Comparison of the computerized ACTIVITYGRAM instrument and the previous day physical activity recall for assessing physical activity in children     

Welk GJ  Dzewaltowski DA  Hill JL 《Research quarterly for exercise and sport》2004,75(4):370-380

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Multicultural children’s books: An American fairy tale     

Twyla J. Hill 《Publishing Research Quarterly》1998,14(1):36-45

Most analyses of multicultural children's books concentrate on published works by white authors and the implications of their depictions of non-white characters. This article explores the production process of multicultural children's literature. The differences between multicultural and culturally conscious literature are discussed. The production and distribution processes of children's books are described. Interview data is used to highlight areas of these systems which constrain the production of books by non-white authors.  相似文献   

A SHIFT FROM THE RIGHT TO THE LEFT AS AN INDICATOR OF VALUE CHANGE: A BATTLE FOR THE CLIMATE OF OPINION     

Noelle-Neumann  Elisabeth 《Int. Journal of Public Opinion Research》1998,10(4):317-334

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Parent attitudes about working conditions of their adult mentally retarded sons and daughters     

J W Hill  J Seyfarth  P D Banks  P Wehman  F Orelove 《Exceptional children》1987,54(1):9-23

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Socio-economic disadvantage, literacy and social justice: Learning from longitudinal case study research     

Barbara Comber  Sue Hill 《The Australian Educational Researcher》2000,27(3):79-97

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Neurobehavioral and Psychosocial Issues in Klinefelter Syndrome     

Daniel H. Geschwind  Elisabeth Dykens 《Learning disabilities research & practice》2004,19(3):166-173

Klinefelter Syndrome (KS) is a relatively common (1/500 to 1/1,000) genetic syndrome caused by an extra X chromosome in males, leading to an XXY karyotype. In most cases, the physical and neurobehavioral characteristics of KS are relatively mild, and KS is not usually associated with moderate or severe mental retardation. However, KS is often associated with significant language‐based learning disabilities and executive dysfunction, making it a plausible genetic model for understanding the neurobiology of these areas of cognition that are so fundamental to learning in a classroom. Additionally, the psychosocial aspects of KS, which can have a significant impact on school performance and learning, have been explored only on an anecdotal level. We have conducted pilot studies in a small group of KS adolescents and adults to begin to identify the social, emotional, and adaptive behavior issues facing KS subjects and have identified several areas for further research. This includes characterization of mild maladaptive behaviors, as well as significant strengths in other areas. Further work is needed to determine how the social‐emotional and cognitive features of the disorder interact or change over the lifetime of subjects and how the learning disabilities respond to hormonal or cognitive‐based therapy.  相似文献   

‘If you miss the ball,you look like a total muppet!’ Boys investing in their bodies in physical education and sport     

Joanne Hill 《Sport, Education and Society》2015,20(6):762-779

Connections have been drawn between masculinity, muscularity and physical or social status in sport. Not only are sporting bodies often related to masculinity but also to whiteness, leading to the devaluing of Asian boys' bodies and sporting experiences. This paper draws on three British Asian teenage boys' visual and verbal narratives to enquire how they negotiate these connections in their physical education and recreational sport experiences. Bourdieu's notion of capital is used to make sense of boys' ways of investing in their bodies to manage their status in school. Drawing from focus-group interviews which used participant-driven photography and photo elicitation techniques, the research indicates how three boys invested in their bodies by doing particular types of physical activity that would enable them to develop muscularity, fitness and/or motor competence, to attain or retain physical and social capital in school. Along the way, they add pertinent comments on the intersections of masculinity and ethnicity in constructing and performing a sporting body.  相似文献   

Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa,New Zealand     

Alexandra C. Gunn  David Berg  Mary F. Hill  Mavis Haigh 《师资教育杂志》2015,41(3):307-320

An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned.  相似文献   

Girls’ active identities: navigating othering discourses of femininity,bodies and physical education     

Joanne Hill 《Gender and education》2015,27(6):666-684

Within physical education and sport, girls must navigate discourses of valued athletic and gendered bodies that marginalise or ‘other’ non-normative performances through systems of surveillance and punishment. The purpose of this paper is to share girls’ perspectives on how these discourses affected their gender performances and activity engagement. Students aged 13–14 in one ethnically diverse UK secondary school were invited to create a photo diary of the physical activities they engaged in. Photo-elicitation interviews in small groups followed. The girls positioned themselves as physically active but had to carefully manage their activity choices and gender performances in a single-sex physical education environment that regulated deviation from the fit, slender, girly-girl. Although the girls demonstrate the difficulty of resisting, they indicate moments of positioning themselves against norms that suggest the possibilities of shifting gendering processes. The paper points out the importance of listening to ‘other’ girls’ narratives in building positive physical education engagements.  相似文献   

English school exercises, 1420–1530     

Gabriel Hill 《History of education》2015,44(4):534-536

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