Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence

European Journal of Psychology of Education - Research predicated on self-determination theory (SDT) has established a positive relationship between autonomy-supportive teaching and a range of...     

Voice,post-structural representation and the subjectivity of ‘included’ students

Aligned with the broader movement from structuralism to the post-structuralisms [Lather, P. 2013. “Methodology-21: What Do We Do in the Afterward?” International Journal of Qualitative Studies in Education 26 (6): 634–645; St. Pierre, E. A. 2009. “Afterword: Decentering Voice in Qualitative Inquiry.” In Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research, edited by A. Y. Jackson and L. A. Mazzei, 221–236. London: Routledge; St. Pierre, E. A. 2013. “The Posts Continue: Becoming.” International Journal of Qualitative Studies in Education 26 (6): 646–657], research in disability studies for the past two decades has found ‘the potholes’ [Miller, L., J. B. Whalley, and I. Stronach. 2012. “From Structuralism to Poststructuralism.” In Research Methods in the Social Sciences, edited by B. Somekh and C. Lewin. London: SAGE] of disability rights scholarship. In this paper, I offer a critical research framework in the field of disability studies in education that is theoretical, political and personal. Concentrating on the positioning of disability, I draw on the methodological tools of post-structural representation, subjectivity and constructivist grounded theory to study how discursive practices within (and around) secondary schools shape ‘included’ disabled subjects. In the paper I develop this framework and then demonstrate its application in ongoing research that critically counters the conventions that marginalize particular students in schools.     

新农村建设与民族传统体育的发展研究

农村民族传统体育的良好发展是社会主义新农村建设的主要内容之一。文章对开展民族传统体育在新农村体育建设中重要性和可行性进行了分析,提出了发展民族传统体育的相关策略,希望为新农村体育建设提供理论依据。     

对我国体育产业理论研究中几个问题的调查与研究

80年代以来,体育产业在我国得到了迅速发展,也引起了人们广泛的讨论,至今在认识上还很不统一. 在有关我国体育产业理论和实践发展现状进行综合分析研究的基础上,提出了到2005～2015年我国体育产业有可能发展成为国民经济的支柱性产业,并据此初步确立了一个由本体产业、相关产业和外延产业构成的"体育事业产业"的我国体育产业框架结构模式的初步构想.     

杭州大雪的气候诊断分析

通过对杭州1951年以来的48个大雪个例资料,结合海温、大气环流特征资料进行周期分析、突变检测、相关分析,给出杭州大雪出现频次的周期、突变点,发现大雪出现频次、降雪强度与海温冷暖事件存在高关联．特别是与NINO1＋2区海温存在密切的联系,根据所得结论可以较好的对大雪发生趋势作出预测。     

对吉林省青年男子速度轮滑运动员入弯与出弯技术的运动学分析

运用Simi motion生物力学分析系统对吉林省3名青年男子速度轮滑运动员入弯技术与出弯技术进行动作解析,通过运动生物力学理论参数进行分析,得出运动员入弯阶段与出弯阶段运动学特征,主要是身体倾斜角度和速度以及重心轨迹的变化。得出入弯时的速度没有出弯时的速度快但入弯阶段运动员身体起伏变化频率比出弯阶段快。     

Social violence and the trivialising effects of youth in school bullying: Extended listening to South Australian young people on bullying and violence

School bullying attracts significant research and resources globally, yet critical questions are being raised about the long-term impact of these efforts. There is a disconnect between young people's perspectives and the long-established psychology-based technical definitions of school bullying dominating practice and policy in Australia. This dominant paradigm has recently been described as the first paradigm of school bullying. In contrast, this paper explores the potential for reorienting school bullying research towards the concerns of young people and away from adult-derived technical definitions. Borrowing from paradigm two, which emphasises the social, cultural and philosophical (among others) elements of school bullying, in this paper, I approach bullying under the broad banner of ‘social violence’. This approach addresses some of the inherent limitations of the first paradigm to conceptualise social and cultural dynamics. I argue that a ‘social violence’ approach reveals that the exclusionary effects of the social phenomenon of youth continue to be overlooked. Furthermore, the term ‘violence’ in bullying research could benefit from integrating contemporary sociological insights on this phenomenon. This paper draws on qualitative insights from a small group of young people in secondary schooling in South Australia gained through prolonged listening to peer conversations in a series of focus groups. In addition, 1:1 interviews were conducted pre and post the focus group series. I argue that these participants' insights reveal the exclusionary effects of youth and the employment of bullying to trivialise young people's experiences and concern for harm. There is a need to reprioritise young people's knowledge in school bullying research and the exclusionary effects of youth alongside other social forces.     

破窗理论及其学术论争

“破窗理论”是社会治安治理的一个重要理论。过去三十余年,“破窗理论”的提出在警察学界和犯罪学界引发了广泛而深入的学术讨论。威尔逊和凯林在彼得曼和津巴多研究的基础之上提出了“破窗理论”,发现了无序行为与犯罪行为二者间的内在联系。无序行为与犯罪行为是否存在直接关联？这一问题引发了学术界赞成派和反对派的深入讨论。这些问题的讨论,深化了人们对无序行为与犯罪行为的理解,对社会治安的改善有着积极的促进作用。     

Opportunities and challenges facing NGOs using sport as a vehicle for development in post-apartheid South Africa

Post-apartheid South Africa manifests poor social indicators with over half the population living below the poverty line and the worst levels of inequality in the world, with much work needed to overcome the skewed legacy of apartheid. Sport suffered in this system resulting in unequal access to sporting facilities and opportunities, meaning many South Africans cannot exercise their right to play. Despite this legacy, sport can fulfil a vital developmental role in alleviating some of these issues. The state has a major role to play but it must be supported by civil society and non-governmental organisations (NGOs) who have the ability to deliver in situations where government has struggled. This article researches the opportunities and challenges NGOs encounter when using sport for development within the education system, in post-apartheid South Africa. This study used a qualitative approach to collect data on the opportunities and challenges encountered by two NGOs based in Cape Town that use sport as a means of development, but in markedly different ways. The study suggests that NGOs face a variety of conceptual, technical, logistical and organisational challenges using sport in schools and should enact certain measures to reduce resistance from educators and ensure successful programmes. The interaction between NGOs, schools and the state Department of Education is a complicated process that presents obstacles and opportunities. Nevertheless, despite these challenges it is clear NGOs can support schools in South Africa to optimise their physical activity programmes in the backdrop of a stagnating education system and a lack of sporting support from the government. NGOs in an educational setting such as schools operate in what Houlihan has identified as a crowded policy space. Yet, the observations in this study suggest that, particularly in the context of education, a partnership policy model of NGO work is preferred.