Book reviews     

Saul B. Robinsohn  Franklin Parker  Franz Hilker  Gustaf Ögren  Brian Holmes  Marjorie L. Jenkins  Eve Malmquist  Sven Hilding  Clare Burstall  Karl Gerlicher  Gilbert de Landsheere  Ursula Schäfer  Ann Dryland  Nicholas Hans 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(2):232-254

  相似文献   

Angle-specific knee muscle torques of ACL-reconstructed subjects and determinants of functional tests after reconstruction     

Özge Çınar-Medeni  Gulcan Harput  Gul Baltaci 《Journal of sports sciences》2019,37(6):671-676

The purposes of this study were to analyse (a) if “angle-specific” (AS) flexor and extensor torques were different between ACL-reconstructed and uninvolved limbs, (b) the difference in peak torque occurrence angles for concentric and eccentric knee flexor and extensor torques between involved and uninvolved limbs and (c) if AS concentric and eccentric knee flexor and extensor torques are determinants of performance in the “single-leg hop test” (SLHT) and “vertical jump and reach test” (VJRT) in ACL-reconstructed legs. Twenty-seven male ACL-reconstructed volunteers were included in the study. Isokinetic knee muscle strength, SLHT and VJRT were performed 6 months after ACL reconstruction. No difference was found in extremity and knee joint angle interaction for concentric and eccentric flexor and extensor torques (p > 0.05). Peak torque occurrence angles were not different between involved and uninvolved limbs (p > 0.05). In involved extremities, concentric knee extensor strength at 90° was a determinant of SLHT performance (R² = 0.403, p < 0.05), and concentric knee extensor strength at 60° was a determinant of VJRT (R² = 0.224, p < 0.05). Assessment of AS concentric knee extensor strength at 60° and 90° might be important, because these were determinants of functional test performance.  相似文献   

Childhood social status in society and school: implications for the transition to higher levels of education   总被引：1，自引：1，他引：0  

Ylva Almquist  Bitte Modin  Viveca Östberg 《British Journal of Sociology of Education》2010,31(1):31-45

While research into educational inequalities emphasises childhood socio‐economic status, this study adds another dimension of status into the analysis; namely, the child’s own social position among its peers. The aim was to examine whether socio‐economic status and peer status can both be linked to educational transitions and, if so, whether they constitute overlapping paths. In a second step of analyses, the relationship between peer status and adult unemployment was investigated. Data were derived from a longitudinal study using a 1953 cohort born in Stockholm, Sweden. Our results suggest that children with higher socio‐economic status and children with higher peer status are consistently more likely than their lower status peers to proceed to the next level of education, and that the effects of socio‐economic status and peer status hardly overlapped at all. Furthermore, educational differences by peer status seem to involve consequences for the studied subjects’ contemporary labour market opportunities.  相似文献   

Organisational barriers for women in senior management: a comparison of Turkish and New Zealand universities     

Jenny Neale  Ozlem Özkanlı 《Gender and education》2010,22(5):547-563

This paper reports on the second phase of a multi‐country study examining cross‐cultural perspectives of gender and management in universities. The first phase of this research with eight countries found that the representation of women was consistently low, especially at Rector/Vice Chancellor level. In the second phase interviews were conducted with both male and female senior managers including current and former Rectors/Vice Chancellors. The focus of this paper is on the organisational barriers to women becoming and being managers in Turkish and New Zealand universities. Twenty‐four interviews were conducted in Turkey and 26 in New Zealand. Rectors/Vice Chancellors and other senior academic colleagues were found to be crucial in supporting academics into senior management. Barriers discussed include time management and role conflict between work and non‐work life.  相似文献   

A comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish high school students’ understanding of acid-base chemistry     

Haluk Özmen  GÖkhan DemİrcİoĞlu  Richard K. Coll 《International Journal of Science and Mathematics Education》2009,7(1):1-24

The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth grade students’ from two classes in a Turkish high school. An additional aim was to enhance student attitude toward chemistry. In the research design, two cohorts of students were compared; those from the intervention group (N = 31) and a second group (N = 28) who were taught in a more traditional manner. Student understanding of acid-base chemistry was evaluated with a pretest/posttest research design using a purpose-designed instrument, the Concept Achievement Test (CAT) consisting of 25 items, 15 multiple choice and ten multiple choice with explanation. Alternative conceptions identified in the pretest were incorporated into the intervention, which thereby sought to move students toward views more in accord with scientific views for the concepts. Statistical tests indicate the instrument is reliable (with an alpha reliability of 0.81) and the analysis of the findings revealed statistically significant differences between the intervention and traditional groups with respect to conceptual understanding. Examination of student explanations and analyses of semi-structured interviews conducted with selected students suggest that the main influence was the laboratory activities. Analysis of the findings in the context of relevant literature that concept mapping in conjunction with laboratory activities is more enjoyable, helps student link concepts, and reduces their alternative conceptions.  相似文献   

Orally Positioning Older People in Assessment Meetings     

Christina Samuelsson  Johannes H. Österholm  Anna Olaison 《Educational gerontology》2015,41(11):767-785

It has been demonstrated that persons with dementia may be positioned as less competent than participants of the same age without dementia, and that persons with dementia possibly also are positioned as less competent than other older persons without dementia. In the present study, we aim to explore this further by analyzing Swedish assessment meetings in which needs and preferences are investigated for older persons without dementia. The material consists five audio-recorded assessment meetings, where there were at least two conversational partners present (a spouse and/or a child) and where the older person applying for social services was not diagnosed with dementia. The ages of the older persons ranged from 81 to 88, while the age of the relatives ranged from 46 to 93. The results of the present study demonstrate that older persons without dementia mainly are positioned as competent. However, it may be related to the degree of frailty, because the frailest person in the present study appears to be positioned as less competent than the other participants. The present paper adds to existing knowledge on how professionals in assessment meetings contribute to the positioning of older persons as competent and capable of making decisions. The results of the present article may be useful to promote development of education and training of communication skills for care mangers in assessments. Such training would further ensure that older persons with and without cognitive impairments can be actively involved in the creation and interpretation of their applications for social services.  相似文献   

Teaching,Learning and Governance in Science Education and Physical Education: A Comparative Approach     

Leif Östman  Marie Öhman  Eva Lundqvist  Malena Lidar 《Interchange》2015,46(4):369-386

  相似文献   

A Transactional Way of Analysing the Learning of ‘Tacit Knowledge’     

Joacim Andersson  Leif Östman 《Interchange》2015,46(3):271-287

  相似文献   

Heterotopias in physical education: towards a queer pedagogy?     

Håkan Larsson  Mikael Quennerstedt  Marie Öhman 《Gender and education》2014,26(2):135-150

This article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary PE class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of the students. It is argued that the event can be seen as a heterotopia, according to Michel Foucault a ‘counter-site’ enabling the resistance to authority, where the production of normalcy was challenged. Furthermore, even though the event happened spontaneously, the authors suggest that it can show a way towards a queer pedagogy for PE through teaching paradoxically; it indicates a preferred ethos of the lesson and the use of conceptual tools by teachers and students that make them able to intervene in the production of normalcy.  相似文献   

How research funders can finance APCs in full OA and hybrid journals     

Bo‐Christer BJÖRK  David SOLOMON 《Learned Publishing》2014,27(2):93-103

  相似文献