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101.
By 1837, the sporting landscape of England was populated by a number of professional pedestrians who competed in a range of events that were extensively covered in the sporting press. These men distinguished themselves from their competitors through their use of ‘colours’ and a range of different athletic clothing. In the later stages of the nineteenth century, the dominance of the professional athlete was challenged through the formation of clubs and associations by a public-school- and university-educated middle class. The somatotype and clothing strategies of the Victorian athlete altered as a result. Their assumption of an innate physical superiority, allied to a preference for the all-rounder with his elegance and style, rather than the muscular, specialized sporting bodies of working-class professionals, were important features of an amateur ethos which drew much of its references from the Classical world. Through a discussion of how middle-class amateur athletes used Classical precedents, science and clothing to create the ‘university athlete’ and the ‘university costume’, in order to reinforce the distinctions between their own bodies and those of the professionals, this paper explores the transition from pedestrianism to organized athletics. 相似文献
102.
M. Jenice Goldston Jeanelle Bland Day Cheryl Sundberg John Dantzler 《International Journal of Science and Mathematics Education》2010,8(4):633-648
The purpose of this paper is to describe the procedures and the analysis of an instrument designed to measure preservice teachers’
ability to develop appropriate 5E learning cycle lesson plans. The 5E inquiry lesson plan (ILP) rubric is comprised of 12 items with a scoring range of zero to four points per item. Content validity was determined
through the expertise of a panel of five science educators. Sixty six preservice teachers enrolled in elementary science methods
at three universities prepared lesson plans, which were scored by their instructors using the ILP rubric. Using a Pearson
two-tailed correlation, inter-rater reliability was established at a value of 0.83. An exploratory factor analysis provided
evidence of construct validity, with three factors. The factors included (1) explore, (2) engage/explain/elaborate, and (3)
evaluate. In addition, a secondary analysis revealed the means and standard deviations of the students' performance on each
of the phases of the 5E that include: engage, explore, explain, elaborate, and evaluate. The engage item held the highest
mean rating, and the evaluation items had the lowest mean ratings. Examination of the instrument's structure in light of the
5E phases is discussed and provides directions for future revisions and research. 相似文献
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Indira N. Z. Day F. M. van Blankenstein P. Michiel Westenberg W. F. Admiraal 《Educational studies》2018,44(4):449-467
Universities introduce intermediate assessment because it is understood to have positive effects on student behaviour and achievement. Yet, how intermediate assessment is perceived might be conditional for its success. The current study investigates both teachers’ and students’ perceptions of intermediate assessment. Teachers and students were interviewed and Student Evaluations of Teaching were examined. Results indicate that both teachers and students had generally positive perceptions of intermediate assessment. However, the two groups provided different reasons for their positive perceptions. Teachers and students agreed that intermediate assessment helps students to keep up with their study work. Moreover, teachers mentioned that they could assess various knowledge and skills with intermediate assessment, whereas students preferred intermediate assessments to test the same knowledge and skills as the final exam. This finding suggests that teachers and students in our study had different goals for intermediate assessment. 相似文献
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In this paper transitions in the operational definitions of professionalism over the last 20 years will be discussed. As a consequence of (imposed) changes in the control of curriculum and assessment and increased measures of public accountability, teachers in most countries now work within cultures in which their careers are ever more dependent upon external definitions of quality, progress and achievement for their success. Although many experienced teachers have maintained their identities, finding room to manoeuvre within a general reduction in their traditional classroom autonomy, the pressure on these and younger colleagues is to comply with competency based agendas. In such cultures, attention to teachers’ identities—arguably central to sustaining motivation, efficacy, commitment, job satisfaction and effectiveness—has been limited. 相似文献
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