Reconsidering the Female Tradition in English Physical Education: The Impact of Transnational Exchanges in Modern Dance     

Patricia Vertinsky 《国际体育史杂志》2015,32(4):535-550

Histories of the female tradition in physical education in England tend to celebrate the unique early twentieth-century achievements of dedicated women successfully creating their own profession to train the female body in healthful gymnastics and games through the establishment of specialist training colleges. Yet, the female tradition has also been painted as a ‘time-limited achievement’ where female physical educators erroneously tied their fortunes to particular movement practices and modes of training. Their perceived inability to change with the times has been blamed for their loss of power in determining the direction of post-WW2 physical education. Yet, the so-called ‘demise’ of the female tradition was not so straightforward. Female physical educators had already moved well beyond obedience to Ling's gymnastic regulations or Laban's notions of effort and flow by mid-century and were increasingly alert to emergent movement philosophies. Once interest in a variety of somatic practices along with the promise of modern dance had seeped into the worldview of forward-thinking female physical educators their authority to direct their profession may have been diminished, but it was also enhanced and diverted into important transnational streams of dance and therapeutic movement-related professional opportunities which have been less acknowledged.  相似文献   

Jeremy Greenfield (ed): Finding the Future of Digital Book Publishing: Interviews with 19 Innovative Ebook Business Leaders     

Patricia O’Sullivan 《Publishing Research Quarterly》2013,29(4):397-399

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Information privacy,gender differences,and intrinsic motivation in the workplace     

Xiaogang Chen  Jing Ma  Jiafei Jin  Patricia Fosh 《International Journal of Information Management》2013,33(6):917-926

We develop and test a model that examines the relationships between information privacy, gender differences, and intrinsic motivation. Information privacy can be defined as perceived control of information gathering (i.e., PCIG) and perceived control of information handling (i.e., PCIH). We surveyed 320 Chinese employees from various organizations and found that both PCIG and PCIH had positive effects upon intrinsic motivation. We found, however, that the impact of PCIG was completely mediated by PCIH and that the mediation process produced a stronger effect on intrinsic motivation for male employees than for female employees. In addition, the positive relationship between PCIG and PCIH was stronger for female employees than for male employees.  相似文献   

Isaac Newton and the left eye of history     

Patricia Fara 《Metascience》2013,22(2):323-327

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The Adoption of Prepaid Tuition and Savings Plans in the American States: An Event History Analysis     

William R. Doyle  Michael K. McLendon  James C. Hearn 《Research in higher education》2010,51(7):659-686

The past two decades have been a period of far-reaching policy experimentation in state financing of higher education. Between 1986 and 1999, 21 states adopted prepaid college tuition plans. Thirty-one states adopted some form of college savings plan. Both kinds of policies were designed to enhance the affordability of higher education during a time of growing concern about college costs. Using event history analysis, we explore various factors leading to the programs’ adoption, paying particular to the role of policy privatization, electoral competition and timing, and certain system characteristics of higher education. We find that more liberal governments were more likely to adopt prepaid tuition plans, that states with more competitive elections were less likely to adopt any type of prepaid or savings plan, and that states with decentralized governance were more likely to adopt one of these kinds of policies.  相似文献   

The Value of a “Core” Business‐‐a Case Study of the Involvement of an Australian University in Vietnam: 1993‐1998     

John Pidgeon  Patricia Di Virgilio 《Higher Education in Europe》1999,24(2):239-250

This article describes how two dovetailing processes led Swinburne University of Technology of Melbourne, Australia, to the setting up of business studies programmes in Vietnam. One of the processes was the increasingly felt need in Australia to make higher education more cost efficient that stimulated the identification and the exploitation of non‐governmental sources of funding. The other one was the decision, taken in 1986 by the Vietnamese government, to move progressively to a market‐based economy. Thus the Vietnamese government created a demand for increasing numbers of professional workers schooled in Western concepts of business management, accounting, administration, etc. The Swinburne University of Technology responded to this demand in a number of creative ways by setting up collaborative course programmes in some of the major cities of Vietnam.  相似文献   

Editorial: New vision,old problems     

Patricia Broadfoot 《Assessment in Education: Principles, Policy & Practice》2000,7(2):173-174

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Assessing student learning in graduate programs     

Patricia D. Murphy 《Assessment Update》1994,6(6):1-2

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Profiles and Records of Achievement: a real alternative     

Patricia Broadfoot 《教育心理学》1988,8(4):291-297

Records of Achievement will shortly be introduced for all school‐leavers in England and Wales. In preparation for this a number of pilot schemes are currently being conducted. The national evaluation of these pilot schemes, for which the author is jointly responsible, will be the focus for this paper. It will consider the longer term possibilities for such alternative forms of assessment, both in the UK and other countries, in spelling the end of the era of more traditional forms of examination.  相似文献   

Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No–PALS Classrooms     

Douglas Fuchs  Lynn S. Fuchs  Patricia G. Mathes  Elizabeth A. Martinez 《Learning disabilities research & practice》2002,17(4):205-215

Many researchers have documented the apparent fact that numerous students with LD have social–skill deficits and a lower social standing than their nondisabled peers. In principle, participation in peer tutoring would appear to be at least a partial solution. It requires classmates to work together on valued tasks and research indicates that it can promote academic growth among students with and without disabilities. Yet, little research has been conducted on the social benefits of peer tutoring. This study attempts to do precisely that by collecting sociometric data in 39 second– through sixth–grade classrooms, 22 of which were engaged in Peer–Assisted Learning Strategies (PALS), a form of peer tutoring. In each of the 39 classrooms, sociometric data are reported on four children—a student with LD and a low–achieving, average–achieving, and high–achieving student. Findings indicated that students with LD in PALS classes were (1) more socially accepted than their counterparts in No–PALS classes, and (2) enjoyed the same social standing as most nondisabled classmates. Strengths and weaknesses of this study are discussed, as are directions for future research.  相似文献