排序方式： 共有55条查询结果，搜索用时 15 毫秒
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S. J. Upton R. D. Hagan J. Rosentswieg L. R. Gettman 《Research quarterly for exercise and sport》2013,84(1):83-87
Abstract Extensive in-depth interviews were conducted with all 20 members of the 1988 U.S. Olympic Wrestling Team regarding their efforts to cope with stress experienced during the Seoul Olympics. Qualitative analyses revealed that the wrestlers employed a variety of coping strategies including (a) thought control strategies (blocking distractions, perspective taking, positive thinking, coping thoughts, and prayer), (b) task focus strategies (narrow, more immediate focus, concentrating on goals), (c) behavioral based strategjies (changing or controlling the environment, following a set routine), and (d) emotional control strategies (arousal control, visualization). In accordance with the observations of Compos (1987) and Folkman and Lazarus (1985), the coping efforts of the Olympic wrestlers were not limited to particular strategies nor to single approaches to dealing with a particular stressor but, rather, reflected a dynamic complex process involving a number of strategies, often in combination. The results also suggested that the degree to which coping strategies are well learned or automatized is related to their perceived effectiveness. 相似文献
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Organizational change directed at infusing multicultural education into an institutional unit such as a college requires attention to the organizational culture of that unit. The authors use the concept of second-order organizational change (Levy & Merry, 1986) as a way to conceptualize the nature of the change associated with infusing multicultural education within a large College of Education. The authors describe a four-year process of organizational change in which qualitative changes to the organization's culture occured in support of multicultural education. Key elements of change include the values and norms that support organizational policies and practices. Lessons learned are included. 相似文献
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Wendy Penney Julienne Meyer Penny Cash Lisa Clinnick Louise Martin 《Action Learning: Research and Practice》2017,14(1):62-71
The implementation of action learning workshops in three nursing homes in rural Victoria, Australia has been critical in the re-visioning of how care can be enhanced for residents. The workshops were designed with the intent of improving quality of care for residents by providing health care staff with opportunities to learn together and effect cultural change. Valuing what was accomplished well in these nursing homes was the starting point. The project was funded by a Commonwealth Government Rural Education Grant and was based on ‘My Home Life’ a popular programme that promotes quality of life and delivers positive change in care homes for older people across the United Kingdom. This paper provides an account of the project including key components of the action learning workshops and subsequent evaluation of the programme conducted in Australia. The lessons learnt throughout this project have provided the impetus to continue using appreciative inquiry and action learning to involve participants in reflecting on their practice, valuing what they do well while identifying areas that require change. Working together in a safe and respectful space provides participants with opportunity to harness their own collective wisdom and as the health professionals in this project experienced, also learn valuable skills that support progressive action that makes a difference to older people’s lives. 相似文献
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This article describes the ethnic and gender make up of a substantial (60%+) sample of the staff and pupil population of schools and units for pupils with emotional and behavioural difficulties in England and Wales. The data presented is taken from a questionnaire survey. This is the first large sample study of this topic to be conducted in educational establishments of this type in England and Wales. Notable findings are: (1) the imbalance in gender distribution in these facilities, with the boys far outweighing the number of girls; (2) the over representation of pupils of Afro‐Caribbean origin, particularly among the boys; and (3) the under representation of teachers from ethnic minorities among the teaching staff in these schools. These findings are shown to be generally consistent with the findings of related studies, and are discussed in terms of social and educational issues. 相似文献
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Dawn Penney 《Sport, Education and Society》2013,18(1):6-20
This article offers a conceptually based commentary that addresses a longstanding dilemma for physical education, of what theoretical insights can usefully be pursued as a basis for advancing physical education curriculum, pedagogy and assessment. It utilises the work of Basil Bernstein to argue that structural and symbolic boundaries are key to understanding and productively engaging with stability and change in physical education. Relations between curriculum, pedagogy and assessment are examined in terms of their linkages with legitimate knowledge structures and knowledge relations in/of physical education, and in turn, with equity in physical education. While curriculum, pedagogy and assessment are each identified as important avenues for critically informed pedagogic action, the collective dynamic is identified as over-riding any single influence. Furthermore, that dynamic is shown to be inseparable from the knowledge structures in/of physical education. 相似文献
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