‘Governmentality’ in the origins of European female PE and sport: the Spanish case study (1883–1936)     

Raúl Sánchez García  Antonio Rivero Herraiz 《Sport, Education and Society》2013,18(4):494-510

The purpose of the paper is twofold: (1) to contribute to the analysis of the origins of modern European female PE and sports from a power perspective, inspired by Foucault's work; and (2) to present a detailed analysis of female PE and sport in Spain (1883–1936) as a specific European case study. It is argued that these physical activities could be conceived in the Spanish case as part of a specific kind of ‘governmentality’ with a dual nature. On the one hand they represented disciplinary ‘technologies of power’ over the female body. Selected physical activities—dictated mainly from the hygienic-moral position of the Regeneracionistas (‘Regenerationists’)—were exerted as a kind of ‘bio-power’ for the control of the female population. On the other hand, such kind of activities (especially sports) represented certain ‘technologies of the self’ for middle and upper class women. Through participation in sports, women gained a more active and public role in the Spanish society of the era, obtaining some degree of autonomy in self-governance over their bodies and their lives.  相似文献   

Primary pre-service teachers’ skills in planning a guided scientific inquiry     

Antonio García-Carmona  Ana M. Criado  Marta Cruz-Guzmán 《Research in Science Education》2017,47(5):989-1010

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The incorporation of ICT in higher education. The contribution of ROC curves in the graphic visualization of differences in the analysis of the variables     

Ana García‐Valcárcel Muñoz‐Repiso  Francisco Javier Tejedor Tejedor 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):901-919

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Multimodal indexing based on semantic cohesion for image retrieval     

Hugo Jair Escalante  Manuel Montes  Enrique Sucar 《Information Retrieval》2012,15(1):1-32

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Media Convergence Revisited     

José A. García-Avilés 《Journalism Practice》2014,8(5):573-584

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DeVillar,Robert A et al ed (2013) Transforming education Peter Lang (New York & Bern) isbn 978‐1‐4331‐2037‐4 280 pp £25 (paper & e‐book; boards £96) http://www.peterlang.com/download/datasheet/77946/datasheet_312038.pdf     

Jesús García Laborda 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):E13-E14

This book looks at how key areas of education are currently being revised all over the world—thus leading the reader to understand the new paradigms of the early 21^st century. It is a welcome volume that is a must for those genuinely interested in observing how education evolves internationally. If the content of this book could be relevant to you, I recommend that you arrange to borrow a copy for a while in order to decide. Jesús García Laborda  相似文献   

Children’s Models about Colours in Nahuatl-Speaking Communities     

Leticia Gallegos-Cázares  Fernando Flores-Camacho  Elena Calderón-Canales  Elvia Perrusquía-Máximo  Beatriz García-Rivera 《Research in Science Education》2014,44(5):699-725

This paper presents the development and structure of indigenous children’s ideas about mixing colours as well as their ideas about each colour, derived from their traditions. The children were interviewed both at school and outside it, and an educational proposal was implemented. Ideas expressed in the school context were analysed using the partial possible model, which states that the inferences and explanations used to describe a subject consist of constricting ideas, rules of correspondence, and a set of phenomenological inferences about processes. After identifying these components in the children’s ideas, we developed models to describe their conceptions about mixing colours. We employed a different approach to analyse children’s ideas related to their cultural context. The results showed that children change from a conception that focuses on colours as entities that do not change and as properties of objects (model 1) to the idea that colour represents a quality of substances or objects that can be modified by mixing colours (model 2). Cultural context analysis showed that stories are independent from one another and that they are not connected to colour mixing processes, only to the actions of colour on people. We concluded that students generate independent constructions between school and cultural knowledge.  相似文献   

The community model of content management: A case study of the music industry     

Enrique Dans 《媒体管理杂志》2013,15(1):4-13

Abstract

In 450 years of existence, the written press has never faced a change with the intensity and consequences as those of the Internet. The decision of going online represents a whole set of opportunities and threats that publishers must carefully weigh. Once they have made the step, newspapers find themselves in a completely different competitive environment. They deal with different competitors, business models, customers and patterns of consumption. The present study explores such patterns of consumption by using data from 15 Spanish newspapers, covering time periods from 2 to 20 months. Characteristics of the printed newspapers and general patterns of the Internet are also analyzed in order to isolate the factors that enable an Internet newspaper to achieve a high level of readership. The findings indicate that reading patterns on the Internet strongly differ from those in the physical world, particularly when we consider weekday versus weekend circulation. The use of the newspaper is different too: reading of Internet newspapers is usually more functional and goal oriented, as indicated by the small number of pages read per visit. These and other results can provide publishers with valuable insights to understand this new frontier in the history of journalism.  相似文献   

Spanish Secondary-School Science Teachers’ Beliefs About Science-Technology-Society (STS) Issues     

Ángel Vázquez-Alonso  Antonio García-Carmona  María Antonia Manassero-Mas  Antoni Bennàssar-Roig 《Science & Education》2013,22(5):1191-1218

This study analyzes the beliefs about science-technology-society, and other Nature of Science (NOS) themes, of a large sample (613) of Spanish pre- and in-service secondary education teachers through their responses to 30 items of the Questionnaire of Opinions on Science, Technology and Society. The data were processed by means of a multiple response model to generate the belief indices used as the bases for subsequent quantitative and qualitative analyses. Other studies have reported a negative profile of teachers’ understanding in this area, but the diagnosis emerging from the present work is more complex. There was a mix of appropriate beliefs coexisting with others that are inappropriate on the topics analyzed. The overall assessment, however, is negative since clearly teachers need to have a better understanding of these questions. There were scant differences between the pre- and in-service teachers, and hence no decisive evidence that the practice of teaching contributes to improving the in-service teachers’ understanding. These results suggest there is an urgent need to bring the initial and continuing education of science teachers up to date to improve their understanding of these topics of science curricula, and thus improve the teaching of science.  相似文献   

Science Learning: A path analysis of its links with reading comprehension,question-asking in class and science achievement     

Francisco Cano  Ángela García  A.B.G. Berbén  Fernando Justicia 《International Journal of Science Education》2013,35(10):1710-1732

The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires administered to 604 ninth-grade students, and the data collected were analysed using a correlational, cross-sectional design. Results of a path analysis indicated that (a) students’ self-regulated and intentional knowledge-constructing activity (self-regulated strategy use, deep approach and knowledge-building) were what chiefly accounted for their question-asking in class; (b) question-asking (high and low levels) was related directly to reading comprehension and indirectly, through its contribution to the this, to academic achievement; (c) reading comprehension was directly and negatively associated with surface approach and indirectly and positively related to deep approach and knowledge-building; and (d) some of these variables, particularly reading comprehension, accounted for academic achievement in science. This model explained nearly 30% of the variance in academic achievement and provided a substantial and distinctive insight into the web of interrelationships among these variables. Implications for future research and science teaching and learning are discussed (e.g. the importance of supporting students' efforts to learn science in a meaningful, active and self-regulated way and of improving their reading comprehension).  相似文献