ORCID Profile
0000-0003-3017-0935
Current Organisations
University of Auckland - Epsom Campus
,
The University of Auckland
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Publisher: Springer Singapore
Date: 2016
Publisher: Informa UK Limited
Date: 04-08-2021
Publisher: Universidade Federal do Rio Grande do Sul
Date: 10-04-2022
DOI: 10.22456/1982-8918.122688
Abstract: Covid-19 has resulted in the implementation of social distancing measures and school closures worldwide. This study explores some of the impacts, such as pedagogies, teaching strategies, reflections, and barriers of the teacher as he suddenly moved to an online teaching environment and taught PE lessons with the use of technology (Google Sites). A self-study methodology with thematic analysis was used to investigate the lead author’s experiences. Findings and discussions highlight how the teacher had to find new forms of teaching online, ways of making the students not be exclusively in front of the screen, and simultaneously be concordant with the social and dynamic characteristics of PE. Ultimately, the experiences and the process of reflection demonstrated the need to be coherent with teaching beliefs, assumptions, theoretical approaches and practices as a teacher. This article foregrounds and contributes to future ways of teaching PE online by understanding one teacher’s praxis.
Publisher: Informa UK Limited
Date: 05-03-2020
Publisher: Springer Singapore
Date: 2015
Publisher: Elsevier BV
Date: 11-2009
Publisher: FapUNIFESP (SciELO)
Date: 2021
Abstract: RESUMO O texto objetiva identificar temas relacionados às competências digitais em propostas de formação de docente da Educação Física em três países. Pela análise de conteúdo, enunciados sobre mídia e tecnologia em documentos curriculares de três cursos superiores de Educação Física na Austrália, Brasil e Nova Zelândia são categorizados segundo marcos teóricos de competências digitais para docentes da UNESCO e da União Europeia. As categorias de “Usos de tecnologia no c o didático” e de “Promoção dos aspectos pedagógicos” são as mais exploradas. As propostas da Nova Zelândia e da Austrália abarcam todas as dimensões discutidas, ao contrário da brasileira. Defende-se uma articulação orgânica das dimensões metodológica, crítica e produtiva da mídia-educação na formação de professores.
Publisher: Universidade Federal de Santa Catarina (UFSC)
Date: 19-07-2023
DOI: 10.5007/2175-8042.2023.E95537
Abstract: A pedagogia crítica é uma abordagem dinâmica e transformadora da educação que deve continuar a se adaptar aos contextos sociais e históricos em rápida mudança. Neste artigo, defendemos que práticas pedagógicas baseadas em saberes e princípios indígenas possibilitam uma pedagogia crítica para a Saúde e Educação Física que questione os efeitos da precariedade. Com base especificamente no contexto de Aotearoa Nova Zelândia, descrevemos os princípios de Kaupapa Māori, uma perspectiva indígena que expressa as aspirações Māori e os valores Māori específicos, e como esses princípios são articulados em Saúde e Educação Física. Argumentamos que as práticas de Saúde e Educação Física sustentadas por Kaupapa Māori têm o potencial de reduzir a raiva, a ansiedade e a alienação por meio do fortalecimento de conexões entre alunos, entre alunos e professores, com a terra e com identidades emergentes.
Publisher: Oxford University Press (OUP)
Date: 23-10-2019
Abstract: We are using the LOw-Frequency ARray (LOFAR) to perform the LOFAR Tied-Array All-Sky (LOTAAS) survey for pulsars and fast transients. Here we present the astrometric and rotational parameters of 20 pulsars discovered as part of LOTAAS. These pulsars have regularly been observed with LOFAR at 149 MHz and the Lovell telescope at 1532 MHz, supplemented by some observations with the Lovell telescope at 334 MHz and the Nançay Radio Telescope at 1484 MHz. Timing models are calculated for the 20 pulsars, some of which are among the slowest-spinning pulsars known. PSR J1236−0159 rotates with a period P ∼ 3.6 s, while 5 additional pulsars show P 2 s. Also, the spin-down rates $\\dot{P}$ are, on average, low, with PSR J0815+4611 showing $\\dot{P} \\sim 4\\times 10^{-18}$. Some of the pulse profiles, generically single-peaked, present complex shapes evolving with frequency. Multi-frequency flux measurements show that these pulsars have generically relatively steep spectra but exceptions are present, with values ranging between ∼−4 and −1. Among the pulsar s le, a large fraction shows large single-pulse variability, with 4 pulsars being undetectable more than $15\\%$ of the time and one tentatively classified as a Rotating Radio Transient. Two single-peaked pulsars show drifting sub-pulses.
