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1.
The article presents an analysis of 93 essays written in an upper secondary school context. The essays were collected in relation to a larger research project, which went on for 5 years in a Danish upper secondary school (2010–2015). The material represents both genders and the students are 15–17 years old. We deploy a theoretical framework taken from Norbert Elias’ notion on established-outsider relations [Elias, N., &; Scotson, J. L. (1994 [1965]). The established and the outsiders. London: SAGE] as well as his use of personal pronouns [Elias, N. (1978). What is sociology? London: Hutchinson, Elias, N. (2001). The society of individuals. New York: The Continuum International Publishing Group] in illustrating how people negotiate, position and navigate within figurational contexts [Elias, N. (1994 [1939]). The civilizing proces. Oxford: Blackwell.]. We do this in an effort to interpret how young people negotiate ‘we-I-relations’ when it comes to their sporting identity. Elias’ processual framework provides a tool for a much needed analysis of how young people continually orientate and develop their sense of selves. The web of human interdependencies and processes of change are key words when it comes to understanding the social practices and doings of the students’ constructions of self-steering. What social scientists may see as laziness and drop-outs of sports [Seippel, Ø. (2016). Prek, vekker og kjedelig? Trening og mening blant ungdom: 1985–2013. In Ø. Seippel, M. K. Sisjord, &; Å Strandbu (Eds.), Ungdom og Idrett. Oslo: Cappelen Damm Akademisk] can in the essays of students be analysed as a struggle for group connectedness and social inclusion in the classroom. The results of our research show that identity is a multiple concept and an ongoing process of emotional work [Elias, N. (1987). On human beings and their emotions: A process-sociological essay. Theory Culture Society, 4, 339–361], but also a power balance of playing and presenting what is imagined as the right performance as not being shamed as outcasts. 相似文献
2.
Wendy M. Yen 《Educational Measurement》1997,16(3):5-15
How accurate is the reported percent of students’reaching standards at the school level? How are standard errors for these statistics computed? How do estimates vary with choice of generalizability model? 相似文献
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Many studies demonstrate differences in the coverage of citing publications in Google Scholar (GS) and Web of Science (WoS). Here, we examine to what extent citation data from the two databases reflect the scholarly impact of women and men differently. Our conjecture is that WoS carries an indirect gender bias in its selection criteria for citation sources that GS avoids due to criteria that are more inclusive. Using a sample of 1250 U.S. researchers in Sociology, Political Science, Economics, Cardiology and Chemistry, we examine gender differences in the average citation coverage of the two databases. We also calculate database-specific h-indices for all authors in the sample. In repeated simulations of hiring scenarios, we use these indices to examine whether women's appointment rates increase if hiring decisions rely on data from GS in lieu of WoS. We find no systematic gender differences in the citation coverage of the two databases. Further, our results indicate marginal to non-existing effects of database selection on women's success-rates in the simulations. In line with the existing literature, we find the citation coverage in WoS to be largest in Cardiology and Chemistry and smallest in Political Science and Sociology. The concordance between author-based h-indices measured by GS and WoS is largest for Chemistry followed by Cardiology, Political Science, Sociology and Economics. 相似文献
5.
Greg Nielsen 《Multicultural Perspectives》2014,16(4):223-228
According to many educators, textbooks will eventually be replaced by digital versions. Today's teachers, school administrators, and education policy makers are often digitally disconnected or at best digital immigrants, individuals who were born before the existence of digital technology and adopted it later in life. Unfortunately, when students enter most classrooms they are expected to turn off their digital devices and learn through textbooks and teacher-led discussions. This digital disconnect is counterproductive to cultivating film/video literacy, an innovative method that has been supported by the National Council of Social Studies (NCSS) as a means to make learning relevant and meaningful for all students in social studies classrooms. The purpose of this study is to showcase the NCSS position through two lenses: Look closely at film and video viewing strategies currently in place in social studies classrooms and point toward viewing strategies that bring engagement and deeper thinking and responses to interact with ideas and information for all students. 相似文献
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Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
8.
Wendy Drewery 《Educational Philosophy and Theory》2016,48(2):191-203
This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity. 相似文献
9.
Roy T. H. Cheung Rodney Y. L. Wong Tim K. W. Chung R. T. Choi Wendy W. Y. Leung Diana H. Y. Shek 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(2):238-247
Compared to competitive runners, recreational runners appear to be more prone to injuries, which have been associated with foot strike patterns. Surprisingly, only few studies had examined the foot strike patterns outside laboratories. Therefore, this study compared the foot strike patterns in recreational runners at outdoor tracks with previously reported data. We also investigated the relationship between foot strike pattern, speed, and footwear in this cohort. Among 434 recreational runners analysed, 89.6% of them landed with rearfoot strike (RFS). Only 6.9 and 3.5% landed with midfoot and forefoot, respectively. A significant shift towards non-RFS was observed in our cohort, when compared with previously reported data. When speed increased by 1 m/s, the odds of having forefoot strike and midfoot strike relative to RFS increased by 2.3 times and 2.6 times, respectively. Runners were 9.2 times more likely to run with a forefoot strike in minimalists compared to regular running shoes, although 70% of runners in minimalists continued to use a RFS. These findings suggest that foot strike pattern may differ across running conditions and runners should consider these factors in order to mitigate potential injury. 相似文献
10.
P. Elsborg J. M. Wikman G. Nielsen A. Tolver A.-M. Elbe 《Measurement in physical education and exercise science》2017,21(2):57-68
The present study describes the development and validation of an instrument to measure volition in the exercise context. Volition describes an individual’s self-regulatory mental processes that are responsible for taking and maintaining a desirable action (e.g., exercising regularly). The scale structure was developed in an exploratory factor analysis which resulted in a reliable structure of the following six factors: Volitional Inhibition—Reasons, Volitional Inhibition—Postponing Training, Volitional Facilitation—Self-Confidence, Volitional Inhibition—Unrelated Thoughts, Volitional Inhibition—Approval From Others, and Volitional Facilitation—Coping with Failure. A sound theoretical explanation for these six factors is based on the Personal System Interaction Theory. This six-factor structure was also confirmed in a new sample in a confirmatory factor analysis, delivering an 18-item questionnaire with strong model fit and good internal consistency. In addition, the Volition in Exercise Questionnaire showed convergent validity because it was able to predict exercise participation. It showed incremental validity by explaining additional variance to the Sport Motivation Scale’s well-established predictors of exercise participation. 相似文献