Crossing the Line: Sport and the Limits of Civil Rights Protest     

Simon Henderson 《国际体育史杂志》2013,30(1):101-121

Scholars have ably considered the extent to which sport has been, and continues to be, a force for racial progress. What has been less comprehensively explored, however, are the unique difficulties encountered by athletes who have attempted to use sport to promote civil rights activism. Black athletes, and sympathetic white teammates, have faced considerable obstacles as sportsmen who supported the civil rights struggle. Sport has restricted the ability of sportsmen to successfully engage in civil rights activism. In the belief that it has provided an example of racial progress for the rest of society, in fact, sport has resisted the civil rights movement. This article explores the difficulties faced by athletes who attempted to be part of that movement.  相似文献   

The case study as a training method: A select bibliography : Commonwealth Secretariat, London     

Willie Henderson 《International Journal of Educational Development》1983,3(3):351-352

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Two Sides of the Same Coin: Variations in Teaching Methods and Failure to Learn to Write     

Naomi Rubin  Sheila E. Henderson 《British Journal of Special Education》1982,9(4):17-24

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School‐Focused INSET Evaluation     

Euan Henderson 《Cambridge Journal of Education》1979,9(2-3):165-174

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Adolescent siblings in stepfamilies: family functioning and adolescent adjustment     

Henderson SH 《Monographs of the Society for Research in Child Development》1999,64(4):26-49

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Will the structure hold?     

R.B. Henderson M.A. B.D. 《British Journal of Religious Education》1940,7(3):133-138

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Description or an improved triple-expansion engine     

Wm.M. Henderson 《Journal of The Franklin Institute》1887,124(5):342-351

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Book reviews     

J. Kendrick Noble  Albert Henderson  Mark Carroll  Thomas L. Bonn  John Feather 《Publishing Research Quarterly》2000,16(2):91-98

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Urban 5th graders conceptions during a place‐based inquiry unit on watersheds     

Anna Henderson Endreny 《科学教学研究杂志》2010,47(5):501-517

This study aimed to determine how 33 urban 5th grade students' science conceptions changed during a place‐based inquiry unit on watersheds. Research on watershed and place‐based education was used as a framework to guide the teaching of the unit as well as the research study. A teacher‐researcher designed the curriculum, taught the unit and conducted the research using qualitative data sources such as concept maps, science notebooks and interviews. Most students came to understand that their watershed was part of an urban environment where water drains from the surrounding land into a body of water. Thus, they began to understand how urban land use affects water quality. This study provides evidence for the use of place‐based learning in developing students' knowledge of the National Science Education Standards (NRC, 1996) and watersheds. Implications of this study include the use of place‐based learning in urban settings and the experiences needed for students to conceptualize watersheds. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 501–517, 2010  相似文献   

Inclusion of children with special needs in school-age child care programs     

Alice Henderson Hall  Judith A. Niemeyer 《Early Childhood Education Journal》2000,27(3):185-190

From an ecological perspective, the inclusion of children in school-age child care (SACC) requires collaboration among policy makers, educators, parents, and child care providers. Both typically and atypically developing children benefit from inclusive programs, yet they pose challenges for care-givers primarily due to lack of training, resources, and identification of successful inclusive program components. The process of successful SACC inclusion should be at the forefront of human service and research agendas.  相似文献