Book reviews

Mike Huggins, Flat Racing and British Society, 1790–1914: A Social and Economic History (London and Portland, OR: Frank Cass, 2000). Pp. xv + 270, 25 illustrations, index. £39.50/$57.50 (cloth); £17.50/$26.50 (paper). ISBN 0–7146–4982–1; 0–7146–8045–1.

Bill Mallon and Ian Buchanan, The 1908 Olympic Games: Results for All Competitions in All Events, with Commentary (Jefferson, NC: McFarland & Company, 2000). Pp. xx + 516, index. $45.00. ISBN 0–7864–0598–8.

Randy Shaw. Reclaiming America: Nike, Clean Air, and the New National Activism (University of California Press, 1999). Pp. ix + 312, index. ISBN 0–520–21359–9.

Mark Douglas Lowes, Inside the Sports Pages: Work Routines, Professional Ideologies, and the Manufacture of Sports News (Toronto: University of Toronto Press, 1999). Pp. xiii + 126, index, bibliography. $40.00 (cloth); $16.95 (paper). ISBN 0–8020–4359–3; 0–8020–8183–5.

C. Gaddy, An Olympic Journey: The Saga of an American Hero: LeRoy T. Walker. (Griffin Publishing Group: California, 1998). Pp. xiv + 265, illustrations, bibliographical references, achievements. $24.95. ISBN 1–882180–92–5.

William Marshall, Baseball's Pivotal Era, 1945–1951 (Lexington: The University Press of Kentucky, 1999). Pp. xii + 513, 81 photographs, index. $29.95. ISBN 0–8131–2041–1.

Bob Allen with Bill Gilbert, The 500 Home Run Club: Baseball's 15 Greatest Home Run Hitters from Aaron to Williams (Champaign, IL: Sports Publishing Inc., 1999). Pp. x + 273, photographs. $22.95. ISBN 1582610312.

Simon Rae, W.G. Grace: A Life (London, Faber and Faber, 1999). Pp. xx + 548, 30 illustrations, index. £20.00 (cloth); £9.99 (paper). ISBN 0–571–17855–3; 0–571–19573‐ 3.

David W. Anderson. More Than Merkle: A History of the Best and Most Exciting Baseball Season in Human History (Lincoln, NE: University of Nebraska Press, 2000). Pp. xxx + 285, 17 photographs, bibliography, index, $29.95. ISBN 0–8032–1056–6.

Joanna Avery and Julie Stevens, Too Many Men on the Ice: Women's Hockey in North America (Vancouver: Polestar Book Publishers, 1997). Pp. 286, 62 photographs, 37 tables, index, bibliography. CANS 19.95; US$ 16.95. ISBN 1–896095–33‐X.

John Fizel, Elizabeth Gustafson and Lawrence Hadley (eds.), Sports Economics: Current Research. (Westport, Connecticut: Praeger Publishers, 1999). Pp. xiv + 246, index, bibliography. $59.95. ISBN 0–275–96330–6.

Frank P. Jozsa, Jr. and John J. Guthrie, Jr., Relocating Teams and Expanding Leagues in Professional Sports: How the Major Leagues Respond to Market Conditions (Westport, CT: Quorum Books, 1999). Pp. 206, index, bibliography. $59.95. ISBN 1–56720–193–8.

Adrian Shubert, Death and Money in the Afternoon: A History of the Spanish Bullfight (New York and Oxford: Oxford University Press, 1999). Pp. 270, 17 illustrations, 2 appendices, index. $25.00. ISBN 0–19–509524–3.

Cindy S. Aron, Working at Play: A History of Vacations in the United States (New York: Oxford University Press, 1999). Pp. xii + 324. 30 photographs, index. $35.00. ISBN 019–5055845.

