国际体育传播研究的趋势与展望——基于SSCI和A&HCI期刊的计量分析(2016-2020年)

研究对2016-2020年体育传播研究的期刊论文展开计量分析。借助Cite Space 5.8 R2对Web of Science收录的SSCI和A&HCI期刊进行了有效性的判断并展开共现分析。研究发现:2016-2020年国际体育传播研究的主要研究领域基本上延续先前议题,研究方法是量化与质性研究并重,质性研究数量略多,美国、英国、澳大利亚和加拿大依次是论文发表数量最多的国家,社交媒体与女性主义议题仍然是研究热点,“华人之声”开始在国际学术领域中成为不可忽视的一部分,国际体育传播研究的领军人物没有发生显著变化。研究认为新冠肺炎疫情与体育传播研究、社会公平与体育传播研究、体育与媒介化研究、东亚奥运会与体育传播研究、体育跨文化传播研究有可能成为今后5年国际体育传播研究的热点区域。     

Minor Hassles in Community College Student Life

Over the past several decades, academic stress—the pressures, frustrations and hassles associated with all aspects of college life—has gained increased attention in the literature. In this grant-funded study, a group of 161 students at an urban Northeastern community college took a comprehensive survey. The survey included questions about their academic stressors, their reactions to the stressors, and their coping strategies. In this survey, minor hassles emerged as the most prominent stressor experienced by these students. This paper describes the minor hassles experienced by the students, relates the findings to current and past literature on stress, and presents implications for community college administrators.     

Reading and Integrated Literacy Strategies (RAILS): An Integrated Approach to Early Reading

The goal of this project was to develop and test the efficacy of a research-based early reading program that provided integrated reading instruction in kindergarten through 2nd grade. The Reading and Integrated Literacy Strategies (RAILS) program provided integrated instruction in word reading, vocabulary development, and comprehension to students in regular and self-contained special education classes in 2 schools serving low-income populations. Teachers provided explicit instruction in the alphabetic principle, phonemic analysis, word reading, vocabulary development, listening comprehension, and reading comprehension. Classes were organized so students received 2 periods of reading instruction daily, a longer morning period of instruction and a shorter afternoon review of instruction. The students in the RAILS program had significantly higher performance on standardized reading and language achievement tests, as well as on individually administered tests of phonemic awareness and reading fluency. The implications for research-based instructional practice that integrates instruction in word reading, vocabulary, and comprehension are discussed.     

‘Teaching could be a fantastic job but …’: three stories of student teacher withdrawal from initial teacher preparation programmes in England

Retention in initial teacher preparation (ITP) and the teaching profession, in England and elsewhere, has been the subject of numerous articles in academic and professional journals. Whilst a number of common findings are beginning to emerge from research on this subject, notably on the causes of student teacher withdrawal, studies have tended to neglect the difficulties experienced by the individuals who have lived through the process of embarking upon and withdrawing from ITP programmes. Having conducted in‐depth interviews, the authors attempt in this paper to understand the experiences, emotions and decisions of three people who committed themselves to ITP, invested much energy and time, but in the end withdrew. The reasons for their decision are numerous and complex. The impact on each individual was considerable. The experience was painful.     

广西北部湾经济区保税物流带动产业发展战略支撑体系研究

广西北部湾经济区保税物流的构建为产业的发展提供了新的依托和契机,广西北部湾经济区保税物流带动产业发展战略作为增长型战略,拟通过完善保税体系、优化区域布局、加快区域立法、整合管理资源、提高联检水平、强化人才支撑、加强政策宣传等方面构建广西北部湾经济区保税物流带动产业发展战略支撑体系,以期对保税物流创新与产业转型升级提供参考.     

文化与旅游融合关系论略——以湖北省宜昌市为例

文化是旅游的内在灵魂,可以增强旅游的品位和吸引力;旅游是文化的重要载体,能够促进文化的广泛传播和繁荣发展。文化与旅游深度融合,发挥文化的灵魂主宰作用,是实现旅游业转型升级的必然要求,也是旅游业发展的一大趋势。文章以湖北省宜昌市为例,分析了文化与旅游的相互联系,阐明了文化与旅游深度融合的意义。     

Examining students’ perspectives on gender bias in their work-integrated learning placements

ABSTRACT

Work-integrated learning (WIL) affords students opportunities to apply skills and knowledge to practical work placements. Students potentially learn professional behaviours appropriate to their chosen industry sector. However, students may also face challenges they may not be prepared to navigate. One of these is gender bias due to assumptions about women and work, particularly within STEM sectors. This article presents findings from a pilot study that explores WIL students’ perspectives on gender bias related to experiences at their internship placements or other jobs. The findings suggest that the potential lack of gender neutrality within organizations such as WIL placements, is nuanced through an underlying bias around thinking about gender, women and work, and demonstrated through institutional structures such as branded recruitment campaigns or the individual micro aggressions of co-workers and supervisors. Further research needs to focus on the impact of gender bias on students’ sense of value within different organizations, and the strategies they employ to navigate bias. In the short-term, all students need tools to help them understand how gender is constructed within organizational processes and how to develop strategies to help them confront gender bias within the organizations in which they work.     

Student-teachers’ Dialectically Developed Motivation for Promoting Student-led Science Projects

School science systems tend to emphasize teaching and learning about achievements of science (such as laws and theories) at the expense of providing students with opportunities to develop realistic conceptions about science and science inquiry and expertise they could use to conduct their own science inquiry projects. Among reasons for such an emphasis, teachers’ lack of experiences with realistic science inquiry appears to be particularly problematic. Accordingly, we engaged student-teachers in a university-based course that attempted to balance instruction about science and science inquiry with student-teachers’ own theorization about science and science inquiry. Qualitative data collected mainly from nine student-teachers in four focus groups indicate that these student-teachers’ motivation for promoting student-led science inquiry projects in schools significantly increased by the end of the course. Analyses suggest that this outcome was influenced by changes in their conceptions about the nature of science, changes in how they associated science inquiry with student learning, and the inductive-deductive dialectic immersion that was built into their pre-service methods course. Implications of these findings for science teacher education are explored in this paper.