The (Re)Constitution of football fandom: Hapoel Katamon Jerusalem and its supporters     

Netta Ha-Ilan 《Sport in Society》2018,21(6):902-918

Abstract

Hapoel Katamon Jerusalem, a fan owned club in Israel, was established in 2007 by fans of Hapoel Jerusalem, in protest against the management of the original club. The fans have adopted anti-racism, opposition to violence and inclusiveness as markers of their identity, while stressing their links with the surrounding community. The paper emphasizes the role of reflexivity and agency, as the fans built the new club to embody their aspirations. The emphasis on reflexivity is required to integrate in the analysis, both macro-social elements, and processes linked with ‘everyday life’. The paper stresses the unintended consequences of the fans’ success, in creating a football club owned by them. The performance of HKJ fandom forged, over a short time, an inclusive ‘protected space’, wherein norms of solidarity and trust were developed. Such a space attracted several thousand persons – many of them coming to football for the first time – and cultivated a sense of ‘community’ that has become of growing importance in the fans’ collective identity.  相似文献   

Classroom and Developmental Differences in a Path Model of Teacher Expectancy Effects   总被引：6，自引：0，他引：6  

Margaret R. Kuklinski  & Rhona S. Weinstein 《Child development》2001,72(5):1554-1578

A path model of teacher expectancy effects was evaluated in a sample of 376 first- through fifth-grade urban elementary school children. The roles of two moderators (classroom perceived differential treatment environment and developmental differences) and one mediator (children's self-expectations) of teacher expectancy effects on children's year-end achievement were examined. Significant differences in effects and effect sizes are presented. Both classroom environment (high versus low in differential treatment, as seen through children's eyes) and developmental differences moderated the strength of teacher expectancy effects. Generally, stronger effects were found in classrooms in which expectancy-related cues were more salient to children, but developmental differences moderated which effect was most pronounced. A significant age-related decline in direct effects on ending achievement was interpreted as evidence that teacher expectations may tend to magnify achievement differences in the early grades, but serve to sustain them in later grades. Support for indirect effects (teacher expectations --> children's self-expectations --> ending achievement) was limited to upper elementary grade classrooms perceived as high in differential treatment. In contrast to prior research that emphasized small effect sizes, the present analyses document several instances of moderate effects, primarily in classrooms in which expectancy-related messages were most salient to children. These results underscore the importance of explicit attention to the inclusion of moderators, mediators, and multiple outcomes in efforts to understand teacher expectancy effects.  相似文献   

This Ain't the Summer of Love: Conflict and Crossover in Heavy Metal and Punk,by Steve Waksman     

Deena Weinstein 《The Communication Review》2013,16(2):166-169

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Bullying in 25 secondary schools: incidence,impact and intervention     

Derek Glover  Gerry Gough  Michael Johnson  Netta Cartwright 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):141-156

This paper outlines an investigation of the incidence and impact of physical, verbal and property-violation bullying in 25 secondary schools within a partnership operating with Keele University. The investigation also considers the impact of antisocial behaviour on pupils and the effectiveness of intervention to secure improved behaviour patterns. Evidence shows that in any year 75 per cent of pupils are bullied but that severe and repeated bullying is likely to be perpetrated and suffered by about seven per cent of pupils. Four behaviour patterns can be identified: bullies, bullies who are also victims, victims and non-participants, and the link between behaviour and factors in developing self-esteem is explored. Successful intervention requires a change of attitude on the part of both pupils and the community, a willingness to report events, and an understanding of respect for personal space.  相似文献   

Classroom and Grade Level Differences in the Stability of Teacher Expectations and Perceived Differential Teacher Treatment     

Kuklinski  Margaret  Weinstein  Rhona 《Learning Environments Research》2000,3(1):1-34

Using two independent samples of urban elementary school children from Grades 1, 3, and 5, this study explored the long-term stability of classroom learning environments that differ in the extent of differential teacher treatment favoring high achievers over low achievers, as reported by students. Classroom differences ('high' versus 'low') in perceived differential treatment were highly stable from fall to spring in Grades 3 and 5, but not in Grade 1. Stability in (a) individual children's reports of differential treatment, and (b) teacher expectations for children's year-end reading achievement was accentuated in classrooms where differential treatment was pronounced early in the year, particularly in the higher elementary grades. Findings suggest that there would be heightened risk for problematic teacher expectancy effects and other maladaptive learning outcomes in these classrooms, because stable or rigid performance expectations are coupled with classroom instructional patterns that consistently convey these expectations to children. In contrast, risk is likely to be reduced in classrooms where high and low achievers are treated more equitably in the eyes of children, because teachers' expectations for children are more flexible, and children take longer to discern differences in treatment. The overall consistency of findings in two samples supports the generalizability of the conclusions reached.  相似文献   

A conducive environment? The role of need support in the higher education workplace and its effect on academics' experiences of research assessment in the UK     

Netta Weinstein  Jennifer A. Chubb  Geoffrey Haddock  James R. Wilsdon 《Higher Education Quarterly》2021,75(1):146-160

Little is known about how researchers in higher education institutions (HEIs) experience and respond to support received from their departments. The present study investigated how support for researchers' autonomy (choice and self‐expression), relatedness (through connections with colleagues) and competence (feeling effective in one's work) influenced their attitudes towards an external assessment of research. To do so, we surveyed 598 academics from four HEIs in the UK about their attitudes towards one such external assessment: the Research Excellence Framework (REF), a nationwide assessment of research quality and the subject of debate about research evaluation. Our findings, drawing on self‐determination theory, show that departments can shape responses to the REF: individuals whose psychological needs were supported by their academic departments held more positive, and less negative, attitudes towards the REF. This occurred both directly and indirectly through researchers' recognition that the REF had a more positive influence on their research activities and outputs.  相似文献   

The Latin American School and The Challenge of Developing Fraternity     

José Weinstein 《European Journal of Education》2015,50(2):131-133

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LIFENET/INTERNET and the health science librarian     

Weinstein L 《Special libraries》1994,85(1):16-23

The Medical Library Center of New York, a cooperative library agency for the health sciences, developed a program to offer an electronic communications system (LIFENET) with access to the Internet for its members. Information on documentation and training as well as statistics on the subsequent use of the system and of the Internet are discussed in the article. Specific examples of how health science librarians are using the system include bibliographic verification, reference, research on integrated library systems, production of duplicate journal lists, and professional activities such as electronic mail and discussion groups (listservs).  相似文献   

CRITICAL THINKING: THE GREAT DEBATE   总被引：1，自引：0，他引：1  

Mark Weinstein 《Educational theory》1993,43(1):99-117

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The Zoomer class: initial results     

L Weinstein 《Exceptional children》1971,38(1):58-65

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