Academic literature on the topic 'Practice theories'

This study reports on a project exploring how a commitment towards teaching mathematics for social justice amongst teachers can be translated into related classroom practice. It recounts how a group of teacher researchers set about achieving this through developing, trying out and evaluating a series of teaching ideas and activities. It contrasts the abundance of research literature on theories of mathematics education and social justice with the relative scarcity of studies on developing practice in this area. Mathematics lessons are generally characterised by too much focus on factual recall and procedural understanding, resulting in unacceptable levels of disengagement and disaffection amongst learners. A critical methodological stance is adopted in arguing that this current situation should not be taken as given. The research design is based on a model of participatory action research, which is socio-political, participative, collaborative, emancipatory and recursive in nature, and aims to bring about desirable social change. Careful consideration is given to the credibility, transferability, dependability and confirmability of the research findings, and particular attention is paid to the role of the researcher in facilitating the research group. Data was collected primarily from meetings of the research group and a series of semi-structured empathetic interviews conducted with each teacher researcher. Audio-recordings were transcribed and condensed before being coded inductively and analysed through a thematic approach, using the constant comparative method to draw out meaning from the data. A case study approach was used as a means to capture and report the stories of how teacher researchers' thinking and classroom practice evolve and develop over the course of the project. Findings from the project demonstrate how the five teacher researchers, through their involvement in the project, begin to question seriously and rethink previously held views about the nature of mathematics, their own relationship with the subject and notions of mathematical ability. They exhibit a growing belief that the development of students' mathematical understanding and awareness of social justice issues are inextricably linked, rather than separate objectives. These changes in epistemologies appear to have an impact on teacher researchers' classroom practice and their students' dispositions towards learning mathematics. There is evidence that making mathematics more relevant and meaningful leads to raised levels of student engagement, and that focusing on how mathematics can be used to understand real-life issues and to construct an argument for change leads to increased student agency. The collaborative and participative nature of the research group shows how a mutually supportive environment can be created which promotes the self-efficacy of teacher researchers in addressing issues of social justice in their mathematics classrooms. By relating the findings back to the underlying theories, conclusions are drawn of relevance to practitioners and researchers in the field of mathematics education. These relate to the relationship between teacher epistemologies and teaching approaches, the relevance and purpose of the school mathematics curriculum and the potential of participatory action research as a model of professional development which has a strong impact on classroom practice and promotes teachers' genuine engagement in and with research.

This dissertation is concerned with the contentious issue of treating buildings of the recent past as part of a common architectural heritage to be protected. Specifically, it is concerned with issues of environmental compatibility, economic feasibility and social viability in the built environment. After an initial investigation of the topic generally, the research identifies the most pressing issues arising from the conservation of modernist heritage, whilst analysing key international cases emblematic of the Modern Movement. This approach develops a series of constructive observations that are intended to question the current conservation practice and that ensure that over-arching objectives of sustainability are met. A particular focus is given to recent practice in the U.K. Policies are considered in the light of the current theoretical and legislative framework, particularly highlighting English Heritage’s recent move since the late 1990s towards a more sustainable, integrated practice on post-war heritage. Originating from the theoretical roots of ‘Conservazione Integrata’, an Italian concept that was later promoted by the Council of Europe with the 1975 Charter of Architectural Heritage, the current idea of ‘Planned and Integrated Conservation’ has gradually replaced the traditional concept of restoration and preservation, whilst also facing the emerging dispute over sustainability. Through my research, I have investigated the discourse within international socially embedded contexts, where architectural heritage represents a source of social, environmental and economic values to be preserved and passed on to future generations.

The primary purpose of this study was to examine whether variability of practice enhances neuromuscular adaptations when compared to traditional strength training. The secondary purpose was to investigate whether there was a difference in perception of exertion between the two strength programs. Forty one subjects (23 women and 18 men) were assigned to either the control group or one of two treatment groups by a blocked-random method. Subject's one repetition maximum (1RM) for the kettlebell press and leg press were measured at baseline, after 4 weeks of training, and after 8 weeks of training. The treatment groups completed 8 weeks of training consisting of 3 days a week with at least one recovery day in between each session. In weeks 1 through 3, subjects undergoing the traditional treatment completed 3 sets of 8 repetitions at 70% of their 1RM for each exercise. Weeks 4 through 6 were composed of 3 sets of 6 repetitions at 77% 1RM. In weeks 7 and 8, 3 sets of 4 repetitions at 85% 1RM were performed. Over the course of the eight weeks, the variable treatment was comprised of 5 sets of the kettlebell and leg press. A set of 4 repetitions at 77% of the subject's 1RM, one of 5 repetitions at 70% 1RM, another of 3 repetitions at 85% 1RM, one of 6 repetitions at 65% 1RM, and finally a set of 2 repetitions at 93% 1RM were performed every session. The order of these sets were changed every 3 weeks, altering where in the session the highest intensity set was in relation to the lower intensity sets. Ratings of perceived exertion (RPE) were recorded following treatment to determine subject's perception of intensity during each set. Analysis of variance with repeated measures did not reveal significantly different strength gains between treatment groups in either lift, although variable treatment resulted in greater mean strength gains over almost every time interval. Analyses of RPE data revealed significantly lower reported RPE values for the variable treatment compared to the traditional treatment in both lifts. The greater mean strength gains and significantly lower RPEs of the variable treatment program compel us to conclude it is a superior training method for increasing strength compared to the traditional program.