The up-front legacies of France 2019: changing the face of ‘le foot féminin’

ABSTRACT

The drive to develop women’s football in France, a game 100 years old albeit one long-stigmatised, was thrust into high gear in 2011. Since then, a confluence of events and cultural changes, from on-field results and officials’ investment of greater resources to winning the 2019 World Cup host bid, greater mediatisation of women’s players, and more – including the spectacular 2010 meltdown of Les Bleus in South Africa – have combined to energise and grow the game. This newfound dynamism was unforeseen a decade ago and illustrates some of France’s biggest World Cup legacies: the up-front investments underpinning the sport’s development during the 2010s, and the ways the country has repackaged itself as a champion of women’s football and women in football, forever changing the face of ‘le foot féminin’.     

Family Turbulence and Child Internalizing and Externalizing Behaviors: Moderation of Effects by Race

This study examined the impact of residential instability and family structure transitions on the development of internalizing and externalizing problems from age 2 through 10.5. Child's race was examined as a moderator. Caregiver reports of internalizing and externalizing behaviors were obtained on 665 children at ages 5 and 10.5. Early-childhood residential and family structure transitions predicted elevated internalizing and externalizing problems at ages 5 and 10.5, but only for Caucasian children. These findings suggest that residential and family structure instability during early childhood independently contribute to children's later emotional and behavioral development, but vary as a function of the child's race. Community organizations (e.g., Women, Infant, and Children) can connect turbulent families with resources to attenuate effects of residential and family structure instability.     

Treatment Fidelity: What It Is and Why It Matters

Treatment fidelity refers to the extent to which an intervention is implemented as planned. If researchers do not assess and report treatment fidelity, or if treatment fidelity is shown to be low, findings from intervention studies are difficult to interpret, because the intervention may not have been implemented as planned. In this article, our aim is to inform research consumers by discussing treatment fidelity and its primary dimensions, providing guidelines for interpreting treatment fidelity, considering implications of treatment fidelity for research and practice, and illustrating how fidelity is reported in two recent studies. Our take‐home message is that when one is interpreting intervention studies, it is important to consider whether the interventions were applied as planned, or with fidelity.     

Working together within a system: educative mentoring and novice teacher learning

Using a framework of activity theory, I follow one mentor/student teacher pair through a yearlong student teaching experience, investigating their interactions around the practice of educative co-planning. Evidence from multiple data sources collected over the course of one year is analyzed to understand the role co-planning played in the mentor/student teacher relationship, the experience of being a mentor, and in the development of the student teacher’s practices. Findings reveal the mentor and student teacher used the educative practice of co-planning to productively mediate tensions and navigate their relationship.