With Their Help: How community members construct a congruent Third Space in an urban kindergarten classroom

Through the use of narrative enquiry, this paper tells the story of how a kindergarten teacher in an all-girls' school incorporates family and community members' involvement to the construction of the congruent Third Space present in the classroom, and the ways the girls respond to this involvement, thereby providing a successful model for other schools in marginalized communities. In this study, the author sought to understand how this teacher and the community members' in this classroom create a congruent Third Space. This research enquiry includes the systematic use of the methodology portraiture with analysis of critical events. The portraits are titled: Mutual Desire for the Girls to Succeed and Community Members' Involvement. This paper moves Third Space theory towards praxis through concrete examples in an urban, kindergarten classroom.     

Estimating Linear Size and Scale: Body rulers

The National Science Education Standards emphasise the use of concepts and skills that cut across the science domains. One of these cross‐cutting areas is measurement. Students should know measurement systems, units of measurement, tools and error in measurement as well as the importance of measurement to scientific endeavours. Even though measurement is an essential skill, little is known about how students estimate and use measurement in different contexts. This study examines the impact of teaching students to use their bodies as rough measurement tools (body rulers) on their ability to estimate linear measurements. Nineteen middle school students participated in metric intervention tasks and completed a pre‐instruction and a post‐instruction Linear Measurement Assessment. Results showed that teaching students to use rough body measures as tools (a body ruler) for estimation had a significant influence on their estimation accuracy. After instruction, students were better able to estimate the sizes of objects, use their body in making estimations of size, and estimate while touching an object or pacing a distance. Furthermore, proportional reasoning was significantly correlated with students’ post‐instruction scores on the Linear Measurement Assessment.     

Gender Inclusivity in Secondary Chemistry: A study of male and female participation in secondary school chemistry

This paper gives a nuanced analysis of participation rates in secondary chemistry by developing the “story” behind national trends and subject selection patterns within an independent school located in a large Australian city. It supplements the documented quantitative data by presenting a case–study where 30 Year 12 chemistry students were interviewed about what motivated them to enrol in secondary chemistry. The students’ comments indicate that, despite the quantitative transformations that demonstrate increasing female success over the past few decades, chemistry is not totally gender inclusive. Secondary chemistry has not yet reached total gender inclusion due to the common gender differences that still occur in the students’ motivation to select chemistry and the influence that gender stereotypes still have on students’ subject selection.     

Fitness testing: how do students make sense of the gender disparities?

The ways in which students make sense of the gendered fitness expectations found in a norm-referenced fitness testing program (i.e. President's challenge physical fitness test) were the focus of this study. Participants were 18 fifth grade students who completed fitness tests in their physical education classes. They were interviewed using a standardized, open-ended protocol designed to elicit their perceptions of the fitness test. Three salient themes emerged from the data: (1) students used notions of essentialism and social construction to explain gender differences; (2) students observed their peers’ performances through gendered lenses; and (3) students provided suggestions for change. Based on the findings from this study, researchers and practitioners may begin to recognize the ways in which fitness testing affects how students socially construct ideologies about fitness, ability and their bodies.     

‘It should be better all together’: exploring strategies for ‘undoing’ gender in coeducational physical education

Physical education (PE) remains the subject in coeducational schools that is most likely to be delivered in gender segregated sessions. Decisions to offer single sex lessons are often underpinned by discourses and practices associated with doing gender that emphasise differences in boys' and girls' attitudes, behaviours, abilities and experiences. This investigation employs the concept of ‘undoing’ gender to explore the possibility for alternative interpretations of the issues emerging in coeducation. Examples of ‘undoing gender’ included evidence of girls' and boys' engaging positively during activities, girls' identification of positive aspects of mixed gender, examples of boys' and girls' similarities and shared experiences and awareness of girl' capabilities. The paper concludes that the emphasis on gender difference in explaining problems associated with coeducation such as teasing, harassment and exclusion can mask the ways that these practices are embedded within the structure and organisation of PE and provides recommendations for working towards gender integration.     

