Never the gentleman: caste,class and the amateur myth in English first-class cricket, 1920s to the 1960s     

Stephen Wagg 《Sport in History》2017,37(2):183-203

ABSTRACT

This article analyses the near-impossibility, for the duration of the amateur-professional divide, of cricketers born into working-class families being admitted to amateur status and, thus, to county captaincy, in the English first-class game. Its principal argument is that the hegemony achieved in the latter half of the nineteenth century by the English upper class (the aristocracy, major landowners and leaders of financial capital and their families) had one of its most visible manifestations in the culture of first-class cricket. The hegemony of this group (represented by the Marylebone Cricket Club) was sustained by a specific myth of amateurism that was rooted in caste-like social relations. By the late 1930s these relations had become unsustainable and hegemony was maintained by a subtle and unacknowledged switch to relations of class. The article charts this process, using four case studies of working-class professional cricketers, each of which brought the ideological reality of the amateur myth into sharp relief.  相似文献   

Guest Editorial: Dissemination of Measurement Concepts and Knowledge to the Public     

Avi Allalouf  Stephen G. Sireci 《Educational Measurement》2012,31(2):1-1

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Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups     

Jennifer Randall  Stephen Sireci  Xueming Li  Leah Kaira 《Educational Measurement》2012,31(4):2-12

As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed.  相似文献   

Training educators of adults: A comparative analysis of graduate adult education in the United States and Great Britain     

Stephen Brookfield 《International Journal of Lifelong Education》2013,32(4):295-318

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Media/ting change: the print media's role in mediating education policy in a period of radical reform in Victoria,Australia     

Jill Blackmore  Stephen Thorpe 《教育政策杂志》2013,28(6):577-595

This paper draws upon critical discourse analysis, cultural studies and communication theory, studies on media and educational reform, and the work of Bernstein, Bourdieu and Luhmann in particular, to explore how the print and media ‘mediated’ a period of educational change marked by moves to self‐management in schools in Victoria, Australia. It considers how the media was mobilized by various education stakeholders, and in turn informed relations between schools and government, through policy discourses and texts. It considers why and how particular themes became media ‘issues’, how schools and teachers responded to these issues, and how the media was used by various stakeholders in education to shape policy debates. It is based on a year‐long qualitative study that explored critical incidents and representations about education in the print media over a year in the daily press. It illustrates the ways in which a neo‐liberal Victorian government mobilized the media to gain strategic advantage to promote radical education reform policies, considers the media effects of this media/tion process on schools and teachers, and conceptualizes how school and system performance is fed from and into media representations, public perceptions and community understandings of schools and teachers' work.  相似文献   

Training from cradle to grave? Social justice and training for people with learning difficulties     

Sheila Riddell  Stephen Baron  Heather Wilkinson 《教育政策杂志》2013,28(4):531-544

In this paper we question whether the radical change in the life situation of people with learning difficulties triggered by the closure of long‐stay hospitals does in fact represent an adequate inclusion into civil society or whether people with learning difficulties continue to experience strong exclusionary tendencies. We will explore the implications of a range of contemporary social justice theories for people with learning difficulties and examine the justice inherent in arrangements for training people with learning difficulties made by Local Enterprise Companies (LECs). We argue that training may be seen as a crucible of social values since its distribution transmits powerful messages about who is considered salvageable or unsalvageable, who is likely to become economically active and who is to be consigned to some special status of otherness. Finally, we consider what conceptualizations of social justice might hold out most hope for people with learning difficulties.  相似文献   

DOCUMENTS AND DEBATES 'e-ducation': electronic,emotionless and efficient?     

Stephen Crump 《教育政策杂志》2013,28(6):631-637

Life is now a matter of selling oneself to slave-work, building roads or labouring in quarries or mines or on the railways, purposeless, meaningless, real slave-work, each integer doing his [and/ or her] mere labour, and all for no purpose, except to have money, and to get away from the old system. (…) It is as if the whole social form were breaking down, and the human element swarmed within the disintegration, like maggots in cheese. The roads, the railways are built, the mines and quarries are excavated, but the whole organism of life, the social organism, is slowly crumbling and caving in, in a kind of process of dry rot, most terrifying to see. (D. H. Lawrence, Twilight in Italy, 1997, Penguin Edition: 223/4).  相似文献   

Reliability of the Aahper Youth Fitness Test Items and Relative Efficiency of the Performance Measures     

Stephen E. Klesius 《Research quarterly for exercise and sport》2013,84(3):809-811

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Psychosocial Hazards in UK Universities: Adopting a Risk Assessment Approach     

Gail Kinman  Stephen Court 《Higher Education Quarterly》2010,64(4):413-428

Drawing on the findings of a recent national survey, this article examines the extent to which higher education institutions in the United Kingdom meet the minimum standards recommended by the Health and Safety Executive (HSE) for the management of work‐related stressors. A comparison is also made between the average weekly working hours reported in the current survey with those found in two previous studies of the higher education sector (1998 and 2004). A sample of 9,740 academic and academic‐related employees working in higher education institutions in the UK completed a measure of seven job‐related stressors (or psychosocial hazards) (that is, demands, control, support from colleagues and managers, interpersonal relationships, role clarity and involvement in organisational change). With one exception (job control), levels of job‐related stressors in the higher education sector exceeded the benchmarks stipulated by the HSE. Stressors relating to change, role, job demands and managerial support were particularly high. Recommendations made by the HSE for interim and longer‐term targets to be achieved for the management of each stressor category are provided. Findings also revealed that average working hours remain high in the sector, with many employees continuing to exceed the weekly limit set by the UK Working Time Directive. The utility of the HSE approach in higher education institutions and ways in which the sector might work towards meeting the HSE management standards and consequently enhance employee well‐being are considered.  相似文献   

“Keep it Under Your Hat”: Safety Campaigns and Fashion in the World War II Factory     

Stephen R. Patnode 《Journal of American culture (Malden, Mass. : 2003)》2012,35(3):231-243

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