湖南省普通高校女性教师参与体育活动的现状研究

本文对湖南省十四所普通高校的女性教师进行了调查研究，对她们参加体育活动的态度及她们的体育价值观、参加体育活动的动机、体育活动行为等方面进行了较为详细的研究，了解她们体育态度和体育行为的现状并找出问题所在。提出符合湖南省高校女性教师参加体育活动的建议和方法，为有关行政部门在高校制定切实可行的针对高校女性教师的健身计划提供了参考依据。     

高校普通系大学生参加课外体育活动的现状与对策

采用问卷调查、献资料和数理统计等方法，对高校普通系大学生参加课外体育活动的情况进行了调查研究，结果表明：大部分同学非常喜欢或喜欢参加课外体育活动，并且每周参加2次以上，但时间偏短；在课外体育活动项目的选择上以散步和慢跑为主，其次是排球、足球、乒乓球和篮球；参加课外体育活动的动机不是单一的，而是多层次的，其均种数为2．5；场地不足、条件差、缺少体育老师辅导、生活规律性差是影响学生参加课外体育活动的主要因素；加强组织管理、加大经费投入、改善活动条件、配备教师指导是大力开展课外体育活动的对策。     

福建省大学生参加课外体育活动现状的研究

通过问卷调查，献资料和数理统计等方法，对当前我省大学生参与课外体育活动的情况进行调研分析，为进一步深化高校体育改革提供依据。研究表明，大部分大学生喜欢或非常喜欢参加课外体育活动；活动项目的选择主要以球类为主；学业负担过重，场地器材短缺等外在客观条件是大学生参加课外体育活动的主要障碍因素。     

娄底市社区体育现状调查与分析

采用文献资料、问卷调查、综合分析等研究方法，对娄底市社区体育现状进行调查分析。结果表明：目前我市社区居民参加体育健身的积极性较高，但体育消费意识不强，消费水平较低。组织体育活动的经费比较匮乏，活动场地、健身器材相对较少，懂体育专业知识的指导员也紧缺。影响居民参加体育活动的主要原因是：工作忙、缺乏健身技术指导和正确的方法，缺少锻炼场地或场地设施不好等。建议大力加强社区体育的宣传力度，加大经费的投入，加快社区体育健身指导队伍的培训，完善社会基层体育组织，健全全民健身计划。     

机关干部参与体育健身活动现状的调查研究

通过时机关干部参与体育健身活动现状的调查．发现机关干部经常参加体育活动的较少；机关干部参加体育活动的主要形式以自发参加体育锻炼为主，以业余时间组织和工作时间组织为辅，主要在公共体育场馆和单住体育活动场所、空地等进行小球类、慢跑等项目的锻炼；机关干部体育消费水平与性别、年龄、收入和闲暇时间有密切关系．针对机关干部参加体育健身活动提出科学的建议。     

影响体育选项课教学因素的调查与对策

本文采用问卷调查、访问调查等方法，对丽水学院2003年级1300名参加体育选项课的男女大学生进行研究分析，旨在为高校体育选项课教学改革探索新路。     

农村中学课外体育活动现状的调查与分析——以乐山地区为例

采用文献资料、问卷调查和数据统计等方法，从参与课外体育活动的动机，参与课外体育活动的内容以及乐山地区农村中学课外体育活动存在的问题和影响因素等方面，对当前乐山地区农村中学学生参与课外体育活动的现状进行调查与分析。研究结果表明：乐山地区农村中学的学生参加课外体育活动存在主动性不高，参与时间不多、内容单一、枯燥等现状，研究还指出了应该采取的对策，并提出建议。     

高校学生参加课外体育锻炼情况的调查研究

了解大学生参加课外体育锻炼的兴趣与动机，时于培养学生的体育兴趣爱好、形成良好的体育锻炼习惯、增强体质、上好体育课等都有着十分重要的意义。本文通过对大学生参加课外体育锻炼的习惯、选择项目与动机三项目进行调查分析，为今后进一步研究课外体育锻炼、体育教学改革等提供理论依据。     

女性公务员体育锻炼现状及影响因素研究

对湘潭市50名女性公务员进行了调查研究,对她们参加体育活动的态度、参加体育活动的动机、体育活动行为等方面进行了较为详细的研究,通过分析其体育态度和体育行为的现状及影响因素,提出符合女性公务员参加体育锻炼的建议和方法,为有关行政部门制定切实可行的针对女性公务员的健身计划提供参考依据。     

