Notes on contributors

The author participated in the Border Studies Program in the fall semester of 1999. He carried out his field study as a volunteer at Casa Vides in El Paso, Texas. Grounded in the same philosophical principles as the Catholic Worker movement, Casa Vides serves as a shelter for immigrants who are involved in political asylum proceedings in the United States. Because all of the residents of the intentional community of Casa Vides experienced militarization in their home countries and on the Mexico-U.S. border, this ethnography examines the themes of ''community'' and ''militarization'' and the dynamics between the two.     

CONSTRUCT VALIDATION OF A MEASURE TO ASSESS SUSTAINABILITY OF SCHOOL‐WIDE BEHAVIOR INTERVENTIONS

This study assessed aspects of construct validity of the School‐wide Universal Behavior Sustainability Index–School Teams (SUBSIST), a measure evaluating critical features of the school context related to sustainability of school‐wide interventions. Participants at 217 schools implementing School‐wide Positive Behavior Support (SWPBS) were administered the measure. A two‐step cluster analysis was performed to classify schools based on responses to the 39 SUBSIST items. A two‐cluster solution was obtained, with schools in one cluster (n = 139) obtaining significantly higher scores on SUBSIST items than schools in the other cluster (n = 78). The most critical item that contributed to cluster formation was the use of data for decision making. Results also showed that higher sustainability scores were associated with increased frequency of school team meetings, presentation of data to school staff, access to an external coach/consultant, and greater number of years implementing SWPBS. These results are discussed with regard to implications for sustaining school‐wide interventions.     

Equity,markets and the politics of aspiration in Australian higher education

This paper provides a critical discussion of contemporary policy agendas to raise aspirations for university study among students from low socio-economic status (SES) backgrounds. It traces the politics of aspiration from the working class ‘poverty of desire’ thesis propounded by British socialists at the turn of the twentieth century to recent concerns about the educational aspirations of low SES groups. These concerns are manifest in the current aspiration-raising agenda in Australian higher education, which aims to realise equity objectives by cultivating market-rational behaviour and dispositions to maximise self-investment in human capital. However, changes in contemporary global education and labour markets present significant obstacles to the ‘good life’ promises made by advocates of human capital theory, and even when these promises are realised, deficit constructions of aspirations persist. The paper identifies a tension in aspiration-raising logics between (1) human capital promises of economic rewards for enterprising behaviour and (2) the policing of aspirations and associated behaviours according to dominant social values.     

Ethnography’s capacity to contribute to the cumulation of theory: a case study of differentiation–polarisation theory

The paper sets out to examine the role that ethnographic work can and should play in the development of sociological theory, focusing on the case study of differentiation–polarisation theory. It provides a detailed discussion of the work of Hargreaves (1967 Hargreaves, D. 1967. Social relations in a secondary school, London: Routledge. [Crossref] , [Google Scholar]), Lacey (1970 Lacey, C. 1970. Hightown Grammar: the school as a social system, Manchester: Manchester University Press.  [Google Scholar]) and Ball (1981 Ball, S. 1981. Beachside Comprehensive. a case‐study of secondary schooling, Cambridge: Cambridge University Press.  [Google Scholar]) and assesses the degree to which their work was ethnographic in contemporary terms. It argues that the model of theory development they offer does not need to be understood in the manner adopted by Hammersley in his account of their work as a model for theory development and testing in the sociology of education. Rather it requires the ethnographer to be more attuned towards setting and maintaining a theoretical agenda, by (a) being more preoccupied with refining existing or established theoretical ideas and concepts and (b) retaining the capacity for the fieldwork setting to inform and direct the study.     

Relative age and maturation selection biases in academy football

ABSTRACT

This study examined the simultaneous effects of relative age and biological maturity status upon player selection in an English professional soccer academy. A total of 202 players from the U9 to U16 age groups, over an eight-year period (total of 566 observations), had their relative age (birth quarter) and biological maturity (categorised as late, on-time or early maturing based upon the Khamis-Roche method of percentage of predicted adult height at time of observation) recorded. Players born in the first birth quarter of the year (54.8%) were over-represented across all age groups. A selection bias towards players advanced in maturity status for chronological age emerged in U12 players and increased with age; 0% of players in the U15 and U16 age group were categorised as late maturing. A clear maturity selection bias for early maturing players was, however, only apparent when the least conservative criterion for estimating maturity status was applied (53.8% early and 1.9% late maturing in the U16 age group). Professional football academies need to recognise relative age and maturation as independent constructs that exist and operate independently. Thus, separate strategies should perhaps be designed to address the respective selection biases, to better identify, retain and develop players.     

Why Measure Behaviour?

The upsurge in the use of behavioural change techniques with children in education and residential settings has not always involved an equally strong commitment to behavioural measurement (by which is meant quantitative data collection relating to latency, duration or, most often, frequency of the target behaviour in question). This paper outlines several advantages, other than effectiveness evaluation, which accrue from behavioural measurement; in relation to (a) deciding whether to change behaviour, (b) deciding the type of intervention required, (c) assessment of caregiver skills and commitment, (d) therapeutic effects, (e) reinforcement, (f) analysis of critical variables and (g) analysis of caregiver attitudes and behaviour. Case examples are included throughout.     

Emotional duplex in the nation (de-)branding: a case study of China and Shen Yun Performing Arts

The intricate connection between nation branding efforts and the emotions they evoke has been inadequately addressed in existing branding and international relations literature. I propose a heuristic account that theorizes this relationship. By tracing the branding efforts made by China and the de-branding efforts made by Shen Yun Performing Arts (a troupe established by Falun Gong practitioners), I argue that these “authentic” Chinese cultural presentations elicit certain emotions. The emotional works are different for Chinese domestic audiences and for international audiences. I propose a duplex model to account for the emotional processes in these two groups of audiences. Four operating emotions—pride, guilt, admiration, and anger—solidify into various political attitudes toward China. Finally, I discuss the contributions of this duplex model and its further complications.     

The relationship between game-based performance indicators and developmental level in junior Australian football: Implications for coaching

Identifying performance differences between juniors at different stages of a talent pathway may assist with the development of prospective talent. This study investigated the relationship between game-based performance indicators and developmental level in junior Australian football (AF). Players were categorised into 2 groups according to developmental level; U16 and U18. Physical and technical skill performance indicators were collated for all U16 (n = 200) and U18 (n = 244) participants of their respective 2014 national championships. Data were acquired from all 28 games (12 U16, 16 U18); resulting in 1360 player observations (568 U16, 792 U18). Microtechnology and a commercial provider facilitated the quantification of 15 performance indicators. Generalised estimating equations (GEEs) modelled the extent to which these performance indicators were associated with developmental level. The GEE model revealed that “contested marks” and “contested possessions” had the strongest association with the U16 level, while “total marks” and “clearances” had the strongest association with the U18 level. The remaining performance indicators were not developmentally discriminant. These results indicate that there are distinctive features of gameplay more associated with the U16 and U18 levels in AF. Coaches may wish to consider these results when constructing training drills designed to minimise developmental gaps.