National Media Coverage and the Creation of a Canadian ‘Hockey World’: The Winnipeg-Montreal Stanley Cup Hockey Challenges, 1899–1903

This essay examines media coverage of five Stanley Cup hockey championship series played between hockey clubs based in Winnipeg and Montreal from 1899 to 1903. Coverage of the Winnipeg–Montreal challenges contributed significantly to the growth of a Canadian ‘hockey world’ – and a broader ‘world of sport’ – during the late nineteenth and early twentieth centuries. First, press reports and telegraph re-enactments linked fans in Winnipeg and Montreal together. At the same time, newspapers in other Canadian centres provided coverage of Stanley Cup matches. As the media constructed a shared sports information system throughout Canada, people were drawn into a wide-ranging community of interest centred on sport. Telegraph bulletins, in particular, gave fans a strong sense of participation in games that were being played in other places. By 1903, Stanley Cup hockey challenges had become ‘national’ Canadian events, followed by audiences across the country through news stories and ‘live’ telegraph reconstructions.     

Competition,gender and the sport experience: an exploration among college athletes

Worldwide, sport and physical activity rates of women generally lag behind those of men. One reason for this could be the way that sport cultures typically frame and value competition. This study provides an examination of the meaning and impact of ‘competition’ on the sport participation experiences of men and women. Using Interpretative Phenomenological Analysis, individual and group interviews were conducted with 76 current and former male and female collegiate athletes from both varsity and club sports regarding the impact of competition on their sport experiences. Results revealed that women and men tended to view and interpret competition differently, which strongly impacted their sport experiences. Sport programming that embraces a balance of cooperation and competition may be valuable for attracting and retaining both male and female participants.     

The [un]spoken challenges of administrator collaboration: An exploration of one district leadership team’s use of protocols to promote reflection and shared theories of action

This article explores the use of protocol-structured dialogue in promoting reflective practices and shared theories of action within a district leadership team. Protocols have been used to make individuals’ theories of action visible and subject to evaluation. This is important for leaders trying to establish coherence across a system; in order to establish coherence, individuals on leadership teams need to be able to surface, test, and sharpen and align their internal pictures of how change works. The author draws on qualitative data from a year-long study of one team as it prepared to implement a capacity-building initiative that would promote collaboration and reflection in schools across the district. Findings illustrate how, as administrators experimented with reflective practice using protocols, divergent theories of leadership’s role in setting a clear direction for school-based reflection emerged, with principals looking for district-wide goals to drive school-based reflection and the superintendent looking to leave decisions about goals to individual school leaders. Our findings suggest that the team’s capacity for aligning these theories was limited because protocol-structured dialogue was carried out as a generic problem-solving exercise. As such, it did not promote visible, productive reasoning in the system’s formal leader, the district superintendent. Moreover, protocol-structured discussion did not mediate the problematic effects of formal authority distinctions or longstanding relationships within the administrative leadership team.     

Enhancing Pre-service Teachers’ Professional Practice Through Reflection on the Action of Others: The Development of the Heterospective Reflection Framework Informed by Virtual Field Experiences

Abstract

In this study, a grounded theory approach was adopted to develop the heterospective reflection framework as an explanatory and analytical schema for the investigation of reflection on the action of others via video observations. Borrowed from the arts, the term heterospective denotes “otherness.” Data collection was conducted over four years through semi-structured interviews with 25 pre-service teachers at a higher education institution in midwestern United States. The data analysis generated the framework’s mechanism, comprising the core elements termed guided observation, retrospective reflection, integrative reflection and introspective reflection, and its mediating devices consisting of the action of others and the reframing of teaching practice. Findings suggest that the framework’s reflective modes function in nonhierarchical interactions, as cognitive-metacognitive shifts occur bi- or multi-directionally on a horizontal plane rather than sequentially on a vertical plane as pre-service teachers reflect on the action of others. Implications for research and practice include enhancements to teacher preparation programs and the development of instruments to evaluate reflective practice.     

Promoting understanding of chemical bonding and spontaneity through student explanation and integration of ideas

This article explores the effectiveness of intervention discussion sections for a college general chemistry course designed to apply research on student preconceptions, knowledge integration, and student explanation. Two interventions, on bond energy and spontaneity, were tested and intervention student performance was compared with that of a control group that did not use the experimental pedagogy. Results indicate that this instruction, which identifies students' initial conceptions and integrates those ideas into class discussion, leads to enhanced conceptual understanding. The intervention group outperformed the control group on a written course midterm, the thermodynamics portion of a standardized American Chemical Society examination, and an in‐depth interview. In interviews, the intervention group students explained the energetics of bond breaking and formation at a more sophisticated level than did the control students. In contrast, control students were more tenuous in their thinking, tended to contradict themselves more when discussing bond energy, and harbored more misconceptions about spontaneity. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 464–496, 2002     

ABC problem in elementary mathematics education: Arithmetic <Emphasis Type="Italic">before</Emphasis> comprehension

Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a Southeastern State University over multiple semesters (six semesters, seven classes). PSTs’ solution methods for one intentionally misleading mathematics problem were analyzed using a convergent parallel mixed methods content analysis. Two-thirds of PSTs misunderstood the problem scenario and directly translated numbers from the problem text. PSTs who answered correctly used a problem model strategy to comprehend the scenario and were more likely to use multiple models, draw a diagram, and draw a diagram before using another model. However, a large number of PSTs who answered incorrectly also used multiple models and drew diagrams. Self-correction was not common (8 of 121), because their equations did not provide feedback or support comprehension. Three kinds of imprecision also affected problem comprehension and were evident in both correct and incorrect solutions. Intentionally misleading problems helped PSTs see consequences of their mathematical habits and highlighted the importance of sense making and precision when creating problem models.     

Who gets what? Impact of financial aid policies

Because of the radical reorientation of financial aid policies in the eighties, loan indebtness and the amount of federal subsidy of loans have increased dramatically. Paralleling these developments has been the growth of the proprietary sector of postsecondary education and the use of federal-supported financial aid by this sector's students. This article examines the impact of current financial aid policies on different sectors. Evidence appears clear that new policy is required to serve equity and human and social capital development. The success of the proprietary sector in growing its market share at the expense of other sectors—in particular, community colleges—provides some useful lessons about aggressive recruiting.