L. Koppett, Koppett's Concise History of Major League Baseball (Philadelphia: Temple University Press, 1998). Pp. xiv + 521, index. $34.95. ISBN 1–56639–638–7. J.H. Bready, Baseball in Baltimore: The First 100 Years (Baltimore and London: The Johns Hopkins University Press, 1998). Pp. ix + 242, photographs throughout, index. $34.95. ISBN 0–9018–5833‐X.

L. Koppett, Koppett's Concise History of Major League Baseball (Philadelphia: Temple University Press, 1998). Pp. xiv + 521, index. $34.95. ISBN 1–56639–638–7. J.H. Bready, Baseball in Baltimore: The First 100 Years (Baltimore and London: The Johns Hopkins University Press, 1998). Pp. ix + 242, photographs throughout, index. $34.95. ISBN 0–9018–5833‐X.

J. Zoss and J. Bowman, Diamonds in the Rough: The Untold History of Baseball (Chicago: Contemporary Books, 1996). Pp. xiv + 433, many photographs, index. $16.95. ISBN 0–8092–3234–0. M. Stang and L. Harkness, Baseball by the Numbers: A Guide to the Uniform Numbers of Major League Teams. American Sports History Series, No. 4 (Lanham, MD and London: The Scarecrow Press, Inc., 1997). Pp. xix + 1125, 8 photographs. ISBN 0–8108–3054‐X.

R. Ruck, The Tropic of Baseball: Baseball in the Dominican Republic (Lincoln and London: Nebraska University Press, 1999). Pp. xx + 215, 19 photographs, 3 maps, index. $12.00. ISBN 0–8032–8978–2.

D.Q. Voigt, The League That Failed. American Sports History Series, No. 10 (Lanham, MD and London: The Scarecrow Press, Inc., 1998). Pp. xiv + 322, 23 photographs, index. $45.00. ISBN 0–8108–3309–3.

J. Zoss and J. Bowman, Diamonds in the Rough: The Untold History of Baseball (Chicago: Contemporary Books, 1996). Pp. xiv + 433, many photographs, index. $16.95. ISBN 0–8092–3234–0.

M. Stang and L. Harkness, Baseball by the Numbers: A Guide to the Uniform Numbers of Major League Teams. American Sports History Series, No. 4 (Lanham, MD and London: The Scarecrow Press, Inc., 1997). Pp. xix + 1125, 8 photographs. ISBN 0–8108–3054‐X.

R. Ruck, The Tropic of Baseball: Baseball in the Dominican Republic (Lincoln and London: Nebraska University Press, 1999). Pp. xx + 215, 19 photographs, 3 maps, index. $12.00. ISBN 0–8032–8978–2.

D.Q. Voigt, The League That Failed. American Sports History Series, No. 10 (Lanham, MD and London: The Scarecrow Press, Inc., 1998). Pp. xiv + 322, 23 photographs, index. $45.00. ISBN 0–8108–3309–3.

Eddie Irvine, with Jane Nottage, Life in the Fast Lane: The Inside Story of the Ferrari Years (London: Ebury Press, 1999; distributed in the US by Trafalgar Square Publishing, North Pomfret, Vermont). Pp. xxiii + 232, 32 photographs. $29.95. ISBN 0–09–18746–02.

J.S. Todd, Physical Culture and the Body Beautiful: Purposive Exercise in the Lives of American Women, 1800–1875 (Macon, GA: Mercer University Press, 1998). Pp. ix + 369, 81 illustrations, methodology, bibliography, index. US$39.95. ISBN 0–86554–561–8.

Eric G. Dunning, Joseph A. Maguire and Robert E. Pearton (eds.), The Sports Process: A Comparative and Developmental Approach (Champaign, IL: Human Kinetics Publishers, 1993). Pp. 279 + xiii, index. £37.50 (cloth). ISBN 0–87322–419–1.

Christiane Eisenberg, "English Sports “ und deutsche Bürger: Eine Gesellschaftsgeschichte 1800–1939 (Paderborn: Ferdinand Schöningh, 1999). Pp. 523.

