William Ellery Channing's Philosophy Of Physical Education And Recreation

In the late nineteenth century, issues such as professionalization, the advancement of women, and the appropriate training of teachers faced our field. The Boston Normal School of Gymnastics (BNSG) was instrumental in addressing these issues, and perhaps addressed most thoroughly, the training of teachers. This paper examines the legacy of the BNSG on today's physical education teacher preparation (PETE) programs. Many have documented the infloence of the BNSG as one of the first successful physical education teacher training institutions. However, what has not been examined are the particular philosophies of the administrators and teachers at the BNSG that still persevere in colleges and universities today. The BNSG was instrumental in the professionalization of the field and in the advancement of women in physical education. The argument is made that perhaps the BNSG's greatest contribution was in the development of many philosophies and basic pedagogical concepts such as combining theory and practice, teaching with progressions, and using experts to train future teachers, and these philosophies and concepts that guide today's PETE programs were the same used in the BNSG over a century ago.     

Exploring market orientation through social network analysis: an exploration of three cross-functional,cross-geographic teams

Prior research has shown a correlation between market orientation and business performance as measured through new product success. Market orientation has traditionally been measured through the MKTOR and MARKOR scales developed by Narver and Slater and Kohli et al., respectively. We examine whether there might be a different, complementary way to study market orientation. Kohli and Jaworski discuss the role of networks in achieving higher levels of market orientation, but network analysis has not previously been used to study market orientation. Following Kohli and Jaworski we find that network analysis can show how information is gathered and disseminated within a group; and following Narver and Slater we find that network analysis can be used to examine customer orientation and coordination. We discover a possible association between the organization’s structure and its level of coordination, and that certain roles within the group facilitate increased customer orientation within the team. Our research suggests that network analysis, particularly when managers participate in the interpretation of results, can be an effective means of identifying and correcting obstacles to a team’s market orientation. We believe our research contributes to theory by showing an alternative, complementary way to study market orientation and suggests factors that contribute to a group’s level of market orientation. We believe that this research contributes to practice by providing managers with a practical measure to improve their organization’s market orientation, thus increasing the likelihood of new product success.     

Communicating Prevention: The Effects of the keepin' it REAL Classroom Videotapes and Televised PSAs on Middle-School Students' Substance Use

This study sought to determine if exposure to two communication-oriented activities, videotapes and public service announcements, accounts for changes in substance use among adolescents participating in the Drug Resistance Strategies Project's keepin' it REAL adolescent substance use prevention curriculum. Middle-school students (4,734, 72% Latino) responded to questionnaires related to these analyses. An analysis of covariance (ANCOVA) model was fit separately to six substance use outcomes. The results suggested that intervention students who saw four or five videos engaged in less substance use in the past month than did students who saw fewer videos. Having seen the PSAs one or more times did not predict the reported change in substance use.     

Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions

Children at risk for early reading difficulties were identified on entry into kindergarten, and half of these children received small-group intervention two to three times a week during their kindergarten year. The other half received whatever remedial assistance was offered by their home schools. These children were again assessed at the beginning of first grade, and those who continued to have difficulties in reading received either one-to-one daily tutoring offered by project teachers from the beginning to the end of first grade or whatever remedial assistance was offered by their home schools over the same time period. All target children were periodically assessed through the end of third grade. Results suggest that either kindergarten intervention alone or kindergarten intervention combined with first-grade intervention are both useful vehicles for preventing early and long-term reading difficulties in most at-risk children.