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81.
Jennifer Curtin 《国际体育史杂志》2015,32(18):2123-2134
ABSTRACTThe presence of women in and around rugby union in New Zealand remains on the margins of the histories of the game of rugby and the more social and cultural histories that explore rugby’s impact on the formation of a New Zealand national identity. Yet, as this article demonstrates, women have long since engaged with rugby union in ways that may well have assisted in its ascendancy and ultimate claiming of the title of New Zealand’s national game. Through readings of newspapers, magazines, and club histories covering the period from the 1870s through to the Great War a picture emerges: women from both the middle and lower classes of New Zealand society supported the game of rugby as spectators, supporters, and fans. They did so in a manner that was sometimes acceptable but at other times regarded as distinctly inappropriate. In addition, women’s involvement was informal and localized – most obvious at the community level – and it is this feature that helps to explain women’s virtual invisibility in the histories of rugby union in New Zealand. 相似文献
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Alison Happel-Parkins Jennifer Esposito 《Educational Studies A Journal of the American Educational Studies Association》2015,51(1):3-16
This article examines how undergraduate instructors of pre-service educators can address complex issues of sexuality and sexual orientation within the classroom. First, we explain our own backgrounds and positionalities to provide a context for our ensuing ideas and discussions. Second, by reviewing the literature on homophobic bullying, we outline why it is imperative that preservice teachers understand and mobilize around issues of gay, lesbian, bisexual, transgender, queer/questioning, intersex rights. Third, we offer suggestions as to how to relate to undergraduate students when talking about sexuality and sexual orientation. We propose that using popular culture is an effective and engaging way of connecting to preservice teachers who have not previously had to confront their own homophobia and heterosexism. We suggest that using popular films or TV shows, such as Ugly Betty, has the potential to open up space for dialogue and critical engagement with issues such as explicit or implicit homophobia. We believe that critical media literacy skills are necessary tools for young people who are constantly bombarded with oftentimes stereotypical images and personifications of GLBTQI people within the mainstream media. Consequently, although we propose that popular culture be used as an educative space within the undergraduate classroom, it must be used both carefully and critically. Finally, we discuss why it is imperative that undergraduate professors address these issues within the classroom by referencing recent tragedies that are directly connected to homophobic bullying. 相似文献
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The rapid growth in popularity of social networking sites has spurred research exploring the impact of usage in a variety of areas. The current study furthered this line of research by examining the relationships between social network usage and adjustment to college in the academic, social, personal-emotional and university affiliation domains. Realising the number of students with social networking accounts, some universities have developed strategic plans for social media. Thus, this study also compared two universities, one with a social media strategic plan and one without, to determine if the planning process had an influence on students. Results indicated that social network usage was related to college adjustment. Specifically, those students who reported higher rates of social media use reported lower levels of adjustment to college in all domains. However, there were no differences between the two universities, indicating that having a social media strategic plan does not influence students in the area of college adjustment. These results are discussed in light of retention rates and changing practices within higher education. 相似文献
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Kenneth A. Dodge Yu Bai Jennifer Godwin Jennifer E. Lansford John E. Bates Gregory S. Pettit Damon Jones 《Child development》2022,93(4):e357-e378
The hypothesis was tested that some children develop a defensive mindset that subsumes individual social information processing (SIP) steps, grows from early experiences, and guides long-term outcomes. In Study 1 (Fast Track [FT]), 463 age-5 children (45% girls; 43% Black) were first assessed in 1991 and followed through age 32 (83% retention). In Study 2 (Child Development Project [CDP]), 585 age-5 children (48% girls, 17% Black) were first assessed in 1987 and followed through age 34 (78% retention). In both studies, measures were collected of early adverse experiences, defensive mindset and SIP, and adult outcomes. Across both studies, a robust latent construct of school-age defensive mindset was validated empirically (comparative fit index = .99 in each study) and found to mediate the impact of early child abuse (38% in FT and 29% in CDP of total effect) and peer social rejection (14% in FT and 7% in CDP of total effect) on adult incarceration. 相似文献
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Emily E. Scott Jack Cerchiara Jenny L. McFarland Mary Pat Wenderoth Jennifer H. Doherty 《科学教学研究杂志》2023,60(1):63-99
In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry. 相似文献