English language arts and the economy: discursive constructions of two fields

This article presents discourse analyses of two teachers’ statements about the economic payoff of studying English in the United States’ high schools. Specifically, the article examines how English teachers construe reading as an economic asset that can be developed in schools and used on the job. Pierre Bourdieu’s concepts of field and capital are mobilized to explore how teachers (a) construe and relate the fields of English and the economy and (b) define the resources operative in and across both fields. The present study uses methods of discourse analysis to develop detailed pictures of teachers’ theories of the economic dimensions of English (as described in original interviews). The teachers’ views are read against widely circulating arguments about the economic value of English. The teachers involved in the study construe basic skills reading as being of less economic value than practices of reading driven by curiosity and enjoyment.     

What predicts international higher education students’ satisfaction with their study in Ireland?

The internationalisation of higher education – a facet of broader processes of globalisation – has resulted in increased study-related travel, and the development of policies to attract international students. Nevertheless, in the context of a strong drive to recruit international students, little is known about how they are faring during their study abroad. This article addresses the gap in research, analysing the experiences of international students studying in Irish higher education institutions, drawing on nationally representative data from the Eurostudent IV study. The findings show that students’ satisfaction with study while abroad is shaped by a number of different factors including, first and foremost, their satisfaction with their education institution and subjective rating of their health.     

An Online Course to Prepare Preservice Teachers to Promote Movement Integration

Previous research has not explored the potential of distance learning to prepare preservice teachers (PCTs) for promoting children’s physical activity. The purpose of this study was to (a) examine the perceptions and experiences of PCTs, inservice classroom teachers, university instructors, and elementary students who were involved in a semester-long distance delivery course that included a service-learning (SL) component with an emphasis on classroom movement integration (MI). Using a qualitative single case study design, interviews, observations, and artifacts (e.g. PCTs’ reflections and academic work) were thematically analyzed. Findings produced three themes including student-centered approach, benefit/importance of physical activity, and connect and reflect. These themes showed that participants’ perceptions and experiences support constructivist-guided SL using a distance delivery design. This study adds to the emerging research base on school-university partnerships to support schools in the implementation of comprehensive school physical activity programming.     

Multiple,relational and emotional mobilities: Understanding student mobilities in higher education as more than ‘staying local’ and ‘going away’

This paper advances theorising around student geographies in higher education (HE). It extends recent work, which has problematised the primacy of social class and binary thinking about student mobilities, and presents local/non‐local experiences and im/mobility as a defining dualism. Drawing on a qualitative longitudinal study of women's experiences during and on completion of HE, the following explores the ways in which a more diverse and constantly negotiated set of mobility practices emerge relationally, in the stratified field of HE, and through shifting personal and emotional attachments. Theoretically, the paper develops a new approach to student mobilities, synthesising dominant Bourdieusian notions of field with relational theories pertaining to mobilities (e.g. Adey, 2009), emotion (e.g. Holmes, 2010) and personal life (e.g. Mason, 2004; Smart, 2007). Such an approach makes it possible to move beyond the binary thinking that has become entrenched in policy and academic debates about student mobilities, and recognise a broader range of movements, flows, stops and starts that emerge relationally, emotionally and temporally as students and graduates move into and through HE. It is argued here that, given the policy emphasis on accelerated and flexible HE provision (BIS, 2016), a gradational view of student mobilities is more important than ever.     

Research leadership as entrepreneurial organizing for research

The paper discusses research leadership in public universities under change and the role of entrepreneurial strategies in research. Research leadership function today in situations where the New Public Management movement one the one hand have introduced management by accountability and control in the university while on the other hand open boundaries to other knowledge organizations, arenas and networks, and creation of resources are becoming more important than ever. Hence, an entrepreneurial strategy is more important than traditional managerial skills in order to produce new knowledge centres. By analysing two cases on the construction of new research groups, we will introduce new perspectives on research leadership, where dilemmas, uncertainty and complex relations to other managerial systems in the universities are in the forefront. The paper presents an important contribution to the understanding of a special form of creating new knowledge production in the university by means of organizational entrepreneurship.     

2002年初公布的关于玻尔与海森伯会面的文件

1941年秋天,海森伯与玻尔在哥本哈根会面。由于当事双方都没有留下记录,其缘由、经过、效果,以及对各自心理与身后声名造成的影响,一直以来都是局限于科学史界内讨论的一桩公案。1998年,英国剧作家迈克尔·弗雷恩(Michael Frayn)的《哥本哈根》问世,引发了公众对这个悬案的普遍关注。为了防止公众的误解,2002年2月6日,玻尔家族决定将存放在尼耳斯·玻尔档案馆中的所有11个有关文件提前解密,而不是像先前那样只对极少数研究者开放。从这批文献公布后学术界的不同反应来看,"哥本哈根迷雾"仍然存在。2007年8月,我国研究玻尔的专家戈革教授在生病住院前将所有这些信件译出。考虑到它们在科学史上的重要性,也为了纪念去年底刚去世的戈革教授,我们这里全文刊发他的译文,包括他所翻译的玻尔文献馆馆长芬·奥瑟若德(Finn Aaserud)所写的一个说明。由于原始文献多为并未实际发出去的打印稿或笔录稿,文中个别语句不够连贯,有的文件内容重复,由此也可以体会玻尔在书写或口授这些文件时异常复杂的心情。为了向中文读者提供一个有关这批文献的完整面貌,我们对以上问题未作更多的技术处理。感谢戈革教授的女儿戈疆与北京大学秦克诚先生向我们提供戈革教授的遗稿,秦先生改正了遗稿中的少数笔误。     

Multidisciplinary, interdisciplinary, and transdisciplinary collaboration: implications for vocational psychology

The literature on interdisciplinarity identifies several forms of collaboration: multidisciplinary, transdisciplinary, and interdisciplinary (as bridge building or integration). To assist vocational psychology translate its interdisciplinary discourse into action, this paper uses that literature to identify the benefits, challenges and conditions for success. It indicates that the form of collaboration needed must be decided, and the cognitive, social, organizational and institutional aspects of the collaborating disciplines considered. It highlights the significance of interpersonal relationships when establishing and maintaining collaboration.     

A qualitative study of student responses to body painting

One hundred and thirty‐three preclinical medical students participated in 24 focus groups over the period 2007–2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting anatomical structures to be an educationally beneficial learning activity. Data were analyzed using a grounded theory approach. Five principal themes emerged: (1) body painting as a fun learning activity, (2) body painting promoting retention of knowledge, (3) factors contributing to the memorability of body painting, (4) removal from comfort zone, and (5) the impact of body painting on students' future clinical practice. Students perceive body painting to be a fun learning activity, which aids their retention of the anatomical knowledge acquired during the session. Sensory factors, such as visual stimuli, especially color, and the tactile nature of the activity, promote recall. Students' preference for painting a peer or being painted is often dependent upon their learning style, but there are educational benefits for both roles. The moderate amounts of undressing involved encouraging students to consider issues surrounding body image; this informs their attitudes towards future patients. Body painting is a useful adjunct to traditional anatomy and clinical skills teaching. The fun element involved in the delivery of this teaching defuses the often formal academic context, which in turn promotes a positive learning environment. Anat Sci Educ 3:33–38, 2010. © 2009 American Association of Anatomists.