. Growth in the teaching role resulted initially from interaction of two knowledge components (i.e., students and pedagogy), and later from interaction of three or more components (subject matter, environmental context, and general pedagogical knowledge). In teacher preparation programs, faculty have a limited amount of time in which to build the knowledge base of future teachers (Ball & McDiarmid, 1990; Grossman, Wilson, & Shulman, 1989; Lortie, 1975). The 4 or 5 years of preparation a student receives is minimal compared to the 13 years of “lived experience” that preservice teachers (PTs) bring to the program from their years in elementary and secondary school (Lortie, 1975). One recent strategy used to develop PTs’ knowledge of teaching is peer coaching, a technique for helping novice teachers learn theory and ultimately transfer this newly learned knowledge of teaching skills, models, and methods to their student-teaching. This paper describes the knowledge development of PTs during peer coaching experiences that are part of an elementary physical education field-based methods course. The theoretical framework guiding the study is Cochran, DeRuiter, and King’s (1993) model of PCK development. We begin with a discussion of knowledge needed for teaching and move on to peer coaching as a means of developing preservice teacher knowledge.

Preservice Teachers' PCK Development During Peer Coaching

The purpose of this study was to identify what and how preservice teachers observe when peer coaching during an early field experience. Twenty-three male and 14 female preservice teachers trained in peer coaching participated in the study. Coaches observed a peer partner teach five 40-min lessons to small groups of elementary or junior high school students in a semester-long second practicum experience. During observation, coaches completed a Peer Coaching Form that included a praise statement and observation notes. A total of 169 Peer Coaching Forms containing 946 statements were collected and analyzed using traditional, naturalistic methods of inductive analysis. Three themes emerged: (a) systematic observation, (b) theory to practice, and (c) students as individuals. Observation changes occurring across the semester suggest peer coaching needs to occur over an extended period of time emphasizing the role of coach as observer for optimal teacher knowledge development.

Preservice Teacher Observations in Peer Coaching

Background: Past research has revealed the positive impact that interest development can have on achievement outcomes with early-adolescents in physical education (PE). Interest is considered a psychological state of engaging and willingness to reengage in specific content that develops over time; however, little work to date has examined interest development over time using methods that obtain in-depth perspectives of students and intimate knowledge of the context. Purpose: To examine the factors early-adolescent students report to have an impact on the development of individual interest in PE and explore how students view the relationship between individual interest and learning in PE. Participants: A total of eight students from one middle school class in the Midwestern United States were purposefully sampled based on their different levels of individual interest toward PE. There was an even split between males (n = 4) and females (n = 4) and students were mostly Caucasian. The setting consisted of a t...

A qualitative analysis of individual interest in middle school physical education: perspectives of early-adolescents

The purpose of this study was to use the Lifelong Physical Activity (LLPA) framework to examine the influence of high school physical education (PE) on university students’ level of physical activity (PA). Participants included 365 undergraduate students from the Rocky Mountain West of the USA enrolled in a university physical activity course. Data collection was comprised of a questionnaire and six gender-segregated followup focus group interviews consisting of three to six students in each group (n =16 males; n =11 females). Results revealed misalignment between curricular PA opportunities in high school programs and current modalities of PA. For females, lack of learning and discomfort in participating during high school PE lessons were significant pedagogical negative predictors of current levels of PA. For males, the high school PE experience had a minimal influence on current levels and modalities of PA. High school physical educators need to engage in more inclusive curriculum offerings and pedagogical practices that better prepare students for the lifespan stage transition from late adolescence to young adulthood.

Influence of high school physical education on university students' physical activity

Investigation of physical education preservice teacher knowledge development has been primarily limited to study of a single semester of early field experience (EFE), with findings from these investigations driving EFE design. The purpose of this research was to investigate what types of knowledge develop and how knowledge evolves and interacts to produce pedagogical content knowledge longitudinally across three semesters of EFE. Specifically, what knowledge components emerge first and continue to emerge in EFE, and what knowledge components initially, then later, interact to develop pedagogical content knowing? The participant, a 21-year-old male, engaged in three consecutive semesters of EFE. Data collection, including multiple observations and interviews, was analyzed jointly by three researchers using constant comparison and inductive analysis. Knowledge of pedagogy emerged initially and throughout the EFEs. In later EFEs, knowledge of students and content emerged concomitantly, interacting with pedag...

Teacher Knowledge Development in Early Field Experiences

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