A Consideration of Why Active Participation in Sport and Leisure Might Reduce Criminal Behaviour

This paper contributes to sport, sociology and the body literature by exploring the ‘exposure and effect’ of culture, in particular bodily practices placed on three adolescent swimmers immersed in the Australian swimming culture using an ethnographic framework. The research reported is particularly notable as it addresses two distinct time points in the swimmers’ lives. The first section explores the adolescent experiences of three female swimmers within the cultural context of Australian swimming by articulating some of the specific body practices and ‘memes’ (ideas, symbols and practices) that they were exposed to and/or engaged within relation to the body. The second section of this paper focuses on the same three swimmers in the ‘present day’, some 10–30 years after being immersed in the Australian swimming culture as adolescents. It excavates their body practices and the relationships they now have with their body, and thus pursues the sustained impact of the body practices and ‘memes’ they were exposed to as adolescents. Analysis employs concepts drawn mainly from Foucault, particularly his thesis in regard to ‘disciplinary power’, ‘regulation’ ‘classification’ and ‘surveillance’. At a club (amateur) and National level, Australian swimming is revealed as an institution, a site and culture where particular techniques of power have become concentrated and have been brought to bear on individuals in systematic ways, with sometimes damaging effects arising for athletes’ long-term health and well-being, particularly if the individuals concerned continue to engage with cultural practices in regard to the body post-career.     

INVENTING THE CHARTERED TEACHER

ABSTRACT:  This paper explores the effects of enacting a collaborative and enquiry based model of teacher professionalism in the UK. Based on work with Chartered Teachers in Scotland, it indicates that the barriers to changing the basis of teacher professionalism are complex and multi-faceted because of the contested nature of teachers' work identities. Chartered Teacher status is achieved by qualification against an occupational standard which positions those who attain it as leading teachers, exerting a significant influence with their colleagues to improve the quality of teaching and learning in schools. This paper looks at some of the conceptual and practical difficulties faced by Chartered Teachers as they try to enact what this new 'status' means. It argues that those with an interest in the professional development of teachers need to position themselves as knowing agents in the complex systemic and political aspects of changing practice in schools.     

How Risky Are One-Shot Cross-Sectional Assessments of Undergraduate Students?

The purpose of this study was to explore the extent of possible input bias associated with the rapidly growing use by colleges and universities of one-time cross-sectional assessments of students. The results presented in this study demonstrate that cross-sectional assessments of enrolled college students are very difficult to interpret because they inevitably reflect characteristics of the same students when they first entered college. For those forms of engagement that have to do with how students allocate their time, it appears that the majority of variation among institutions is attributable to entering freshman characteristics rather than to institutional policies or practices. Thus, rather than relying solely on student outcome data, institutions should ideally also collect pretest or input information from the same students when they first matriculate.     

Teaching Orthodox religious education on the border

In geographical areas bordering those of other states, the function of educational systems, as the means for states to foster their citizens, is challenged by ambiguities and tensions connected to intercultural experiences. In this article, I illustrate some of the findings from a project that studies religious education in four border areas around the Baltic Barents Sea, by bringing forward the case of a school teacher who teaches Orthodox religious education (ORE), in a town in Finland close to the border with Russia. Thus, the aim is to present and discuss ORE in Finland as well as to understand what implication the border situation can have on religious education.     

U.S.-Produced Entertainment Media and Attitude Toward Americans

This study examines the relationship between Singaporean college students'attitude toward Americans and their exposure to U.S. exported entertainment media.

The 328 Singaporean college student participants expressed relatively neutral attitudes toward Americans and reported high consumption of U.S. entertainment media (movies, television shows, magazines, music). Exposure to American media was found to correlate positively with student attitudes toward Americans.

In contrast to some media critics' contention that exposure to U.S. media fosters negative attitudes among citizens of other countries, this study suggests that U.S. entertainment may influence attitude toward Americans in a positive direction.     

A Phenomenological Study of Conservative Academic Librarians

Librarianship posits itself as a profession that strives for neutrality, particularly within customer service and information provision; however, factors such as political activity, conference programming, and disproportionate representations of specific viewpoints in the literature indicate that neutrality may be compromised. These factors may alienate librarians who do not subscribe to majority political opinions within librarianship. A phenomenological study was conducted to understand the career experiences of academic librarians who identify as socially or politically conservative. Themes linking service provision, ethics, workplace relationships, and professional engagement emerged that demonstrate the professional impact politicized activity has on practicing librarians in all specialties.     

Integration of physically disabled students

Abstract

The article reviews research in four areas: impact of integration on children's self‐concept, attitudes toward physically disabled children, effects on their school achievement and teacher reactions to integration. Research evidence suggests that being together with non‐disabled peers makes the disabled child more aware of his physical impairment and restraints. But there are also signs indicating that psychological factors essential for a positive self‐evaluation are activated to a higher degree in the integrated environment. With respect to attitudes of peers there are some, although not conclusive, results suggesting positive influence of integration. Research on school achievement demonstrates the great variability among the physically disabled pupils, in comparison with which the impact of school placement is relatively minor. Teacher opinions about integration of physically disabled pupils are mainly positive, but if the handicap is severe integration is considered possible only with a rich supply of teaching material, reduced class size and support from specialists. The review concludes with glimpses from reports on practical experience with integration.