Possibilities in the Boy Turn? Comparative Lessons from Australia and Iceland     

Ingólfur Ásgeir Jóhannesson  Bob Lingard  Martin Mills 《Scandinavian Journal of Educational Research》2013,57(4):309-325

Recognising that there is now a globalised educational discourse about “failing boys” circulating in the privileged nations of the global north, this article provides a comparative perspective on educational policy responses to the “boy turn” in Australia and Iceland. Specificities of the responses to the boy turn in the two societies offer interesting insights into this policy domain. For instance, Australian policy has been state‐centric with the media playing a significant role in backlash politics and with federal government funding interventions for boys, and Iceland was the only nation in which girls outperformed boys in all areas of mathematics in the PISA 2003 study. The article concludes by arguing the need for a renewed feminist and profeminist agenda to challenge dominant constructions of masculinity and for the establishment of a more equal gender order.  相似文献   

Observational analysis of the offensive sequences that ended in a shot by the winning team of the 2010 UEFA Futsal Championship     

Daniel Lapresa  Leandro Álvarez  Javier Arana  Belén Garzón  Valvanera Caballero 《Journal of sports sciences》2013,31(15):1731-1739

Abstract

This article analyses the offensive phase of the national team than won the 2010 UEFA Championship. More specifically, the observational sampling includes all plays in which the Spanish national futsal team managed to “shoot” in the competition in question. This data was obtained by adapting an observational and recording tool typically used for football to the technical specifications of futsal; the SOF-CODER (Jonsson et al., 2006). Two types of analysis have been performed. One statistical analysis using the SPSS programme, version 15.0, the most relevant results from which refer to the significant differences found on linking: the zone from which the shot is made and the type of shot (χ² = 55.821, P = 0.006); and the contact surface used and the type of shot (χ² = 30.293, P = 0.017). And another, using the Theme programme, version 5.0, through which regular behaviour structures (temporal patterns) have been detected within the plays that include shooting. The temporal patterns obtained – in addition to elaborating on the relationship between the area from which the shot is made, the contact surface used and the type of shot – enable a tactical interpretation of the technical actions that support the development of the offensive phase of futsal.  相似文献   

Psychometric properties of the triangulated version of the European Bullying Intervention Project Questionnaire: Prevalence across seven roles     

Joaquín González-Cabrera  Nicolás Sánchez-Álvarez  Esther Calvete  Ana León-Mejía  Izaskun Orue  Juan M. Machimbarrena 《Psychology in the schools》2020,57(1):78-90

This study created a Spanish triangulated version of the European Bullying Intervention Project Questionnaire and obtained indicators of its validity and reliability. This new tool allows researchers to triangulate and flexibly investigate the three main roles in school bullying, obtaining seven potential roles (pure victim, pure bully, pure bystander, bully/victim, victim/bystander, bully/bystander, and bully/victim/bystander). The sample was 2,068 adolescents and young adults aged 11–19 years (M_age = 14.2 ± 1.48 years old; 53.8% females). Confirmatory factor analysis indicated a good fit for the three-related-factor model and adequate reliability (ω > 0.91) in all dimensions. About 28.2% of the sample reported victimization; of whom only 2.9% were pure victims, 15.1% were victim/bystanders, and 9.8% were involved in all three roles (bully/victim/bystanders). Only 0.8% played the role of a pure bully, and 0.4% were bully/victims. The most prevalent profile was that of pure bystander (30%). These results are discussed in light of their importance for the interpretation of the prevalence of traditional bullying, and their implications for bullying assessments and interventions.  相似文献   

Health and body tensions and expectations for pre-service physical education teachers in Spain     

Gustavo González-Calvo  Valeria Varea  Lucio Martínez-Álvarez 《Sport, Education and Society》2019,24(2):158-167

The importance of the Physical Education (PE) teacher’s body, particularly for teaching PE, has been highlighted in literature. PE teachers are expected to be clear role models to students through their acts, behaviours and bodies. However, their strong embodied subjectivities, particularly those related to their teaching practices, may be problematised. This paper explores the ways in which a group of 15 pre-service PE teachers from a Spanish university constructed perspectives about the body and health in relation to their professional practices. Body journals were used to collect data, which were analysed using a Deleuze-Guattarian approach. The findings reveal the significant emphasis participants placed on their own bodies while teaching PE and the pressure they felt to conform to certain expectations of their professional roles. In response, we propose critical reflection on the content of Physical Education Teacher Education (PETE) programmes and incorporation of alternative pedagogical approaches to alleviate the heavy reliance on pre-service teachers’ bodies.  相似文献   

