Toward cultural pluralism: Redefining integration in American society     

Catherine Emihovich Guest Editor  Catherine Emihovich 《The Urban Review》1988,20(1):3-7

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Staying On: Poverty Warriors in West Virginia     

Marie Tyler McGraw 《Journal of American culture (Malden, Mass. : 2003)》1985,8(4):93-103

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The best children's book I read during the last year     

Penelope Farmer  Brian Alderson  Leon Garfield  Catherine Fowler  Kaye Webb  Rosemary Manning  Gene Kemp  Eileen Colwell 《Children‘s Literature in Education》1973,4(2-3):37-48

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"Now the African reigns supreme": the rise of African boxing on the Witwatersrand, 1924-1959     

Fleming T 《国际体育史杂志》2011,28(1):47-62

This essay explores the growth of boxing among the African populations on the Witwatersrand region of South Africa between 1924 and 1959. It details how the sport's jump in popularity with Africans paralleled migration to Johannesburg. Africans increasingly saw boxing as an activity and skill conducive with survival in this new environment, and thus the sport grew in popularity, stature, and skill-level amongst this emergent urban population. The essay further explores the various ways that the sport was disseminated and popularized during the era, thus detailing how the sport reached both the African masses and petit-bourgeois educated elite. As their presence in Johannesburg became more and more permanent, boxing came to encompass various meanings and ideals, such as notions of discipline, independence and civility, to these urban populations.  相似文献   

Self-compassion: a potential resource for young women athletes   总被引：1，自引：0，他引：1  

Mosewich AD  Kowalski KC  Sabiston CM  Sedgwick WA  Tracy JL 《运动与训练心理学杂志》2011,33(1):103-123

Self-compassion has demonstrated many psychological benefits (Neff, 2009). In an effort to explore self-compassion as a potential resource for young women athletes, we explored relations among self-compassion, proneness to self-conscious emotions (i.e., shame, guilt-free shame, guilt, shame-free guilt, authentic pride, and hubristic pride), and potentially unhealthy self-evaluative thoughts and behaviors (i.e., social physique anxiety, obligatory exercise, objectified body consciousness, fear of failure, and fear of negative evaluation). Young women athletes (N = 151; Mage = 15.1 years) participated in this study. Self-compassion was negatively related to shame proneness, guilt-free shame proneness, social physique anxiety, objectified body consciousness, fear of failure, and fear of negative evaluation. In support of theoretical propositions, self-compassion explained variance beyond self-esteem on shame proneness, guilt-free shame proneness, shame-free guilt proneness, objectified body consciousness, fear of failure, and fear of negative evaluation. Results suggest that, in addition to self-esteem promotion, self-compassion development may be beneficial in cultivating positive sport experiences for young women.  相似文献   

Feedback,a powerful lever in teams: A review     

Catherine Gabelica  Piet Van den Bossche  Mien Segers  Wim Gijselaers 《Educational Research Review》2012,7(2):123-144

This paper reviews the literature on the effects of feedback provided to teams in higher education or organizational settings. This review (59 empirical articles) showed that most of the feedback applications concerned “knowledge of results” (performance feedback). In contrast, there is a relatively small body of research using feedback conveying information regarding the way individuals or the team performed a task (process feedback). Moreover, no research compared the effectiveness of process versus performance feedback. Concerning feedback effectiveness, half of the studies implementing performance feedback research reported uniformly positive effects while the other half resulted in positive effects on some dependent variables and no effect on others. All the studies using solely process feedback showed mixed positive results: some dependent variables improved while some others did not change. None of the studies reported any negative effects. This review also highlighted 28 key factors supporting feedback interventions effectiveness.  相似文献   

Deconstructing games as play: progress, power, fantasy, and self     

Catherine Milne 《Cultural Studies of Science Education》2012,7(4):761-765

In this issue, I draw together two sets of papers, with apparently different agendas. Most of the original papers in this issue use various learning perspectives and research approaches to explore the challenges and affordances of digital games for learning science. Associated forum papers challenge the authors and us to critically examine our own approaches to developing learning resources that model experiential phenomena, analyzing data and making claims. I locate all these studies within Brian Sutton-Smith??s philosophy of play. The other set of papers critically examines neo-liberalism and globalization within a consideration of the dimensions of science. I argue for a synergy between both sets of papers.  相似文献   

‘I’m busy (and competitive)!’ Antecedents of knowledge sharing under pressure     

Catherine E?Connelly  Dianne P?FordEmail author  Ofir?Turel  Brent?Gallupe  David?Zweig 《知识管理研究与实践》2014,12(1):74-85

This study considers the dilemma faced by employees every time a colleague requests knowledge: should they share their knowledge? We use adaptive cost theory and self-efficacy theory to examine how individual characteristics (i.e., self-efficacy and trait competitiveness) and situational perceptions (i.e., ‘busyness’ and perceived competition) affect knowledge sharing behaviours. A study was conducted with 403 students who completed a problem-solving exercise and who were permitted (but not required) to respond to requests for knowledge from people who were doing the same activity. Our results suggest that people who perceive significant time pressure are less likely to share knowledge. Trait competitiveness predicted perceived competition. This and low task self-efficacy created a sense of time pressure, which in turn led to people feeling ‘too busy’ to share their knowledge when it was requested. Perceived competition was not directly related to knowledge sharing. Implications for research and practitioners are discussed.  相似文献   

Building literacy in alphabetic, abjad and morphosyllabic systems     

Liliana Tolchinsky  Iris Levin  Dorit Aram  Catherine McBride-Chang 《Reading and writing》2012,25(7):1573-1598

Preschoolers?? metalinguistic and visual capabilities may be associated with the writing system of their culture. We examined patterns of performance in phonological awareness, naming of letters, morphological awareness, and visual-spatial relations, in 5-year-old native speakers of Spanish (n?=?43), Hebrew (n?=?40), and Cantonese (n?=?63) and the relations of these literacy related skills to concurrent word writing and word reading. The writing systems in these languages represent three major categories, i.e., alphabetic (Spanish), abjad (Hebrew), and morphosyllabic (Chinese). Phonological awareness, letter naming, and perception of visual-spatial relations differed across groups, whereas morphological awareness showed a similar level of attainment in all three languages. Stepwise regression analyses explaining writing and reading for each language separately revealed both commonalities and differences between languages. Phonological awareness assessed by initial syllable deletion contributed to writing and to reading in Cantonese and in Spanish. Phonological awareness assessed by final phoneme isolation explained reading in Hebrew, whereas final and initial phoneme isolation explained writing in Hebrew. Letter naming predicted both writing and reading in Spanish and in Hebrew, while perception of visual-spatial relations did so in Cantonese. At age 5, children??s metalinguistic knowledge and visual discrimination abilities are already attuned to the particular features of the writing system to which they are exposed.  相似文献   

“I never thought of it as freezing”: How students answer questions on large‐scale science tests and what they know about science     

Tracy Noble  Catherine Suarez  Ann Rosebery  Mary Catherine O'Connor  Beth Warren  Josiane Hudicourt‐Barnes 《科学教学研究杂志》2012,49(6):778-803

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