78 research outputs found
Developing non-verbal ways of knowing in dance: Collaborative school / university action research.
Gardner (1983, 1993) has long argued that education privileges certain intelligences, primarily the linguistic and the logical-mathematical. As the arts tend to emphasise ways of knowing outside these intelligences, their marginalised status is exacerbated. A recent two-year project in eight primary schools on dance, drama, music and visual art found that the non-verbal aspects of each art form warranted serious attention to investigate what it means to learn in the arts. In this paper we describe and discuss the results of an aspect of action research in dance from this larger research project. We demonstrate how movement can be used as the primary expressive mode of communication, as opposed to privileging the spoken word. Through the use of powerpoint and video, we provide an intriguing and innovative model for providing non-verbal feedback and feed forward in the dance classroom
Alabama\u27s Women in Agriculture: The Road to GAPs Harmonization and Global Addendum - Tuskegee\u27s Walmart Initiative
This paper shares challenges faced and overcome by four African American women on their 2013 journey to secure USDAâs Produce Good Agricultural Practices (GAPs) Harmonized Food Safety Standards with the Global Addendum (Global Markets Primary Production Assessments: GMPPA). Collaboration, consistent training, and technical support from the Tuskegee University Extension and Research staff, and the Small Farmers Agricultural Cooperative undergirded the preparation of the farms for GAPs Certification. The timely sharing of staff expertise and experience from commercial partners (Walmart, Purivida, C.H. Robinson, W.P. Rawls), and support from the USDA (Strike Force Initiative) were important contributors to the positive outcomes described. The outcomes elucidate the adaptability, accountability, and professionalism each participant displayed to prepare her farm for audits; maintain food safety records, and achieve GAPs certification in marketable crops.
Key Words: Socially Disadvantaged Women Farmers, Food Safety, GAPs certificatio
Argumentation in school science : Breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning
The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving small-group discussion based on tasks that stimulate argumentation. The paper builds on previous research on enhancing the quality of argument in school science, to focus on how argumentation activities have been designed, with appropriate strategies, resources and modelling, for pedagogical purposes. The paper analyses design frameworks, their contexts and lesson plans, to evaluate their potential for enhancing reasoning through foregrounding the processes of argumentation. Examples of classroom dialogue where teachers adopt the frameworks/plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation. The analysis serves to highlight the potential and limitations of the design frameworks
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Daily vs alternate day supplementation of soybean meal or wheat middlings to steers consuming low quality hay
Two experiments were conducted to determine the effects of daily (D) vs
alternate day (AD) supplementation of soybean meal (SBM) or wheat
middlings (WM) on forage organic matter intake (OMI), ruminal digesta
kinetics, total tract digestibility, and ADG of steers consuming low quality
forage. In Exp. 1, five Angus x Hereford steers (403 ± 32 kg) fitted with
rumen cannulas were utilized in a 5 x 5 Latin square design. Steers were
individually fed low-quality (5.3% CP) fescue hay ad libitum and were
randomly assigned to one of five treatments: no supplement (CON); WM
fed daily (WMD); WM fed every other day (WMAD); SBM fed daily (SBMD);
and SBM fed every other day (SBMAD). Supplements were formulated to
meet 100% of degradable intake protein (DIP) and metabolizable protein
(MP) requirements. Supplementation increased (P<0.05) hay and total
OMI (gâąkgâ»ÂčâąBWâ»Âč) and total OM digestibility (%) compared to CON. Daily
supplementation increased (P<0.05) hay and total OMI and hay and total
OM digestibility when compared with AD supplementation. Hay OMI and
hay OM digestibility was greater (P<0.01) for SBM compared to WM, but
total OMI and total OM digestibility was not different (P>0.38). In Exp. 2,
96 Angus crossbred steers (280 ± 32 kg) were blocked by weight (three
groups) into 12 pens in a randomized complete block design. Steers were
fed low-quality (6.2% CP) fescue straw ad libitum, and one of four
supplements formulated to meet 100% of the DIP requirements: WM fed
daily (WMD); WM fed 3d/week (WMAD); SBM fed daily (SBMD); and SBM
fed 3d/week (SBMAD). Straw OMI was greater (P<0.03) for D compared
with AD supplemented treatments and for SBM compared with WM
supplemented treatments. Total OMI was greater (P<0.01) for D
compared with AD supplemented treatments, however, SBM had similar
total OMI when compared with WM supplemented treatments. Daily
supplemented steers had greater (P=0.03) ADG when compared with AD
supplemented steers. Despite having lower forage intake and similar total
OMI, steers consuming WM had higher (P<0.01) ADG when compared to
steers consuming SBM
Developing non-verbal ways of knowing in dance: Collaborative school/university action research
Gardner (1983, 1993) has long argued that education privileges certain intelligences, primarily the linguistic and the logical-mathematical. As the arts tend to emphasise ways of knowing outside these intelligences, their marginalised status is exacerbated. A recent two-year project in eight primary schools on dance, drama, music and visual art found that the non-verbal aspects of each art form warranted serious attention to investigate what it means to learn in the arts. In this paper we describe and discuss the results of an aspect of action research in dance from this larger research project. We demonstrate how movement can be used as the primary expressive mode of communication, as opposed to privileging the spoken word. Through the use of powerpoint and video, we provide an intriguing and innovative model for providing non-verbal feedback and feed forward in the dance classroom
Relational pedagogy and the arts.
This article explores the notion of ârelational pedagogyâ in the Arts (drama, dance, music, and visual art) starting with the teacherâchild relationship, peer relationships, and building communities of enquiry
ALABAMAâS WOMEN IN AGRICULTURE: THE ROAD TO GAPS HARMONIZATION AND GLOBAL ADDENDUM â TUSKEGEEâS WALMART INITIATIVE
This paper shares challenges faced and overcome by four African American women on their 2013 journey to secure USDAâs Produce Good Agricultural Practices (GAPs) Harmonized Food Safety Standards with the Global Addendum (Global Markets Primary Production Assessments: GMPPA). Collaboration, consistent training, and technical support from the Tuskegee University Extension and Research staff, and the Small Farmers Agricultural Cooperative undergirded the preparation of the farms for GAPs Certification. The timely sharing of staff expertise and experience from commercial partners (Walmart, Purivida, C.H. Robinson, W.P. Rawls), and support from the USDA (Strike Force Initiative) were important contributors to the positive outcomes described. The outcomes elucidate the adaptability, accountability, and professionalism each participant displayed to prepare her farm for audits; maintain food safety records, and achieve GAPs certification in marketable crops
Examining and disrupting rituals of practice in the primary classroom
Much of what happens in primary classrooms reflects a number of rituals and routines that have largely become an unconscious part of teachers' repertoires. While these 'rituals of practice' provide a framework or structure to learning in classrooms, they are often left unexamined. These taken-for-granted ways of teaching require close examination in order to ascertain their merit or otherwise for children's learning. This paper outlines some rituals of practice in primary classrooms in the Arts (dance, drama, music and visual art). It outlines the nature of these rituals and discusses how some were disrupted by teachers-as-researchers in collaboration with their university colleagues in a joint research project. The findings suggest that research partnerships of this nature provide a supportive environment for questioning assumptions and enacting alternatives that promote learning
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