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This study investigated whether a relationship existed between instructional style and points of emphasis in the training context of the martial art aikido and the perceptions which practitioners of aikido generated for aikido-related concepts. The findings were gathered within and compared across aikido training settings in two cultures — Japan and the United States. Analysis of the quantitative and qualitative data gathered for this investigation revealed several potent differences between the manner in which Japanese and American aikido practitioners represented their understandings of aikido-related concepts. Differences in the manner in which aikido practitioners in Japan and the United States represented their understandings of aikido reflected the teaching emphasis observed in the respective cultures. It was concluded that aikido instructors represented the values of their own culture in the context of aikido training, and thus served as important mediating forces influencing the meaning which practitioners generated for aikido. An additional finding revealed that in neither culture were participants able to accurately represent how practitioners in the “other” culture structured their understandings of aikido. It was reasoned that both cultural groups generated faulty perceptions of how the “other” group understood aikido because they utilized a similar pattern of projection, using their own meanings of aikido to represent the understandings of practitioners in the “other” cultural group. 相似文献
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Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online video-based instruction. This study compared online video-based instruction that made use of relationship-building strategies with online video-based instruction that did not use those strategies. The two instructions were identical in every other way. The results show that the attitudes of the college students were positively affected by the relationship building strategies in a statistically significant way (p = .025) and that learning gains were also positively affected at a very near-significant level (p = .052). The implications of the findings are discussed. 相似文献
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Jeffrey Ian Ross 《Journal of Criminal Justice Education》2013,24(3):446-460
This book review essay discusses and analyzes how introductory textbooks on correctional administration, written primarily for the American university market, frame the discourse on this subject matter. The writer presents both quantitative and qualitative empirical evidence of coverage given to prison administration. In addition to traditional content analysis methods, the authors of these books were contacted and asked to explain the decision‐making processes they used for content inclusion, exclusion and/or minimization. The paper concludes with a handful of recommendations on improving texts in this subdiscipline. 相似文献
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Peter Woods Mari Boyle Bob Jeffrey Geoff Troman 《International journal of qualitative studies in education》2013,26(1):85-97
There are signs that teams are becoming more popular in ethnographic research. New technology and, in the UK, the Research Assessment Exercise have facilitated the establishment and continuance of teams. In this paper, the authors discuss their experiences in one particular research team in recent years. Securing adequate funding has been the essential structural prerequisite. The authors distinguish among project, federated, and whole teams, depending on function and level of analysis. They consider team structure, approach, business, and processes, and the relationship between individual and team. Teamwork has enabled a wider and deeper coverage of work, a broader comparative base, and multiple researcher triangulation. The team provides a forum for the discussion of ethical issues, an immediate supportive reference group. It has opened up horizons, and promoted individual change and development. It has aided analysis and writing, and promoted clearer and more robust arguments. The article concludes with some caveats. 相似文献