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61.
Dr. Thomas Horky 《Sportwissenschaft》2009,39(4):298-308
The popularity of sports varies to different extents around the world and leads to the question: what is a media sport? This contribution discusses definitional principles with the goal of using a model to establish the basis of categorization for future empirical analysis of diverse sports types. Media sports are defined as characteristic of movement structures in the culturally differentiated media sports complex. Features of media sports are distinguished according to the dimensions of context, organization, and (interactive) structure. It becomes clear that media sports types are not only characterized by cultural grounding, success, and charismatic stars, but can also exhibit structural distinctions. In conclusion, real, media-driven, and medial media sports are differentiated to demonstrate application of the model. 相似文献
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Science, Technology & Society (STS) graduate programs primarily train graduate students to work in tenure track academic jobs. However, there are not enough tenure track academic jobs to match the supply of STS graduate students, nor does every STS graduate student want to become an academic. As a start to addressing these challenges, we hosted workshops before the 2017 Society for the Annual Meeting of the Society Studies of Science and the 2018 ST Global conference. In those workshops, panelists with PhDs in STS and related fields and working in non-academic faculty careers such as government agencies, non-profit foundations, and industry emphasized that students must showcase how their skills are useful to non-academic organizations. The panelists offered a wealth of stories on how their STS perspective supported their careers, yet most had faced implicit and explicit mentoring from STS faculty that ran counter to their career aspirations. The conversations centered on reframing research and conveying to potential employers how their STS training would support their future careers. A takeaway point that resonated with many participants was the need for STS graduate programs to rethink how they market themselves, recruit students, and critically reflect upon the measures of success. By implicitly steering graduate students solely towards an academic career, STS graduate training will miss an opportunity to make a positive impact on society. 相似文献
64.
Calli Lewis Chiu Donna Sayman Kelly M. Carrero Thomas Gibbon Staci M. Zolkoski Mandy E. Lusk 《Multicultural Perspectives》2017,19(1):47-52
An unfortunate, yet persistent, truth in U.S. public schools is the large achievement gap existing between children from culturally and linguistically diverse backgrounds and their White, middle-class counterparts. The potential for cultural dissonance between contemporary teachers and their students necessitates that educators must persistently seek culturally responsive practices. Much has been written regarding strategies for culturally responsive pedagogy; therefore, this article moves beyond a review of culturally responsive pedagogy. Rather than providing teacher candidates with more suggestions for culturally responsive teaching activities, the authors provide teacher educators with specific resources for facilitating the development of cultural competence among preservice teachers. 相似文献
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Students need practice in decision making and problem solving, and sociodrama can provide this practice in a safe, nonthreatening context. It helps them to become aware of the typical ways they solve problems, and it increases both social and personal awareness. It may promote acceptance, cooperation, and cohesiveness in the classroom. Students readily adapt to this kind of activity and find it both enjoyable and stimulating. It is recommended as a useful method in the classroom and guidance and counseling setting for helping students understand their own behavior and the behavior of others. 相似文献
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The study, using 60 five-year-olds, investigated forms of play: (a) self-action, (b) puppet-action, and (c) control treatments and differences between the sexes on aural language recall scores using semantic, absolute, and syntactic criteria. The results of the preliminary analyses between treatment groups and sex differences on the Peabody Picture Vocabulary Test and the Harris-Goodenough Draw-A-Man Test indicated no significant main or interaction effects. The subjects in treatment groups and boys and girls were relatively homogeneous on receptive language IQ and motor coordination, respectively. With 3 × 2 factorial analysis of variance experiments run on aural language recall for each of the three criteria, several significant results were noted: (a) Using the semantic criteria for scoring aural language recall, self-action play yielded significantly higher mean scores than either puppet-action or control groups. (b) Using the semantic criteria to score aural language recall, girls yielded significantly higher scores than boys. (c) Using either the absolute or syntactic scoring criteria, the results of the analysis indicated no significant main or interaction effects on aural language recall. 相似文献
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Thomas P. Reilly Owen W. Drudge James C. Rosen Dorene E. Loew Mariellen Fischer 《Psychology in the schools》1985,22(4):380-382
Twenty-six normal first-grade children (M = 7.0 years) were administered the WISC-R, the McCarthy Scales, and the Woodcock-Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77-.95). Correlations between first-grade ability scores and third-grade achievement measures also were significant (range .64-.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock-Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school-aged children. 相似文献
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