Can international elite sport success trickle down to mass sport participation? Evidence from Danish team handball     

Rasmus K. Storm  Christian Gjersing Nielsen  Tor Georg Jakobsen 《European Journal of Sport Science》2018,18(8):1139-1150

Many scholars do not find evidence of a trickle-down effect from elite sport success to mass sport participation. Contrary to what is assumed by the trickle-down effect “theorem”, successful elite sportspeople do not seem to inspire amateurs to take up sport themselves. However, recent studies present evidence that elite sport can have an influence. In this article, we apply regression models on time series data from one of the most successful Danish sports, team handball. Our findings are mixed, but lean towards supporting scholars who argue that trickle-down effects are not necessarily an inherent part of international sporting success. Further studies should examine more sports to identify where trickle-down effects occur and why.  相似文献   

Childhood football play and practice in relation to self-regulation and national team selection; a study of Norwegian elite youth players     

Martin K. Erikstad  Rune Høigaard  Bjørn Tore Johansen  Ngianga-Bakwin Kandala  Tommy Haugen 《Journal of sports sciences》2018,36(20):2304-2310

Childhood sport participation is argued to be important to understand differences in self-regulation and performance level in adolescence. This study sought to investigate if football-specific activities in childhood (6–12 years of age) is related to self-regulatory skills and national under 14- and 15-team selection in Norwegian elite youth football. Data of practice histories and self-regulatory skills of 515 youth football players selected at Norwegian regional level were collected and further analysed using multilevel analyses. The results revealed that high self-regulated players were more likely to be selected for national initiatives, and increased their involvement in peer-led football practice and adult-led football practice during childhood, compared to players with lower levels of self-regulation. While national level players reported higher levels of peer-led football play in childhood, the interaction effect suggest that the regional level players increased their involvement in peer-led play during childhood compared to national level players. In conclusion, the findings indicate that childhood sport participation may contribute to later differences in self-regulation, and highlights the importance of childhood engagement in football-specific play and practice in the development of Norwegian youth football players.  相似文献   

Interconnectedness and difference between action research and a lesson design study in Shanghai,China     

Liping Ding  Keith Jones  Svein Arne Sikko 《Educational Action Research》2019,27(4):595-612

ABSTRACT

The professional development of teachers in China takes place, to a large extent, in Teaching Research Groups (TRG) that exist in all schools. Though there are diverse models of TRG activities, these might, on the surface, appear to resemble forms of Action Research (AR) or include elements that might resemble AR. In conducting a Lesson Design Study (LDS) with a TRG in Shanghai, we encountered the specific challenge of what might be the interconnectedness and differences between AR and our LDS. To address this issue, we applied a research-informed depiction of the distinguishing characteristics of AR to our LDS. Based on this analysis, we found that (1) in contrast to the depiction of AR that encompasses a choice of methods, our LDS follows a specific ‘design research’ methodology, (2) whereas the depiction of AR is simultaneously directed towards teacher self-change and restructuring the organisation or institution within which the teacher works, LDS concerns more than the practical questions in one local social context and aims to tackle bigger questions across the social contexts in the subject research field, and (3) whereas in the depiction of AR, teachers engage in a process of authentic collaboration with other teachers seeking to improve their practices, in the LDS community the external researchers and expert teachers play other roles in the TRG. Even though there may be differences between the depiction of AR and our LDS, the interconnectedness is important in that both AR and our LDS contribute directly to school-based teacher professional development.  相似文献   

Research mathematicians’ practices in selecting mathematical problems     

Morten Misfeldt  Mikkel Willum Johansen 《Educational Studies in Mathematics》2015,89(3):357-373

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Erratum to: Preschool morphological training produces long-term improvements in reading comprehension     

Solveig-Alma Halaas Lyster  Arne Ola Lervåg  Charles Hulme 《Reading and writing》2016,29(6):1289-1289

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Finding the Optimal Match     

Carol J. Mills  Arne E. Tangherlini 《Equity & Excellence in Education》2013,46(2-4):205-208

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JAMFÖRELSE MELLAN TVÅ METODER VID ORDFÖRRÄDSPROV     

Arne Larsson 《Scandinavian Journal of Educational Research》2013,57(1):67-75

In the article we examine the growth of special education, the expansion of the field and the categories used to classify special education students. Special education began to grow rapidly at the end of the 1960s with the advent of the comprehensive school system. This growth has occurred in both traditional classroom‐type teaching and part‐time, clinic‐type special education characteristic of the modern school model. The catetories used as the basis for transfer to special education have changed very little during the present century. Transfer to schools for the educationally subnormal has been due to lack of mental capacities, while transfer to classes for the socially maladjusted has been based on inability to adapt socially.  相似文献   

Gender Differences in Self‐efficacy and Academic Performance among Students of Business Administration     

Tor Busch 《Scandinavian Journal of Educational Research》2013,57(4):311-318

Gender differences in perceived self‐efficacy and academic performance in marketing, organizational behaviour, accounting, computing, mathematics and statistics were investigated in 154 college students studying business administration. At the beginning of their second year in college, the students completed a questionnaire designed to measure self‐efficacy in subjects they had studied during their first year. The female students had significantly lower self‐efficacy in computing and marketing and higher self‐efficacy in statistics than the male students. Except for statistics, where female students outperform their male counterparts, there were no significant gender differences in academic performance.  相似文献   

Action research and the micropolitics in schools     

Tor‐Vidar Eilertsen  Niklas Gustafson 《Educational Action Research》2013,21(3):295-308

This paper is based on the assumption that action research always affects the micropolitical balance characteristic of a certain school setting. The authors claim that micropolitics, that is the patterns of formal power and informal influence, has largely been neglected in the literature on action research in schools. This means that action researchers appear to be ‘micropolitically illiterate’. Firstly in the paper the authors present the concept of micropolitics and a model consisting of three arenas for understanding micropolitics in schools. Thereafter they exemplify the different aspects and expressions of micropolitics by referring to their own action research projects. The focus is particularly on initiative to and engagement with action research. Finally they reflect on some micropolitical dilemmas characteristic of action research and the contradictory role of the action researcher.  相似文献   

Social Support and Socioeconomic Status Predict Secondary Students' Grades and Educational Plans Indifferently Across Immigrant Group and Gender     

Robin Ulriksen  Åse Sagatun  Henrik Daae Zachrisson  Trine Waaktaar  Arne Ola Lervåg 《Scandinavian Journal of Educational Research》2013,57(3):357-376

Social support and socioeconomic status (SES) have received considerable attention in explaining academic achievement and the achievement gap between students with ethic majority and immigrant background, and between boys and girls. Using a Structural Equation Modeling approach we examine (1) if there exist a gap in school achievements between these groups, (2) whether social support and SES is associated with achievements across these groups, (3) whether social support is associated with achievements after controlling for SES, and (4) whether achievement gaps are explained by group differences in social support and SES. Self-reported cross-sectional survey and register data from 8,574 10th graders in Norway was employed. Although we found group differences in achievements, and direct associations with social support and SES, we found no group differences in these associations. Controlling for SES and other sources of social support, teachers' support remained a significant positive influence on students' school outcomes.  相似文献