论青少年健身习惯与心理健康的形成

通过采用文献资料、教学研究和分析析总结健身规律等研究方法，认为中学体育教学是青少年体育健身习惯形成的重要时期，中学体育教学要遵循中学生的个性特点和青少年心理活动规律，培养中学生参加体育锻炼的兴趣和爱好，提高健身运动能力，养成锻炼身体的好习惯，实现身心健康的体育教学目标。     

More than meets the eye: patterns and shifts in middle school mathematics teachers’ descriptions of models

Modeling is a major topic of interest in mathematics education. However, the field’s definition of models is diverse. Less is known about what teachers identify as mathematical models, even though it is teachers who ultimately enact modeling activities in the classroom. In this study, we asked nine middle school teachers with a variety of academic backgrounds and teaching experience to collect data related to one familiar physical phenomenon, cooling liquid. We then asked each participant to construct a model of that phenomenon, describe why it was a model, and identify whether a variety of artifacts representing the phenomenon also counted as models during a semi-structured interview. We sought to identify: what do mathematics teachers attend to when describing what constitutes a model? And, how do their attentions shift as they engage in different activities related to models? Using content analysis, we documented what features and purposes teachers attended to when describing a mathematical model. When constructing their own model, they focused on the visual form of the model and what quantitative information it should include. When deciding whether particular representational artifacts constituted models, they focused on how the representations reflected the system under study, and what purposes those representations could serve in further understanding that system. These findings suggest teachers may have multiple understandings of models, which are active at different times and reflect different perspectives. This has implications for research, teacher education, and professional development.     

Community College Faculty Motivation for Basic Research,Teaching Research,and Professional Development

Community college faculty members often find themselves divided between what they want to do and what they can do. Knowing what motivates faculty to engage in professional development and scholarly productive activities provides critical information for administrators. The present study explored the motivational characteristics of community college faculty and the contextual factors that support or thwart their engagement and productivity. It focused on three key professional activities: (a) basic or applied research, (b) classroom action/teaching research, and (c) faculty professional development. Findings indicate that community college faculty are motivated for all three activities primarily by intrinsic and value-related factors rather than by extrinsic or contextual factors. Further, faculty members present somewhat different motivational profiles for the three work activities. Their motivations also demonstrate responsiveness to workplace characteristics as faculty perceive and interpret them.

These findings provide implications to help college administrators make policy decisions to support the work of faculty and align with institutional mission and goals.     

Ghosts of research past: institutional memory and its implications for educational research

Not all research projects progress according to plan. When a project culminates in a published piece that the research participants do not support, what are the effects and for how long do they endure? Using a retrospective case study, this article explores what memory can teach us about the long-term ramifications of research conducted in schools. Results suggest that for as long as 25 years after the publication of a controversial article, memory traces of the piece may survive at the research site, even if they have largely faded from view at the researchers' institution. The article argues that such memory stores expose much about institutional identities and practices, and that they contain important lessons for how we should approach, carry out, and conclude research in schools.     

Reconsidering Teamwork

Teamwork is often seen as an inseparable part of sport. Other than work done by sport psychologists, however, the topic has received scant attention. The broad aim of this article is to stimulate discussion on the topic. Specifically, I examine how we can think about and “do” teamwork in an alternative way to that presented in current psychological literature. I illustrate how a psychologistic model of teamwork—teamwork as cohesion—is based on a positivist metaphor and argue that this is simply one possible interpretation. I then propose a different metaphor that has its roots in constructionist thought. I suggest that this constructionist metaphor leads to alternative research questions and methodologies and helps us to understand teamwork more wholly.     

Adult learners’ emotions in online learning

The aim of the research study reported in this article was to investigate how adult learners talk about their emotions in the context of a year‐long online course, the first online course these adults take, as part of a distance education program. The theoretical and methodological approach focused on formulating an account of how emotion discourses are used by learners, what role they play in online learning, and how they change over a one‐year period (if they do so). The findings of this study provide three insights: (1) they show how adult learners (who also happen to be novice online learners) respond emotionally and talk about their emotions in relation to online learning; (2) they call attention to the ways in which emotion talk changes from the beginning of the course to the end, always in response to specific demands and dimensions of online learning; and (3) they reveal the differential emotional responses between men and women in relation to their social and gender roles and responsibilities. Empirical and policy implications of this study are discussed at the end.     