M.L. Biscotti (comp.), A Bibliography of American Sporting Books, 1926–1985 (Far Hills, NJ: Meadow Run Press, 1997). Pp. ix + 573. $80.00. ISBN 1–886967–06–7.

J.L. Arbena (comp.), Latin American Sport: An Annotated Bibliography, 1988–1998, Bibliographies and Indexes on Sports History No 3 (Westport, CT: Greenwood, 1999). Pp. vii + 264. $75.00. ISBN 0–313–29611–1.

D. Kyle, H. Lee, T. Scanlon and K. Kitchell, Entering the Stadium: Approaches to Ancient Greek Athletics. Editor K. Kitchell, The Classical Bulletin, Vol.74 (1998), No.2 (Wauconda, IL: Bolchazy‐Carducchi). Pp. 100–200. $20.00. ISSN 0009–8337.

Wendy Long, Celebrating Excellence: Canadian Women Athletes (Vancouver: Polestar Book Publishers, 1995). Pp. 255. CAN$ 29.95. ISBN 1–896095–04–6.

Steven J. Overman, The Influence of the Protestant Ethic on Sport and Recreation (Aldershot: Avebury Press, 1997. Pp. + 394, index. ISBN 1 ‐85972–387‐X.

Douglas Booth, The Race Game: Sport and Politics in South Africa (London and Portland, OR: Frank Cass, 1998). Pp. xxi + 250, 10 photographs, index. £42.50/$59.50 (cloth); £17.50/$26.50 (paper). ISBN 0–7146–4799–3; 0–7146–4354–8.

Mike Cronin, Sport and Nationalism in Ireland: Gaelic Games, Soccer and Irish Identity since 1884 (Dublin and Portland, OR: Four Courts Press, 1999). Pp.214. £14.95. ISBN 1–85182–456–1.     

The new paradigm dialogs and qualitative inquiry

This paper re‐engages the paradigm wars of the 1980s, discussing their relevance in the current historical moment. It extends Egon Guba’s call for dialogue across paradigm communities. Ten theses and three agenda items are advanced.     

Investigating the mechanisms of learning from a constrained preparation for future learning activity

Many studies have shown benefits associated with engaging students in problem-solving activities prior to administering lessons. These problem-solving activities are assumed to activate relevant knowledge and allow students to develop some initial knowledge structures, which support understanding of the lesson. In this paper we report the results of two studies in which we investigated the underlying benefits of engaging in a preparatory activity—setting up experiments without running them or receiving feedback—prior to an interactive computerized lesson on experimental design compared to only engaging in the interactive lesson. We predicted that the seventh-grade participants who demonstrated some initial knowledge of the topic—experimental design—would benefit more from spending the whole time engaged in instructional activities. However, we expected students who did not demonstrate initial knowledge would benefit more from engaging in the preparatory activity, which would allow them to activate or develop initial knowledge that would aid their understanding of the subsequent instruction. The predicted condition by initial knowledge interaction was found in both studies. In Study 1, the benefit of only engaging in the instruction was found only for the lowest-knowledge of students who demonstrated initial knowledge. For students who did not demonstrate some initial knowledge, the benefit of completing the preparatory activity appeared to be due to the development of an understanding of the general goal of the activity rather than of specific knowledge of experimental design. Based on this finding, in Study 2, we investigated an initial goal by condition interaction. In fact, students who did not express an understanding of the task goal on the pretest benefited from engaging in the preparatory activity and students who did benefited more from the instruction. Again, this benefit appeared to be due to students’ development of an appropriate understanding of the task goal during the preparatory activity.     

