多球训练对提高羽毛球网前小球技术水平的研究

采用多球训练法对福建省体育职业技术学院的20名运动员,进行了实验对比分析,探讨多球训练法对提高网前小球技术水平的效果,结果表明:多球训练在网前小球技术动作的动力定型、击球落点的控制、击球质量的提高等方面有着重要作用。     

New mode of universal access and Global Memory Net

INTRODUCTION During 1998~2002, I was privileged to serve as a member of the US President’s Information Technol- ogy Advisory Committee (PITAC), and all members were deeply involved in the drafting of several PITAC Reports to the President. The one related to digital libraries was the 2001 Report of the PITAC Digital Library Panel, entitled Digital Libraries: Universal Access to Human Knowledge (PITAC, 2001). It offers an ambitious vision: “All citizens anywhere anytime c…     

Imagining a future,living in the present and remembering the past

The remit for this short piece was to identify themes emerging from the articles in this edition by Julie McLeod, Duncan Waite and Eugenie Samier, to consider how these themes reflect on the current field, and to identify their ongoing relevance. Additionally, I was asked to consider the current challenges that the field is facing and what this means for research and journals such as this one. My short response is that our research has to matter. It has to matter to us as individuals so that what we do is worthwhile; it has to matter that we can provide rigorous research that is reliable so that it can inform policy makers and administrators; and it has to provide teachers and students with a greater understanding of why they are doing what they are being asked to do.     

The invisible impact of educational research

Although there are policy calls for educational research to discover ‘what works’ and thereby inform decision making directly, the research literature argues instead for research to have a ‘conceptual’ impact on practice. Empirical studies also suggest that, when teachers use research, their use is conceptual; research influences the content and the process of their thinking, changing attitudes and perceptions and making educational decision making more intelligent. This study investigates the ways in which educational research has achieved impact on practice from the perspective of the researchers. A sample of highly-rated impact case studies in the UK’s research assessment exercise (REF2014) were subject to content analysis, using qualitative coding techniques. Analysis shows that most research is ‘invisible’ to education practitioners because it is embedded in educational policies, technologies, and services. This ‘invisible use’ is unlikely to realise the conceptual benefits claimed for research utilisation. If educational research is to make educational decision making more intelligent at its point of use, it will be necessary to re-think current notions of quality in research impact.     

Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations

This study examined the developments in children’s externalizing problems and interest in reading during their first four years of school (Grades 1–4) and investigated whether this development predicted the children’s Grade 6 reading skills and educational aspirations. Data comprised (1) teachers’ ratings of externalizing problems and children’s (N = 642; 43% girls) self-ratings of their interest in reading, collected between Grades 1 and 4, and (2) measures of reading fluency and comprehension, and children’s self-reports of educational aspirations, collected at Grade 6. First, latent growth modeling showed that a higher level of externalizing problems in Grade 1 was associated with a lower concurrent interest in reading. Second, a positive association between the initial level of interest in reading and a linear change in externalizing problems indicated that children with a lower interest in reading in Grade 1 were rated by teachers as exhibiting higher levels of externalizing problems, which nonetheless declined over the course of their first four years of school more than among other children. Third, a higher initial level of externalizing problems with a linear change in these problems across Grades 1–4 was a predictor of lower subsequent educational aspirations and poorer reading comprehension in Grade 6. Analysis of the indirect effects indicated that a higher level of externalizing problems was associated with a lower concurrent interest in reading, which, in turn, was related to poorer future reading fluency and lower educational aspirations. The findings imply that problem behaviors are interlinked with academic skill development and motivation across the first six years of school.     

Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency

The positioning of eleven teachers towards an innovation was studied in the light of ownership, sense-making and agency. Semi-structured and video-stimulated interviews were used for data collection. The findings show that these three concepts are useful for describing similarities and differences between teachers in terms of their positioning towards the innovation. Considerable differences were found between teachers regarding their ownership, sense-making, and agency. Exploring the relations between these concepts revealed that a high degree of agency often went together with a high degree of ownership, but seemed to be moderated by the sense-making process.     

The effect of television viewing on ethnic prejudice against immigrants: A study in the Italian context

Television viewers construct many different meanings from the programs they watch. Here, we investigated whether ethnic prejudice is differentially influenced by the genre of television programs in their portrayal of ethnic minorities. We also wanted to determine whether a higher educational level reduces ethnic prejudice and television use. A self-reported questionnaire was administered to 401 Italian adults. Structural equation modeling was used to analyze the relationships between ethnic prejudice and television program contents and educational level. Viewing Reality and Variety Shows was positively related to ethnic prejudice, News and Public Affairs was negatively related, and Films and TV series had no apparent influence on prejudice. Educational level was negatively related to both ethnic prejudice and watching Reality and Variety Shows, and positively related to viewing News and Public Affairs and Films and TV series programs.     

Effects of key state policies on private colleges and universities: sustaining private-sector capacity in the face of the higher education access challenge

The relationship between key state policy variables — (1) relative (private–public) tuition prices, (2) state student-aid funding, and (3) public institution density — and the competitive position of private colleges and universities is examined. Elite private schools are found to be nearly impervious to state policy. Large and moderately selective private institutions are adversely affected by public institution density and low public prices. Such prices divert students who would otherwise prefer these private institutions to similar public schools. State student aid funding most affects the enrollment market shares of the small, low-selectivity private colleges enrolling the greatest proportions of minority and modest-income students. The findings suggest state policies in this era of strong demand for higher education and constrained public sector capacity should use price signals (student aid and public institution pricing) to encourage students to consider seriously whether private higher education might serve their needs as well as or better than public institutions.     

When marketisation and privatisation clash with socialist ideals: Educational inequality in Urban China

In the last two decades, China's education has experienced significant transformations and restructuring on account of privatization and marketization. Unlike the Mao era when the state assumed the major responsibilities in financing and providing education, individuals and families have now to bear increasing financial burdens in paying for education. The marketization and privatization of education has undoubtedly intensified educational inequalities and widened regional disparities between the economically developed areas in the eastern coast and the less economically developed areas in the middle and north-western parts of the country. The growing inequalities in education and the increasing financial burdens presented by education have been a source of social discontentment, which have in turn prompted the central government to revisit its approaches to educational development. This article sets out to examine, how in this wider policy context, China's education has been transformed following the adoption of more pro-competition and market-oriented reform measures. This article is based on intensive secondary data analysis, fieldwork observations, and findings from a household survey conducted in eight different Chinese cities about people's perceived education hardship. The article concludes by considering how the Chinese government has attempted to address the problems of educational inequalities that have intensified on account of two decades of education marketization.     

Competing views of teaching in a school–university partnership

This case study examines how differing views on the teacher's role in school reform affected the work of a school–university partnership. The school district and the university had a history of partnerships and shared common general goals. Yet, as the partnership progressed, conflicting perspectives about teaching and the purpose of professional development became evident and created dilemmas that influenced the nature of the work. We provide background information about each partner, describe the two views, and examine how the differing perspectives influenced the goals and activities of the partnership. This study highlights the complex issues embedded in school–university collaboration.