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131.
Rob Boddice 《Gender and education》2009,21(2):159-172
This article considers the responsibility for schoolboys’ behaviour and character when in liminal spaces between home and school, in an historical account of the annual cricket matches in London between Eton, Harrow and Winchester in the late 1850s. The episode is situated in the context of the Clarendon Commission’s discussions on school sports, parental and school authority, and ‘muscular Christianity’ in the early 1860s. Set in the conceptual framework of late‐nineteenth‐century manliness and masculinity, the article suggests an enduring attachment to pursuits of the mind rather than the body amongst masters, and points to a greater role for parents (particularly fathers) and boys themselves in the rise of athleticism in schools than is usually granted by historians. The article outlines the limits of school authority in loco parentis, and calls for a reinterpretation of the history of muscular Christianity and its relationship with the public schools. 相似文献
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Cornelis J. de Brabander Jeroen S. Rozendaal Rob L. Martens 《Learning Environments Research》2009,12(3):191-207
In this study, we assessed the feasibility of a specific elaboration of the efficacy construct, distinguishing between personal
and contextual aspects, as a criterion for comparing learning environments. The participants were 163 students from two student-regulated
and two teacher-regulated programs in higher education. We measured students’ perceptions of autonomy and various aspects
of perceptions of efficacy in common learning tasks. Using principal components analyses, we assessed the structure of all
the relevant variables. Subsequently, analyses of variance were performed with regulation source, discipline and grade level
as factors. All variables emerged as separate scales with high internal consistency. Students in student-regulated programs
reported a higher level of organisational efficacy expectancy, implying that these students perceived better organisational
conditions for supporting their task performance. It is concluded that the distinction between personal and contextual aspects
of efficacy is a promising distinction. However, a more fine-grained conceptualisation of teacher and student regulation is
needed. 相似文献
134.
Julie A. Timmermans Carmen Bruni Rob Gorbet Barbara Moffatt Gordon Stubley Diane Williams 《International Journal for Academic Development》2018,23(4):367-373
In a multidisciplinary Faculty Learning Community focussed on exploring threshold concepts and bottlenecks in learning, care emerged as an unanticipated dimension to our work, transforming the ways we view teaching, learning, our disciplines, and educational development. In this piece, we reflect on the types of care that emerged and consider implications for educational development. 相似文献
135.
The present study investigated whether text structure inference skill (i.e., the ability to infer overall text structure) has unique predictive value for expository text comprehension on top of the variance accounted for by sentence reading fluency, linguistic knowledge and metacognitive knowledge. Furthermore, it was examined whether the unique predictive value of text structure inference skill differs between monolingual and bilingual Dutch students or students who vary in reading proficiency, reading fluency or linguistic knowledge levels. One hundred fifty-one eighth graders took tests that tapped into their expository text comprehension, sentence reading fluency, linguistic knowledge, metacognitive knowledge, and text structure inference skill. Multilevel regression analyses revealed that text structure inference skill has no unique predictive value for eighth graders’ expository text comprehension controlling for reading fluency, linguistic knowledge and metacognitive knowledge. However, text structure inference skill has unique predictive value for expository text comprehension in models that do not include both knowledge of connectives and metacognitive knowledge as control variables, stressing the importance of these two cognitions for text structure inference skill. Moreover, the predictive value of text structure inference skill does not depend on readers’ language backgrounds or on their reading proficiency, reading fluency or vocabulary knowledge levels. We conclude our paper with the limitations of our study as well as the research and practical implications. 相似文献
136.
In the UK, interest in measuring the performance of higher education institutions has developed as part of an increasing performance culture in the public sector. This paper looks at development of national systems of indicators in both the University and former Polytechnic section in the light of this trend. The pressures leading up to the development of each system are examined together with an outline of the indicators chosen and forthcoming critical reaction. The use of performance indicators to compare institutional performance is explored. Regression methods that have been developed to try to enable meaningful comparison of indicators to be made between different insititutional types and environments are critically examined. A number of case studies of the use of performance indicators in both the University and former Polytechnic sector are presented. In each case the benefit and drawbacks of the application are commented on. The paper concludes by recommending a change from the league table approach to one based on adopting indicators for each institution which are consistent with its mission. The role of peer review in complementing the use of performance indicators is covered. 相似文献
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有人把体育运动中的兴奋剂归咎于参赛运动员违背了体育运动精神的价值取向,从不太严格的意义上讲,体育精神可以这样来描述,即运动员通过努力的训练及顽强的意志(而不是使用违禁物质与方法),来实现对体育运动的热爱、卓越的追求,并由此获取相应的物质回报。另一方面,运动员是否以为他(她)的对手在使用兴奋剂也会影响他们的态度,因为他们往往会为了取得同等的竞争条件而做同样的事情;另外一些影响运动员是否使用兴奋剂的因素来自于他(她)的同伴、支持者、赞助商、媒体、公众舆论等,这些因素都有可能左右他(她)们的决定,即在比赛当中是否应使用提高运动成绩的违禁药物或措施。 相似文献