Comparison of Student Achievement in the Summer Term and Regular Quarter

Advocates of modality preference posit that individuals have a dominant sense and that when new material is presented in this preferred modality, learning is enhanced. Despite the widespread belief in this position, there is little supporting evidence. In the present study, the authors implemented a Morse code–like recall task to examine whether visual and auditory recall is moderated by modality preference. When the perceptual discriminability of visual and auditory stimuli was controlled for, there was no significant relation between (a) modality preference and (b) visual and auditory recall. The nature of the task did however effect performance. When a temporal discrimination between stimuli was required, recall for auditory stimuli was superior to recall of visual stimuli. In contrast, when the task involved a spatial discrimination, the opposite effect was observed. It is not surprising that in each recall task, sequences with a discernible pattern were recalled more accurately than were sequences that lacked any obvious pattern. The authors concluded that the ability to recall simple material is determined more by the type of stimulus than by the preferences of the individual.     

Faculty Attitude Toward Research in an Emergent College

A total census of the professional staff (N = 374) at a college was taken to assess the staff’s attitude toward a change in the research climate. Approximately 50 percent of the staff responded. A scaling system reflecting the rank-order of research commitment was used. The data were treated three ways: (1) without non-respondent consideration; (2) including non-respondents; and (3) a combination of the first and second approaches. Results indicated that departments included under supporting services had the least favorable attitude toward research. Using non-respondents as data had little effect other than to depress all positions on the attitude scale. It was concluded that the faculty was interested in research but was not highly committed to it.     

Attitudes towards Physics

Unlike in many other countries, physics in secondary education in Scotland is highly popular, with large numbers opting for study at the Higher Grade from which entry to higher education is possible. This paper reports a project which explored attitudes towards physics in Scotland, looking at students aged from about 10 to 20 years old. Overall, over 850 school pupils were surveyed along with 208 level 1 and 2 university physics students. The work was carried out mainly by use of questionnaires and interviewing. The approach allowed the development of 'snap shots' of attitudes held by pupils simultaneously at various stages of education. These attitudes can be compared at the different stages, although care must be taken in such comparison to allow for varying degrees of self-selection. The main factors attracting school pupils into a study of physics are described, together with the pattern of attitude changes which take place with age. From the picture obtained, it is possible to determine areas of the curriculum where there are difficulties. The enormous success of the applications-led course for Standard Grade is apparent in attracting and retaining pupils within physics, including girls. The outcomes suggest some ways by which physics curriculum planners can develop courses in physics which will prove attractive and robust.     

Care into Core

In 2002, the UK Government set the target of increasing participation in higher education to 50% of 18–30 year olds by 2010, with a particular focus on young people from ‘non‐traditional backgrounds’. In order to increase this participation, a range of initiatives have been introduced in an effort to encourage young people to enter post‐16 education. One significant initiative is Aimhigher, which specifically targets lower socio‐economic groups and aims to raise the attainment and aspirations of young people. This paper emerges from research conducted in 2008 into post‐16 withdrawal rates amongst Aimhigher students in the South East of England. Drawing from interviews and case studies with young people, further education (FE) colleges and schools, the paper argues that students benefit significantly from the intensive pastoral support provided in Aimhigher target schools, but that this is rarely carried over into FE. Although there is often significant pastoral support provided to students in FE, it is often quite disparate from that provided in Aimhigher schools and suffers from low take up. Whilst previous research investigating student withdrawal has focused on individual factors (socio‐economic status and ethnicity) or institutional factors (the labour market), this paper highlights the views of young people and argues that, through establishing effective and cohesive mentoring schemes, schools and FE colleges have a substantial role to play in reducing student withdrawal.     

Effect of social setting,self‐concept,and relative age on the social status of moderately and highly gifted students

This study compares the social status of highly gifted (N=42) and moderately gifted (N=86) students across academic (classroom) and social (dormitory) settings. Giftedness was not significantly related to social status in either setting. Two social statuses, popular and rejected, were significantly stable across settings. Furthermore these statuses were related to peer nominations for getting along, fighting, and being shy, to social and academic measures of self‐concept, and to age relative to the peer group. These findings are examined in light of other research on gifted‐ness and social status.