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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
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Jeffrey S. Van Lone Michael Siembor Brian J. Mistler David J. Mapstone 《Journal of College Student Psychotherapy》2017,31(2):132-154
This article examines college student disengagement from sports, presents a multidimensional concept of athletic identity, and introduces a new measure intended to assist college counselors in their work with disengaged athletes. The Multidimensional Athletic Identity and Engagement Scale (MAIES) is introduced (Cronbach alpha .98, with subscale alphas between .78 and .96), and the results of exploratory and confirmatory factor analyses and convergent and divergent validity with 250 college student participants are presented. Using case examples, the authors discuss how counselors may use the MAIES in their work with students. Limitations of the study and suggestions for future research are discussed. 相似文献
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We describe and evaluate a random permutation test of measurement invariance with ordered-categorical data. To calculate a p-value for the observed (?)χ2, an empirical reference distribution is built by repeatedly shuffling the grouping variable, then saving the χ2 from a configural model, or the ?χ2 between configural and scalar-invariance models, fitted to each permuted dataset. The current gold standard in this context is a robust mean- and variance-adjusted ?χ2 test proposed by Satorra (2000), which yields inflated Type I errors, particularly when thresholds are asymmetric, unless samples sizes are quite large (Bandalos, 2014; Sass et al., 2014). In a Monte Carlo simulation, we compare permutation to three implementations of Satorra’s robust χ2 across a variety of conditions evaluating configural and scalar invariance. Results suggest permutation can better control Type I error rates while providing comparable power under conditions that the standard robust test yields inflated errors. 相似文献
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Elizabeth Mack Helen Augare Linda Different Cloud-Jones Dominique Davíd Helene Quiver Gaddie Rose E. Honey Angayuqaq O. Kawagley Melissa Little Plume-Weatherwax Lisa Lone Fight Gene Meier Tachini Pete James Rattling Leaf Elvin Returns From Scout Bonnie Sachatello-Sawyer Hi’ilani Shibata Shelly Valdez Rachel Wippert 《Cultural Studies of Science Education》2012,7(1):49-70
There are a growing number of informal science education (ISE) programs in Native communities that engage youth in science education and that are grounded in Native ways of knowing. There is also a growing body of research focusing on the relationship between culture, traditional knowledge, and science education. However, there is little research documenting how these programs are being developed and the ways in which culture and Western science are incorporated into the activities. This study outlines effective practices for using Native ways of knowing to strengthen ISE programs. These effective practices may also be used to promote change in formal education. The authors combine an overview of current research in informal science education with personal interviews with educators engaged in ISE programs offered to youth both on and off tribal reservations as well as experts in Indigenous education. Participating individuals and programs included Native communities across the United States, including Alaska and Hawai??i. Keeping in mind that each community is unique, ISE programs that are grounded in Native ways of knowing will benefit by utilizing the effective practices outlined here as a guide for starting or strengthening existing ISE programs relevant to the needs of their communities. 相似文献
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This paper sets out to problematise generational categories such as “Power Users” or “New Millennium Learners” by discussing these in the light of recent research on youth and information and communication technology. We then suggest analytic and conceptual pathways to engage in more critical and empirically founded studies of young people’s learning in technology and media‐rich settings. Based on a study of a group of young “Power Users”, it is argued that conceptualising and analysing learning as a process of patchworking can enhance our knowledge of young people’s learning in such settings. We argue that the analytical approach gives us ways of critically investigating young people’s learning in technology and media‐rich settings, and study if these are processes of critical, reflexive enquiry where resources are creatively re‐appropriated. With departure in an analytical example, the paper presents the proposed metaphor of understanding learning as a process of patchworking and discusses how we might use this to understand young people’s learning with digital media. Les “Power Users” et la construction en “patchwork” – Une approche analytique des études critiques portant sur l’apprentissage chez les jeunes avec l’aide des médias numériques. Le présent article vise à faire ressortir la problématique des catégories de générations, celles par exemple des “Power Users” ou des “Apprenants du Nouveau Millénaire” en les examinant de façon critique à la lumière des recherches récentes sur la jeunesse et les TICE. Nous suggérons ensuite des voies d’approche analytiques et conceptuelles pour nous engager dans des études plus critiques et plus solidement empiriques de l’apprentissage chez les jeunes dans des environnements à fort contenu technologique et médiatique. En nous appuyant sur l’étude d’un groupe de jeunes “Power Users”, on avance l’hypothèse selon laquelle le fait d’analyser et de conceptualiser l’apprentissage comme un processus de construction de patchwork peut améliorer notre connaissance de l’apprentissage chez les jeunes se trouvant dans de tels environnements. Nous avançons l’idée que cette approche analytique nous fournit les moyens d’étudier de façon critique l’apprentissage chez les jeunes se trouvant dans des environnements à fort contenu technologique et médiatique et de déterminer s’il s’agit là de processus de recherche critique et réflexive dans lequel ils se réapproprient les ressources de façon créative. En s’appuyant sur un exemple analytique, cet article présente une proposition, celle d’une métaphore pour comprendre l’apprentissage comme un processus de patchwork et discute de la façon dont nous pourrions l’ utiliser pour comprendre de quelle façon les jeunes apprennent