Exertion games require investing physical effort. The fact that such games can support physical health is tempered by our limited understanding of how to design for engaging exertion experiences. This paper introduces the Exertion Framework as a way to think and talk about Exertion Games, both for their formative design and summative analysis. Our Exertion Framework is based on the ways in which we can conceive of the body investing in gamedirected exertion, supported by four perspectives on the body (the Responding Body, Moving Body, Sensing Body and Relating Body) and three perspectives on gaming (rules, play and context). The paper illustrates how this framework was derived from prior systems and theory, and presents a case study of how it has been used to inspire novel exertion interactions. Author Keywords Exertion Interface, whole-body interaction, exergame,

The pressure towards more school-based teacher education pro-grams, visible in many countries, creates a need to rethink the re-lationship between theory and practice. The traditional application-of-theory model appears to be rather ineffective and is currently being replaced by other, more reflective approaches. However, until now the variety of different notions and assumptions un-derlying these new approaches have not provided a sound basis for further development. Two related theoretical bases are presented for a new paradigm in teacher education. Thefirst uses the concepts of episteme and phronesis to introduce a new way of framing rele-vant knowledge. The second is a more holistic way of describing the relationship between teacher cognition and teacher behavior, lead-ing to a model of three levels in learning about teaching, the Gestalt level, the schema level and the theory level, which are illustrated by interview data. Building on these two theoretical;frameworks, a so-called "'realistic approach " to teacher education is introduced. The teacher educator's role within this approach is analyzed as well as organizational consequences. First evaluative results are presented. Educational Researcher, VoL 28, No. 4, pp. 4-17

The debate over whether a dominant paradigm is appropriate for the rapidly evolving organizational learning (OL) research has resulted in significant discord among researchers in the field. This critical issue paper compares and contrasts the strengths and weaknesses of three widely used research paradigms in OL research: positivism, interpretivism, and critical science. It argues that in many cases, the taxonomy of positivistic research should be employed as the central methodological framework in investigating organizational learning and subsequent performance issues while valuing contributions made by the other two approaches to OL research. The Longman dictionary (1995) defines research as “the studious study of a subject, that is intended to discover new facts or test new ideas; the activity of finding information about something that one is interested in or needs to know about ” (p. 1205). As the definition implies, in the strenuous journey to knowledge, researchers and scholars employ various research paradigms to guide them through the course of knowledge seeking. From the research perspective of organizational learning (OL), the three primary research paradigms of positivism, interpretivism, and critical science, have been widely discussed and used within the field. Problem Statement and Research Questions Learning is defined in a broad sense as the acquisition of new skills and knowledge that results in changed behavior (Snyder & Cummings, 1998). In today’s continuously changing and turbulent business environment, organizations are becoming increasingly interested in ways of gaining and sustaining competitive advantage. When confronted with performance problems that may arise in organizations, researchers and practitioners rely on learning solutions as a way of addressing these issues; professionals perceive that learning is a prerequisite to performance improvement and

The family support movement in the United States has its roots in the early years of the 20 th century when progressives like Jane Addams worked to improve the lives of disadvantaged children and their families. Family support today is provided by multiple public and private agencies. How families experience these services is not well known. Such information could help service providers give meaningful support to those in need. This is a case study of how one family experienced the receipt of multiple community services. The family lived in Virginia, and four family members participated in the study. The family consisted of Elizabeth, the matriarch, age 39; Allen, third husband of Elizabeth, age 30; Bradley, middle son of Elizabeth, age 16; and Benjamin, youngest son of Elizabeth, age 14. Elizabeth's eldest son C. C., age 18, did not participate in the study. The services received by the family were focused on Elizabeth, a childhood victim of parental abuse and a cancer survivor, and Bradley, who was identified with attention deficit hyperactivity disorder. Bradley was a resident in a wilderness program

The purpose of this hermeneutic phenomenological study was to explore the essence of gerontology nursing. This project sought to look beyond the practical tasks and skills of gerontology nursing to reveal what is more than meets the eye and thereby explicate the essence of gerontological nursing practice. Gerontology nursing is troubled by its unpopular status and negative image that in turn has serious implications for the recruitment and retention of nurses who are both willing and able to work in this field of nursing. The purpose for doing this study was to unveil a deeper meaning and understanding of gerontology nursing, thus contributing to its value and worth as a speciality area of nursing. Conversations with four gerontology nurses were taped, transcribed and then analysed using van Manen’s (1990) approach to researching lived experience. From the analysis, four cardinal elements emerged: true acceptance, personal knowing, being present, and being alive. Those four cardinal elements were reworked and further analysed to reveal three central aspects or essences of

This paper connects an online learning model to the rights to education that the online educational environments can provide. The model emerges from a study of ninety-two online learners and is composed of three kinds of inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge. Online learners naturally pursue and undertake these inquiries when they are equipped with communication channels and technologies. This model provides a thinking tool for integrating new media and technologies in an online learning environment in order to help students achieve their full rights to education.

Both preservice and seasoned teachers experience a considerable gap between theory and prescriptions for teaching and their day-to-day practice. We conceptualize this gap in terms of the difference between descriptions of practice and practice itself. Descriptions cannot include the tacit understanding against which specific acts of teaching become meaningful; thus, they are inherently out of synchrony with practice. We illustrate how Bourdieu’s notion of habitus (a set of dispositions) accounts for appropriate actions in situations where there is no “time out ” for deliberation and how coteaching can support preservice teachers’ development of this habitus. Les étudiants-maîtres comme les enseignants chevronnés ressentent l’écart considérable entre la théorie et les règles de l’enseignement et leur pratique quotidienne. Les auteurs conceptualisent cet écart en termes de différence entre les descriptions de la pratique et la pratique elle-même. Les descriptions ne peuvent inclure la compréhension tacite par rapport à laquelle des activités précises d’enseignement prennent un sens; aussi ces descriptions en elles-mêmes ne

This thesis is dedicated to my wife Gail and my children, Mark and Lauren. They have watched me spend endless hours at the computer instead of with them. They have shared in my journey and always helped me when the road was hard. They have sacrificed as much, if not more, than I have. I hope this work justifies their support. ii This study examines the ability of online distance education courses using CMC and constructivist assessment tools to support cognitive presence and deep learning. Four online focus groups were conducted, three among graduate students and one among instructors who have respectively taken and delivered online courses in the Master of Distance Education program at Athabasca University. Transcripts of the focus groups were analyzed with the objective of developing a grounded conceptual model. The learning experiences, as described by the participants themselves, have shown that deep learning and

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Abstract: This ethnographic study examined how rural, lower track, underrepresented students made sense of their place in school and what role school science played in their cultural reproduction. The objectives of the study were to identify key components of science classroom discourse, analyze means of negotiating these components, and explicate participants ' beliefs and roles in de®ning microcultural identities speci®c to rural, underrepresented school contexts. Eight students and their teacher participated in this study, which drew heavily upon teacher and student revoicing of common events. Results showed that the quality of science instruction was subverted through a process of negotiation between students and teachers in the context of low expectations and the school culture. Implications for research and