The importance of the International Tennis Federation's junior boys' circuit in the development of professional tennis players   总被引：1，自引：1，他引：0  

Reid M  Crespo M  Santilli L  Miley D  Dimmock J 《Journal of sports sciences》2007,25(6):667-672

The relationship between junior boys' tennis success, as measured by a top 20 International Tennis Federation's Junior Circuit (ITFJC) ranking, and subsequent ranking accomplishments in professional men's tennis is discussed. The names, countries, and birthdates of all players to achieve a top 20 ITFJC boys' year-end ranking from 1992 to 1998 were recorded. The progress of these players through the professional ranks was then tracked to the end of 2004. Results indicate that 91% of top 20-ranked boys achieved a professional men's ranking, while a stepwise regression analysis revealed junior ranking (JR) to be a predictor of future, professional ranking (beta = 0.232, r(2) = 0.054, p < 0.05). A regression equation [predicted professional rank = 78.17 + 6.31*(JR)] accounted for a significant amount of variance in professional ranking. For male players, therefore, the achievement of a top 20 junior ranking appears to be a reasonable yardstick for future, professional success. The type of surface upon which junior players develop their games was also shown to influence professional ranking highs, with play on clay courts or a combination of clay and hard courts helping to produce higher, professionally ranked players than hard court play alone (p< or = 0.01).  相似文献   

At This Time and In This Place: Vocation and Higher Education,     

Reid Vance 《Christian Higher Education》2016,15(4):244-245

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English and Film: Connecting Children to the World     

Mark Reid 《Changing English: An International Journal of English Teaching》2015,22(2):189-198

This paper explores the processes behind drawing different kinds of inference from a single short film. It examines the range knowledge that groups of viewers are able to derive from listening to film sound, and from summarizing the work of a whole film, using the concepts of ‘aesthetic’ and ‘efferent’ reading set out by Louise Rosenblatt. The activities described come from work with groups of PGCE English students, compared with similar activities carried out with primary-aged children.  相似文献   

Ministering to education: a reformer reports     

Ken Reid 《Educational studies》2015,41(3):347-349

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Tackling behaviour and attendance issues in schools in Wales: implications for training and professional development     

Ken Reid 《Educational studies》2011,37(1):31-48

In 2009, the Welsh Assembly Government published its Report on the review of behaviour and attendance in schools in Wales. The National Behaviour and Attendance Review (NBAR) in Wales was chaired by the author of this paper. Both the Review and the Welsh Assembly Government’s response contained recommendations related to the training and professional development needs of staff in schools and local authorities (LAs). A paper on the professional development needs of staff on behaviour and attendance based on the NBAR recommendations is published in the same edition of this journal. This follow‐up paper focuses upon the Welsh Assembly Government’s response to these recommendations and its implementation plan on which the author acted as the professional adviser. The Welsh Assembly Government accepted with cross‐party support that the training and professional development needs of teachers and LA staff in behavioural management and school attendance had been neglected over many years. For the first time, coordinated new training and continuing professional development programmes on behavioural management and school attendance will be introduced in Wales soon. The next stage will be to evaluate the effectiveness of these programmes.  相似文献   

Teachers Talking Difference: Teacher education and the poetics of anti-racism     

Ninetta Santoro  Barbara Kamler  Jo-Anne Reid 《Teaching Education》2013,24(2):191-212

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Environmental education research: towards and beyond passionate,scholarly conversation     

Alan Reid 《Environmental Education Research》2013,19(2):147-153

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Teacher education,research and the renewal of critique     

Michael Singh  Jo-Anne Reid  Kathryn Bown  Diane Mayer  Ninetta Santoro 《Asia-Pacific Journal of Teacher Education》2013,41(1):1-6

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Developing Sustainable Farmer-led Extension Groups: Lessons from a Bangladeshi Case Study     

Md. Mofakkarul Islam  David Gray  Janet Reid  Peter Kemp 《The Journal of Agricultural Education and Extension》2013,19(5):425-443

Abstract

The limited effectiveness and fiscal unsustainability of professional-led public sector extension systems in developing countries have aroused considerable interest in Farmer-led Extension (FLE) approaches in the recent decades. A key challenge facing these initiatives is a lack of sustainability of the farmer groups developed through project or programme assistance. This not only makes FLE initiatives costly, but also creates dependency among farmers. Despite this, the knowledge of what can make externally-initiated FLE groups sustainable is scant and largely anecdotal. In this paper we provide an empirically-drawn and theoretically-informed framework to fill this knowledge gap.

The framework is based on a comparative case study of six non-sustained and four sustained FLE groups initiated through an innovative extension reform project in Bangladesh and a comparison of the results with the theories of collective action.

We have identified four sets of inter-related factors called ‘capitals’ affecting group sustainability: ‘financial capital’ accumulated through group-based microcredit activities, an effective governance mechanism called ‘institutional capital’ devised by the members themselves, good quality group leaders and facilitators called ‘human capital’, and past relations of exchange, reciprocity, trust and respect called ‘social capital’ among members and between members and professional facilitators. While microcredit can benefit sustainability, it suits women rather than men farmers. Good quality leaders and facilitators are not only technically competent, but also fair, innovative, tenacious, self-sacrificing, trustworthy, honest, and sincere. All forms of social capital are not useful for group sustainability and social capital can make a positive impact only when the other types of capital—human and institutional—are present within a group.

To improve group sustainability, FLE programmes should take a holistic approach and address the four kinds of capitals proposed in this paper. Key strategies may include: combining extension (information or advisory functions) with economic activities but avoiding a one-size-fits-all solution, recruiting group leaders and facilitators by going beyond technical considerations (e.g. taking into account the personality traits identified in this study), adopting a bottom-up approach in devising group rules and regulations, and taking into account both the positive and negative aspects of social capital.

The originality of our research lies in the explanatory framework that we provide in this paper. Our study also contributes to the intellectual debates on social capital by exhibiting the dual roles that social capital plays and its complex interrelationships with other forms of capital.  相似文献   

Ronald Reagan and the oral tradition     

Ellen Reid Gold 《Communication Studies》2013,64(3-4):159-175

President Reagan's success stems from his use of rhetorical structures characteristic of the oral epics and his use of the electronic media which partially replicate conditions characteristic of preliterate oral societies. These societies develop a culture transmitted orally through epic poems or recitations. Such recitations are developed by themes, formulas, and repetition as well as by distinctive thought patterns, experiential and non‐analytic. Reagan's methods will have a lasting influence on American political discourse, since future politicians will emulate his techniques.  相似文献