Fitness,Fun and Friends through Participation in Preferred Physical Activities: Achievable for Children with Disabilities?

This study investigates the preferences for actual participation in and enjoyment of physical out-of-school activities in children with physical disabilities, including what particular activities they are actually participating in, how often, with whom, where, and how enjoyable they find these activities. The data are based on structured interviews with 149 children (67 girls (45%) and 82 boys (55%) from 6 to 17 years) who were attending three weeks of intensive rehabilitation at Beitostølen Healthsports Centre in Norway. The Children’s Assessment of Participation and Enjoyment and Preferences for Activities of Children scales were administered at the start of their rehabilitation stays. The study reveals a quite high level of participation in physical activity and a high degree of enjoyment in participating, but the children want to be even more active than they already are. They have clear preferences for activities, and these activities are to a large extent consistent with what they actually do during their leisure time. The children are most frequently active with family members, but they would prefer to be more active with peers. A prerequisite would therefore be to acquire better basic skills and competencies in a few chosen activities rather than having some experiences in a broad range of different activities. There are more similarities than differences between boys and girls and between age groups on the parameters investigated in this study.     

Experimental Research and the Managerial Attitude: a tension to be resolved?

This article analyses some typical consequences of a specific research policy on experimental research in biology. The policy is conducted by a national funding agency — the Swiss National Science Foundation — through a particular programme, the 'National Centres of Competence in Research' which is designed to promote both 'scientific excellence' and 'managerial professionalism'. To study the possible tension between the two objectives, as a practical matter for researchers, the proposed analysis focuses on the interaction between two laboratory scientists and the administrators of a genomic platform. Access to the instruments of this platform is granted through a preliminary interview with those in charge of the platform. During that interview, researchers are required to explain why they want to use the platform services and what their expectations concerning their envisaged activities are. A tape-recorded interview is analysed in order to describe how turns at talking by the various parties, as well as the formulation of the problems encountered by a researcher, prove category-bound. The first part of the meeting ('problem exposition') is structured by the categorical device 'generalist researcher vs. specialist researcher', whilst the second part ('problem solving') is organised by the categorical device 'manager vs. user of the platform'. The 'scientific' problem becomes a 'technical' one and the choice of technique is partly based on financial reasons. The situation shows how managerial injunctions of research policy are not without practical consequences for research activities in situ .     

Wikis: what students do and do not do when writing collaboratively

We investigated the collaborative writing actions carried out by 60 Open University of Israel graduate students as they built a wiki glossary of key course concepts. These actions were analysed using a taxonomy of collaborative writing actions (i.e. adding, editing and deleting information) in order to find out what students do and what they do not do when writing collaboratively. Two main findings were reported: in accord with previous research, students most frequently add content to a wiki rather than delete existing text; and contrary to previous research, students modify existing texts to a greater extent than previously reported. These findings may help teachers design collaborative learning activities. Teachers should be aware of the difficulties faced by students when writing collaboratively and should design collaborative learning activities in ways that overcome or circumvent these difficulties.     

‘It’s not about punitive’: exploring how early-career teachers in high-poverty schools respond to critical incidents

ABSTRACT

This article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers’ work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within ‘pastoral’, in contrast to ‘disciplinarian’, discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty.     

Professional Development in 'Healthy' vs. 'Unhealthy' Districts: Top 10 characteristics based on research

Professional development is a requirement of every reform effort. Most states in the USA mandate a certain number of days in the school calendar to be allocated for professional development. Other nations often fund professional development for teachers to accompany an initiative to improve student performance. Although assumptions about why and how professional development should be conducted are shared, empirical evidence is relatively slim. Recent research generally focuses on the role of professional development in school reform. This study investigates the characteristics of involvement in professional development at the level of the district-the umbrella organisation for a geographic collection of schools. As part of a larger study, this research examines the professional development activities in school districts in relationship to overall district health. How do healthy and unhealthy districts differ in their approaches to professional development? What is the relationship between district health and student achievement? While confirming some of the assumptions about what makes effective professional development, this study provides research-based evidence for what districts can do to ensure district-wide impact and to bring about and sustain change. Furthermore, it illustrates the close association of district health and student achievement.