avec les medias numériques. ?Power User“ und ?Patchworking“ – eine analytische Annäherung an kritische Studien über das Lernen junger Leute mit digitalen Medien Dieser Artikel problematisiert generationspezifische Kategorien wie ?Power Users“ und ?New Millenium Learners“ welche hier vor dem Hintergrund der jüngsten Forschungsergebnisse im Bereich Jugend und Informations‐ und Telekommunikationstechnologie (ITK) diskutiert werden. Darauf aufbauend werden analytische und konzeptionelle Wege vorgeschlagen, wie auf empierischer und auf Fakten basierender Grundlage das Lernen junger Menschen in einem technologie‐ und medienreichen Umfeld studiert werden kann. Eine Gruppe junger ?Power Users“ ist die Grundlage unserer Argumentation, dass Konzeptionalisierung und Analyse des Patchwork Lernprozesses junger Leute unser Verständnis von ihrer Herangehensweise an den Lernprozess verbessern kann. Wir argumentieren, dass die analytische Herangehensweise uns hilft, das Lernen junger Leute im ITK Kontext zu analysieren und wir untersuchen, ob diese Prozesse kritisch und reflexiv sind und dazu beitragen, Ressourcen kreativ zu nutzen. Der Artikel schließt mit einem analytischen Beispiel in dem wir die zuvor diskutierte Metapher – Lernen als einen Patchworkprozess zu verstehen – nutzen, um zu diskutieren wie dieses Verständnis genutzt werden kann, um unser Wissen über das Lernen junger Leute mit digitalen Medien zu erweitern. Los “Power Users” y la construcción en “patchwork” – Un enfoque analítico sobre los estudios críticos acerca del aprendizaje de los jóvenes con los medios digitales. El propósito del presente artículo es de hacer resaltar la problemática de las categorías de generaciones, entre ellas los “Power Users” o los “discentes del Nuevo Milenio”, a través de una discusión de esas categorías a la luz de las últimas investigaciones sobre la juventud y las TICs. Sugerimos después algunos caminos analíticos y conceptuales para meterse en estudios con una base más crítica y más fuertemente empírica, del aprendizaje de los jóvenes en entornos con una fuerte dimensión tecnológica y mediatizada. Basandose en el estudio de un grupo de jovenes “Power Users”, se argumenta que el hecho de analizar y conceptualizar el aprendizaje como si fuese un proceso de “patchworking”, puede en realidad realzar nuestro conocimiento de la manera de aprender de los jovenes en entornos de ese tipo. Argumentamos que el enfoque analítico nos ofrece maneras de investigar críticamente el aprendizaje de los jóvenes dentro de entornos fuertemente tecnológicos y mediatizados y de estudiar si se trata de procesos de investigación crítica y reflexiva en los cuales se produce una re‐apropiación creativa de los recursos. Con una salida hacia un ejemplo analítico este artículo presenta la propuesta de una metáfora para entender el aprendizaje como si fuese un proceso de construcción de un “patchwork” con una discusión sobre las posibilidades de uso de esto para entender como los jóvenes aprender con los medios digitales. 相似文献
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Lindsay M. Timmerman Mike Allen Jill Jorgensen Jennifer Herrett-Skjellum Michael R. Kramer Daniel J. Ryan 《Communication quarterly》2013,61(3):303-324
This meta-analysis (k = 35, N = 11,629) examines the effect that listening to music, particularly popular music, has on consumers. Results demonstrate that listening to music generates an effect on listeners consistent with the content of the music (average r = .210, k = 35, N = 11,629). This effect was similar when considering survey research (r = .227) or experimental research (r = .265). The tenets of excitation transfer theory received some support, particularly when considering the effects of music as a priming material (r = .399), demonstrating the impact of music as a means of establishing mood, and ultimately the subsequent reactions of individuals. One conclusion is that efforts toward media literacy or education may prove far more productive than media content restrictions when attempting to curb potential undesirable media effects. Additional implications for policy and theory are discussed. 相似文献
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The article focuses on the use of information and communication technology (ICT) for strengthening and transforming university practice in line with the social and technological conditions of the new ideas for interactive universities. The purpose is to use ICT as a change-agent in order to establish new practices – new pedagogical methods, new methods for collaboration and new forms of interplay between physical and virtual learning environments. The article is based on an ongoing case in which both the authors have been engaged: the IT Innovation project (ITI) and E-learning Lab North Jutland (ELL) at Aalborg University in Denmark. The article presents the different initiatives and strategies for innovation of the university and subsequently discusses the work in the perspective of organizational learning and planning theory. 相似文献
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Robyn Jorgensen Zevenbergen 《Educational Studies in Mathematics》2011,76(1):87-100
This paper presents a case study of contemporary retail industry and the ways in which young workers participate in that field.
Public perceptions of low numeracy among young people provided the catalyst for the study. Drawing on a mixed-method approach
involving survey, case studies, stimulated recall, observations, and interviews, it was found that young workers approach
their numeracy in ways that have been shaped by their experiences, in particular, digital experiences. In contrast, older
generations hold different views of young people’s numeracy levels and skills, often perceiving them as poor and deficit.
The study challenges the orthodoxy of older generations and argues that young workers have developed new ways of working,
which align strongly with the post-industrial workplace. As a result, there are considerable tensions between the generations
which need to be considered. The paper uses the work of Bourdieu and draws on his notions of habitus, field, and capital to
theorize the outcomes. 相似文献
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A grounded theory approach was used to examine the research identity of 17 master's‐level counseling trainees and practitioners. The emergent theory gave an understanding to sources of variation in the process and outcome of research identity. The authors provide recommendations for counselor educators to use with current and former students. 相似文献