白寿彝先生民族史研究的理论与方法

白寿彝先生是 2 0世纪中国民族史学的奠基者和最有影响的学者之一。从理论成就和治学方法两个方面论述白寿彝先生对中国民族史研究的学术贡献。继承先生的学术传统 ,对于推动当代中国民族史学的发展具有重要的意义。     

人类学在民族传统体育研究中的应用

摘要：为探索体育人类学理论与方法,主要采用文献资料法、跨学科比较等研究方法,采猎人类学理论——“植他如我”,探寻民族传统体育基本理论的时代诉求。通过分析认为：体育人类学在欧美和日本有相当长的学科积淀,从人类学学科属性考量,其与民族传统体育研究有着亲缘关系,也是其重要的应用领域。研究认为体育人类学可以为研究民族传统体育提供认识与方法论,认识民族传统体育的出发点包括主客位的研究视角、文化相对论与整体观、普同论、适应等;作为原生态的非物质文化遗产,民族传统体育研究方法首推田野工作,并可在此基础上撰写民族志;体质、考古和语言人类学也可为辅助和拓展民族传统体育研究提供有效的理论与方法,因此,人类学在民族传统体育理论研究中有极其重要的应用价值。     

台湾地区高校专业体育及闽台合作展望

为了进一步了解台湾地区高校专业体育状况,探讨闽台高校体育交流可持续发展远景。通过文献资料、观测、访问与座谈和实证案例分析等研究方法,对台湾地区高校专业体育及闽台高校体育合作所面临的急需解决的体制兼容、机构对接、条例配套等系列问题进行了研究分析。结果表明：闽台高校体育交流合作重在创新和指导思想明确,闽台高校体育交流合作应具有项目计划严谨、措施科学合理和机制长效互动。     

Teaching students with Autism Spectrum Disorders: What are the needs of educational professionals?

The academic achievements of students with Autism Spectrum Disorder (ASD) are usually lower than those of their peers. It is therefore important to know what educational professionals need to provide these students with optimal support. To identify these needs, we applied Q methodology, a qualitative method using quantitative techniques. We found four groups of professionals with different needs. The first group emphasized a need for collaboration within school; the second valued practical suggestions to guide their teaching, the third emphasized gaining more confidence to teach students with ASD, and the fourth group focused on enhancing students’ social and communication skills.     

Why do theories matter? The Czech scholarships programme for students from developing countries examined through different theoretical lenses

Theoretical understanding of development-oriented international scholarships programmes becomes critical for their planning, implementation and evaluation. This article thus firstly overviews different theories thorough which these programmes can be comprehended and identifies their focal parameters. These parameters are then examined empirically on a case study of the Czech international scholarship programme for students from developing countries. The analysis draws on quantitative and qualitative data collated earlier for its two subsequent external evaluations covering the period 2008–2017. We found substantial deficiencies with respect to the programme’s declared goals linked to the reasoning behind the human capital model, the rights-based approach and the soft-power perspective. By contrast, the programme seems to work comparatively well when assessed from the perspective of the capability approach, even though this rationale did not resonate in the programme’s strategy. Historical institutionalism and the garbage can model provide useful frameworks for explaining policymaking behind the Czech programme and the identified conflicts between the declared goals and the actual performance.     

Teachers talk about inclusion… but can they implement it in their classroom? Exploring teachers’ views on inclusion in a Scottish secondary school

Although there is much research regarding the inclusion of pupils with additional support needs (ASN) in mainstream secondary education, there is little research specifically exploring the perspectives of staff who support and teach this population. This small-scale exploratory study in a Scottish secondary school investigated staff perspectives, aiming to provide unique insights and personal accounts of issues pertaining to inclusion. The findings suggest that there is a need to increase the skills of staff in order for them to be suitably equipped, competent and confident to meet all pupils’ needs.     

The –ography of markets (or,the responsibilities of market studies)

How should we write about markets? What responsibilities does this writing bring upon us? This paper offers an immanent critique of ‘market studies’ scholarship, and through this a call to reflection and reformed action. Turning the intellectual framework of market studies upon itself, we come to see its texts as performative and agential. We discuss these qualities and the associated responsibilities via a reading of literature from the domain of ethnography. An auto-ethnographic sketch of market writing allows us to consider the problematic nature of expertise for market studies scholars and the agency and power of our texts. We find a dual moment of performativity from which our texts emerge more powerful than their authors. On this basis we offer a vision of critical interventions embedded in our texts, underpinned by the intellectual axioms of the market studies programme.     

Differential Response family assessments: Listening to what parents say about service helpfulness

An increasing number of Child Protective Services (CPS) systems are implementing Differential Response (DR) approaches in which lower-risk families are served through a family assessment response that emphasizes a family centered approach and the provision of concrete and preventative services. Quantitative survey data collected from parents suggests that those who receive family assessments are more engaged, receive more concrete services, and have higher overall satisfaction than those who receive a traditional investigation; yet little is known about which services provided through a family assessment are most helpful to parents. This qualitative study sought input from 20 parents who received a DR family assessment response in order to provide an in-depth analysis of which aspects of their CPS experience they perceived as most helpful. Results suggest that a positive and emotionally supportive relationship with the caseworker was of utmost significance. Other caseworker-provided services were described as helpful, particularly those that helped parents establish or improve relationships with others, including advocacy with other service providers, mediation of family disagreements, and coaching on parenting or relationship skills. Material support, such as providing cash assistance for rent or furniture, was helpful when received but occurred less frequently and was sometimes a source of frustration when accompanied by lengthy waits for assistance. These findings have implications for CPS practice, including enhancing caseworkers’ relationship-building and engagement skills through pre-service educational coursework and in-service trainings; allowing caseworkers adequate time to develop supportive relationships with parents; and reducing the institutional barriers that delay the provision of concrete support.