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711.
William J. Baker David Rubinstein Jim Riordan Peter Treadwell Nicholas A. Parry Alan Tomlinson 《国际体育史杂志》2013,30(3):351-362
Richard Cox, Sport — A Guide to Historical Sources in the UK (London, Sports Council, 1983). Pp.vii + 61. £8.00 ISBN 0 906577 34 9. P.B. Munsche, Gentlemen and Poachers: The English Game Laws 1671–1831 (Cambridge, CUP, 1983). Pp.x + 255. £18.50. ISBN 0 521 23284 8. Garry Whannel, Blowing the Whistle: The Politics of Sport (London, Pluto Press, 1983). Pp. 117. £2.50. ISBN 0 86104 508 4. David Smith and Gareth Williams, Fields of Praise: The Official History of the Welsh Rugby Union 1881–1981 (Cardiff, University of Wales Press, 1980). Pp.xii + 505. £12.95. ISBN 0 7083 07663. John Arlott, Jack Hobbs — Profile of ‘The Master’ (London, John Murray and Davis‐Poynter, 1981). Pp. 144. £6.95. ISBN 07195 3886 6 (John Murray) and 0 7067 0214 X (Davis‐Poynter). Richard S. Gruneau, Class, Sports and Social Development (Amherst, The University of Massachusetts Press, 1983). Pp.x + 213. $18.50 and $9.50. ISBN 0 87023 387 4 and 0 87023 388 2. R. Roberts, Jack Dempsey: The Manassa Mauler (London, Louisiana State University Press 1984). Pp.314. £8.50. ISBN 8071 1161 9. Richard Cashman and Michael McKernan (eds.), Sport: Money, Morality and the Media (Kensington, NSW, New South Wales University Press, 1981). Pp. 343. ISBN 0 86840 160 9. 相似文献
712.
Antonio J. Rojas Tejada Raquel M. Cruz del Pino Moshe Tatar Pablo Jiménez Sayáns 《European Journal of Psychology of Education - EJPE》2012,27(3):285-298
The present study focuses on the Temporary Classroom of Linguistic Adaptation program (TCLA program) in which specialist teachers (Spanish as a foreign language teachers—SFL teachers) teach Spanish to immigrants who are not proficient in the language. We suggest that support for immigrant students in Spanish schools should adopt a new inclusive educational approach. The present investigation is a preliminary attempt at characterizing the profiles of SFL teachers by assessing, simultaneously, five relevant variables (through cluster analysis): inclusive beliefs, teachers’ perceptions of student outcomes in TCLA program, general burnout, diversity-related teacher burnout, and years of teaching experience. Eighty-one SFL teachers from 132 schools in Spain (EU) were asked to complete a self-report questionnaire. Cluster analysis found two clearly differentiated groups: the larger one, Innovative SFL Teachers and the smaller, Traditional SFL Teachers. The Traditional SFL Teachers are characterized by more years of experience, lower inclusive beliefs scores, lower teachers’ perception of student outcomes in the TCLA program scores, and higher burnout scores as compared with the Innovative SFL Teachers. Moreover, Traditional SFL Teachers conceptualize their teaching role as a "teacher of Spanish" whereas Innovative SFL Teachers see themselves much more as playing a supportive role. 相似文献
713.
714.
How best to introduce philosophical ideas? Is the best and only way by studying the history of philosophy and its rational arguments and discussions? But can literature, usually hived off from philosophy, be used instead and can this be as effective as rational argument? This paper explores these questions. First it considers a text which introduces philosophy through the analysis of literature, in particular James Joyce's 'Araby', arguing that the traditional analytic approach employed by the text, by concentrating on epistemology, obscures other philosophical insights offered by Joyce. It then turns to French philosophy and literature and suggests that Sartre, Beauvoir and Camus by 'blurring' the analytic distinction between philosophy and literature have much to offer to the grasping and understanding of philosophical ideas and principles. 相似文献
715.