The attitudes and opinions of high school sports participants: an exploratory empirical examination

Sport scholars and public commentators have long held both positive and critical opinions about the influence of athletic involvement on participants and their perceptions of the social world. Yet for all of the strong claims and deeply held assumptions, relatively little empirical data or social scientific analysis have been available. This study begins to address this deficiency using new data from a nationally representative survey of American high school students. We compare sports participants and their peers in terms of concern for social problems, interracial contact and attitudes, views of gender roles and sex-based discrimination and political orientation. We find participants and non-participants differ very little in their social concern and views of gender roles and sex-based discrimination, while significant differences were found in levels of interracial contact, views on race relations and political orientation. In view of these findings, we make some general conclusions about the social influence of sport in the lives of American youth and how this topic may be further explored in subsequent work.     

Bourdieu knew more than how to play tennis! An empirically based discussion of habituation and reflexivity

This paper explores the role of reflexivity in habituation by contrasting the learning of aerobics and basketball with the acquisition of gendered bodily skills. The discussion is inspired by the paper So, how did Bourdieu learn to play tennis? Habitus, consciousness and habituation, by Noble and Watkins (2003), which represents a fruitful contribution to the debate on the roles of reflexivity and consciousness in learning. Still, this model of habituation remains one-dimensional, since it only addresses habituation involving reflexivity. Based on fieldwork at both a basketball club and an aerobic group for Muslim women, along with interviews with participants in the two arenas, we suggest that even though habituation often involves reflexivity, there are also forms of habituation that do not involve high degrees of consciousness. The paper adds to the on-going theoretical debate about the hybridisation of habitus and reflexivity by offering concrete and empirically based examples of different degrees of reflexivity involved in processes of habituation. This adds to a theoretical underpinning of habitus as a lived, changing category.     

Eccentric torque–velocity and power–velocity relationships in men and women

Abstract

The purpose of this study was to investigate the eccentric torque–velocity and power–velocity relationships of the elbow flexors. Forty recreationally trained individuals (20 men, 20 women) performed maximal eccentric actions at each of five different velocities (1.04 rad · s^?1, 2.09 rad · s^?1, 3.14 rad · s^?1, 4.18 rad · s^?1, and 5.23 rad · s^?1, in random order) and maximal isometric actions on a Biodex isokinetic dynamometer. A 2×6 (sex×velocity) mixed-factor repeated-measures analysis of variance (ANOVA) was used to assess peak elbow flexor torque during the eccentric and isometric actions. There was no interaction, but there were significant main effects for sex and velocity. Pairwise comparisons demonstrated that values for men were significantly (P<0.05) higher than those for women at all speeds. Furthermore, torques for both sexes were significantly less at 3.14 rad · s^?1 (men: 103.94±28.28 N · m; women: 49.24±11.69 N · m) than at 4.18 rad · s^?1 (men: 106.39±30.23 N · m; women: 52.77±11.31 N · m) and 5.23 rad · s^?1 (men: 108.75±28.59 N · m; women: 53.3±11.67 N · m), while isometric torque was significantly less than at all other speeds (men: 98.66±28.0 N · m; women: 45.25±11.15 N · m). A 2×5 (sex×velocity) mixed-factor repeated-measures ANOVA was used to assess peak eccentric elbow flexor power. There were significant main effects for sex and velocity. Pairwise comparisons demonstrated that values for men were significantly higher than those for women at all speeds. Pairwise comparisons for velocity indicated that peak eccentric power increased across all speeds from 1.04 rad · s^?1 (men: 110.44±32.56 W; women 54.36±13.05 W) to 5.23 rad · s^?1 (men: 569.46±149.73 W; women: 279.10±61.10 W). These results demonstrate that an increase in velocity had little or no effect on eccentric elbow flexor torque, while eccentric elbow flexor power increased significantly with increases in velocity.     

浅议《中图法》第5版的性别划分问题

按性别划分有助于提升用户获取信息资源的效率,促进相关学科的发展建设。《中图法》第5版对按性别划分的类目,进行了修改类名、删除、合并类目方面的修订,但仍存在着类目关系混乱、类名概念过窄的问题,亟待梳理。