Pandemics,leadership, and social ethics     

Escotet  Miguel Ángel 《Prospects》2020,49(1-2):73-76

PROSPECTS - This Viewpoint argues that the absence of worldwide social ethics is at the root of our present social, political, and economic crises. More to the point, the current COVID-19...  相似文献   

Using social networking sites for language learning to develop intercultural competence in language education programs     

José Aldemar Álvarez Valencia  Alejandro Fernández Benavides 《Journal of International and Intercultural Communication》2019,12(1):23-42

This article examines the ways a social networking site for language learning (SNSLL) enhances or hinders intercultural communicative competence (ICC). The study identifies the components of intercultural competence that emerge from students’ interactions and reflections about the SNSLL Livemocha. The research was conducted with second-year students of an English class in a Colombian university. Data were collected through screen recordings, students’ logs, surveys, and a focus group. Findings indicate that, of the five dimensions of ICC, the components of Attitudes, Knowledge, Skills of Interpreting and Relating, and Skills of Discovery and Interaction featured strongly on students’ exchanges and reflections. SNSLLs hold potential to enhance intercultural skills; however, pedagogical adjustment and refocusing of some of their activities are required to expand opportunities for intercultural engagement.  相似文献   

Effectiveness of experiential learning in improving cognitive Planning and its impact on problem solving and mathematics performance / Eficacia del aprendizaje experiencial para mejorar la Planificación cognitiva y su repercusión en la resolución de problemas y el rendimiento matemático     

Silvia Mayoral-Rodríguez  Carme Timoneda-Gallart  Frederic Pérez-Álvarez 《Cultura y Educación》2018,30(2):308-337

This study is based on PASS theory, which suggests that the cognitive process of Planning is responsible for developing metacognitive strategies. The aim is to verify the effect of stimulating the cognitive process of PASS Planning on secondary school students using two different methodologies, with experiential learning (inductive) being applied in one group and deductive learning in the other. The study also aims to verify if improvements are observed in student grades in maths and problem solving. A quantitative study with a quasi-experimental design was carried out with two experimental groups of 59 and 57 students and a control group of 57. The results confirm significant improvements in both experimental groups in relation to their capacity to plan after the stimulations sessions, regardless of the methodology used. Nevertheless, improved grades in maths and problem solving were only found in the group who were administered the experiential learning (inductive) method. The conclusion drawn is that these kinds of methodologies need to be promoted for the stimulation of Planning to have the desired effect on mathematics performance.  相似文献   

Journal publishing models in the Czech Republic          下载免费PDF全文

Ladislava Zbiejczuk SUCHÁ  Jela STEINEROVÁ 《Learned Publishing》2015,28(4):239-249

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The influence of the family educational scenario on internet use of primary and secondary school children / La influencia del escenario educativo familiar en el uso de internet en los niños de primaria y secundaria     

Sonia Padilla  Elisa Rodríguez  Míriam Álvarez  Alezandra Torres  Arminda Suárez  María-José Rodrigo 《Infancia y Aprendizaje》2015,38(2):402-434

Abstract

With the aim of studying the impact of the internet in the home, this paper analyses how the physical component (where and with whom) and attitudinal component (who decides what the child is to see on the internet and motivations for internet use) of the family educational scenario influence the frequency of internet use and diversity of uses, as reported by parents. The participants included 711 parents of children in primary and secondary school. Results showed that being in secondary school, using the internet in privacy at home, without company, internet content under the child’s control, and parental motivations based on the internet being used as a means for the child to relax, predicted higher frequency of internet use. Some of these factors, as well as the presence of peers and new parental attitudes related to the use of the internet for social and learning purposes, predicted a greater variety of uses, suggesting a more appropriate family scenario. The practical implications for parental education on this matter are described.  相似文献   

Social Network Analysis in E-Learning Environments: A Preliminary Systematic Review     

Karina L. Cela  Miguel Ángel Sicilia  Salvador Sánchez 《Educational Psychology Review》2015,27(1):219-246

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