Erminia G. Pedretti Larry Bencze Jim Hewitt Lisa Romkey Ashifa Jivraj 《Science & Education》2008,17(8-9):941-960
Although science, technology, society and environment (STSE) education has gained considerable force in the past few years, it has made fewer strides in practice. We suggest that science teacher identity plays a role in the adoption of STSE perspectives. Simply put, issues-based STSE education challenges traditional images of a science teacher and science instructional ideologies. In this paper, we briefly describe the development of a multimedia documentary depicting issues-based STSE education in a teacher’s class and its subsequent implementation with 64 secondary student-teachers at a large Canadian university. Specifically, we set out to explore: (1) science teacher candidates’ responses to a case of issues-based STSE teaching, and (2) how science teacher identity intersects with the adoption of STSE perspectives. Findings reveal that although teacher candidates expressed confidence and motivation regarding teaching STSE, they also indicated decreased likelihood to teach these perspectives in their early years of teaching. Particular tensions or problems of practice consistently emerged that helped explain this paradox – including issues related to: control and autonomy; support and belonging; expertise and negotiating curriculum; politicization and action; and biases and ideological bents. We conclude our paper with a discussion regarding the lessons learned about STSE education, teacher identity and the role of multimedia case methods. 相似文献
716.
717.
Andy Pringle Jackie Hargreaves Lorena Lozano Jim McKenna Stephen Zwolinsky 《Soccer & Society》2014,15(6):970-987
Health improvement is an important strand of the Premier League’s ‘Creating Chances’ strategy. Through community programmes, professional football clubs offer health-enhancing interventions for a number of different priority groups at risk from a range of lifestyle-related health conditions. However, while national guidance recommends evaluating health improvement interventions, concerns remain about how to do this most effectively. This study aims to investigate the popularity of football-based health improvement schemes and assess the challenges associated with their evaluation. Adapted from existing methodologies, a semi-structured questionnaire was administered to an ‘expert’ sample (n?=?3) of football-led health evaluators. The sample was selected because of their experience and knowledge of performing evaluations of football-led health improvement programmes. Our ‘experts’ offered reasons for the popularity of football settings as channels for health improvement (including the reach of the club badge and the popularity of football), the justification for evaluating such schemes (including confirming effectiveness and efficiency) and the challenges of implementing evaluations (capacity, commitment and capability). Finally, a selection of key considerations for the evaluation of the impact of football-led health improvement programmes (obtaining expert guidance, building capacity and planning for evaluations) are discussed. 相似文献
718.
This study was designed to determine a word problem difficulty classification in children with arithmetic learning disabilities (ALD; n = 104) in comparison with typically achieving students (n = 44). We tested variables such as (a) semantic structure (Change, Combine, Compare, and Equalize), (b) operation (subtraction and addition), and (c) position of the unknown quantity in the problem. Facet theory with multidimensional scaling techniques (MINISSA) was used to analyze the underlying dimensions in the responses of each group of participants. Our results indicate that although the word problem difficulty classifications for the 2 groups of children were different, the position of the unknown quantity had a greater influence on the level of difficulty of story problems than other variables. The noncanonical problems--specifically, those with the unknown term in the first place--although difficult for both groups of children, were the most difficult problems for children with ALD. 相似文献
719.
Sign language Web pages 总被引:2,自引:0,他引:2
The WORLD WIDE WEB has changed the way people interact. It has also become an important equalizer of information access for many social sectors. However, for many people, including some sign language users, Web accessing can be difficult. For some, it not only presents another barrier to overcome but has left them without cultural equality. The present article describes a system that allows sign language-only Web pages to be created and linked through a video-based technique called sign-linking. In two studies, 14 Deaf participants examined two iterations of signlinked Web pages to gauge the usability and learnability of a signing Web page interface. The first study indicated that signing Web pages were usable by sign language users but that some interface features required improvement. The second study showed increased usability for those features; users consequently couldnavigate sign language information with ease and pleasure. 相似文献
720.