Publisher: Oxford University Press (OUP)
Date: 25-01-2019
DOI: 10.1093/MNRAS/STZ214
Publisher: American Astronomical Society
Date: 12-2021
Abstract: We present a catalog of 536 fast radio bursts (FRBs) detected by the Canadian Hydrogen Intensity Mapping Experiment Fast Radio Burst (CHIME/FRB) Project between 400 and 800 MHz from 2018 July 25 to 2019 July 1, including 62 bursts from 18 previously reported repeating sources. The catalog represents the first large s le, including bursts from repeaters and nonrepeaters, observed in a single survey with uniform selection effects. This facilitates comparative and absolute studies of the FRB population. We show that repeaters and apparent nonrepeaters have sky locations and dispersion measures (DMs) that are consistent with being drawn from the same distribution. However, bursts from repeating sources differ from apparent nonrepeaters in intrinsic temporal width and spectral bandwidth. Through injection of simulated events into our detection pipeline, we perform an absolute calibration of selection effects to account for systematic biases. We find evidence for a population of FRBs—composing a large fraction of the overall population—with a scattering time at 600 MHz in excess of 10 ms, of which only a small fraction are observed by CHIME/FRB. We infer a power-law index for the cumulative fluence distribution of α = − 1.40 ± 0.11 ( stat. ) − 0.09 + 0.06 ( sys. ) , consistent with the −3/2 expectation for a nonevolving population in Euclidean space. We find that α is steeper for high-DM events and shallower for low-DM events, which is what would be expected when DM is correlated with distance. We infer a sky rate of [ 820 ± 60 ( stat. ) − 200 + 220 ( sys. ) ] / sky / day above a fluence of 5 Jy ms at 600 MHz, with a scattering time at 600 MHz under 10 ms and DM above 100 pc cm −3 .
Publisher: Edith Cowan University
Date: 03-2012
Publisher: Informa UK Limited
Date: 02-09-2015
Publisher: Informa UK Limited
Date: 20-09-2022
Publisher: Palgrave Macmillan US
Date: 2009
Publisher: Informa UK Limited
Date: 18-03-2021
Publisher: The University of Queensland
Date: 18-10-2013
DOI: 10.1017/JIE.2013.12
Abstract: This research examines outcomes from introducing cultural values into Cook Islands secondary schools during two cycles of action research comprising planning, implementing, observing and reflecting. The cultural values upon which the physical education lessons were based were: tāueue (participation), angaanga kapiti (cooperation), akatano (discipline), angaanga taokotai (community involvement), te reo Maori Kuki Airani (Cook Islands Maori language), and auora (physical and spiritual wellbeing). The cultural values were believed to be an essential element of teaching physical education but one challenge was how to assist teachers to implement the cultural values into classroom teaching as most participant teachers were not Cook Islanders. Findings from this action research project suggest that while participant teachers and community cultural experts may agree to incorporate cultural values in teaching Cook Islands secondary school students, teachers nonetheless find difficulties in implementing this objective.
Publisher: Routledge
Date: 04-01-2013
Publisher: Routledge
Date: 31-05-2012
Publisher: Universidade Federal do Rio Grande do Sul
Date: 15-11-2019
Abstract: Estudo sociocrítico e pedagogia crítica, nas últimas três décadas, são centrais na formação de professores de Educação Física. O objetivo deste artigo é providenciar um retrato da história do projeto crítico na formação de professores de Educação Física e oferecer uma análise das pedagogias críticas na sociedade ocidental contemporânea. Nesse texto, as representações de pedagogia crítica são classificadas nos focos sobre (a) reflexão crítica, (b) pedagogias do “desconforto”, (c) princípios democráticos, embora os autores reconheçam que na formação de professores tais categorias sobrepõem-se e não são independentes entre si. O artigo conclui que as relações entre professores e alunos na formação inicial em Educação Física são construídas com base na confiança, no cuidado e, secundariamente, que conexões entre professores que atuam na formação superior e a comunidade mais la que ensina Educação Física são importantes para providenciar as condições necessárias para as pedagogias críticas nos cursos e programas que formam professores.
Publisher: American Astronomical Society
Date: 02-2023
Publisher: Informa UK Limited
Date: 04-05-2021
Publisher: Universidade Federal do Rio Grande do Sul
Date: 09-04-2022
DOI: 10.22456/1982-8918.122671
Abstract: This “Focus Section” brings together a collection of papers that consider the pedagogical implications of teaching Physical Education (PE) during the COVID-19 pandemic. The pandemic has challenged teachers around the globe to adapt to social distancing and teaching online requirements. Our goal in this special edition is to share and reflect together on these challenges and see that the issue is not just about the use of technology, but also about how teachers navigate the implications for teaching a subject like PE. The shared stories provide valuable insights into how teachers adapt and learn new strategies and technologies for teaching PE in times of social distancing.
Publisher: Informa UK Limited
Date: 03-11-2022
Publisher: Universidade Federal do Rio Grande do Sul
Date: 14-04-2022
DOI: 10.22456/1982-8918.122595
Abstract: This paper reports on the first phase of a three-year project in which we explored ways to adapt and evolve our pedagogies in relation to the use of new and emerging digital technologies. Our aim is to develop a shared understanding and resourcefulness for teaching in an age where pedagogy in a university setting is an increasingly complex and novel problem. We focus specifically on our experiences of emergency remote teaching (ERT) where we pivoted mid semester from on-c us classroom-based teaching to exclusively online delivery and assessment. Through a dialogical approach enabled by the self-study, we support each other, describe the key challenges we have experienced, and identify the key assumptions that underpin our practices as teachers in digital learning contexts. The themes found in this dialectical relationship were named as: the visibility of students, the constraints of technology, and the fact that we are neophyte lecturers again.
Publisher: Informa UK Limited
Date: 02-05-2022
Publisher: American Astronomical Society
Date: 07-2021
Publisher: Informa UK Limited
Date: 11-2020
Publisher: Informa UK Limited
Date: 22-02-2021
No related grants have been discovered for Alan Ovens.