Pluralism,social action and the causal space of human behavior     

James Tabery  Alex Preda  Helen Longino 《Metascience》2014,23(3):443-459

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Playing with tension: national charisma and disgrace at Euro 2012     

Alex Law 《Soccer & Society》2014,15(2):203-221

By the time of Euro 2012, deepening tensions of nationalism and internal social struggles were developing across Europe in worsening conditions of systemic crisis. The official football ideology of UEFA conceives Euro 2012 as a civilizing platform for mutual respect and brotherhood between competing nations. In contrast, what I call Hyper-Critical Theory conceives of football competitions like Euro 2012 as part of a de-civilising ‘sports mode of production’ that necessarily produces crisis conditions, alienation and violence on a mass scale, fostering nationalism, militarism and racism. Between these polar perspectives, the figurational sociology of sport associated with Norbert Elias proposes that major international football competitions like Euro 2012 creates and dissipates contingent tensions of ‘group charisma’ and ‘group disgrace’. Study of Euronews ‘post-national’ coverage of Euro 2012 allows their explanatory adequacy to be compared. In a competition structure like the Euros no social group – players, officials, media or fans – is able to disregard entirely the field capabilities of the ‘best minority of 11’ in the serious game of exemplifying the group charisma of nations.  相似文献   

Thanks,but no-thanks for the feedback     

Alex Forsythe  Sophie Johnson 《Assessment & Evaluation in Higher Education》2017,42(6):850-859

Feedback is an emotional business in which personal disposition influences what is attended to, encoded, consolidated and eventually retrieved. Here, we examine the extent to which students’ perceptions of feedback and their personal dispositions can be used to predict whether they appreciate, engage with and act on the feedback that they receive. The study is framed in psychological theories of mindset, defensive behaviours and new psychometric measures of the psychological integration of assessment feedback. Results suggest that, in this university population, growth mindset students were in the minority. Generally, students are fostering self-defensive behaviours that fail to nurture remediation following feedback. Recommendations explore the implications for students who engage in self-deception, and the ways in which psychologists and academics may intercede to help students progress academically by increasing their self-awareness.  相似文献   

Editorial     

Alex de Voogt  Lance Miller 《Learning & behavior》2017,45(4):329-329

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How is Biological Explanation Possible?   总被引：2，自引：0，他引：2  

Rosenberg  Alex 《The British journal for the philosophy of science》2001,52(4):735-760

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Comparison of teacher talk directed to boys and girls and its relationship to their behaviour in secondary and primary schools     

Alex Harrop  Jeremy Swinson 《Educational studies》2011,37(1):115-125

There have been a number of earlier investigations, using differing methodologies, into the extent to which teachers in the secondary school interact with boys and girls and the results have suggested an imbalance in the teachers’ verbal behaviour towards the genders that is quite similar to the imbalance found in teachers’ behaviour in the primary school. The main aim of this study was to devise an investigation using the same methodology as that used in a recent primary school investigation in order to be able to make a fair comparison between the two levels. The results showed considerable differences in the teachers’ verbal behaviour towards the genders in the secondary school from that of teachers in the primary school. Where the primary school data showed teachers interacting more with the boys than the girls and the boys being less on‐task than the girls, the secondary school data showed no such differences.  相似文献   

The Hole in the sand     

Roderick Hunt Alex Brychta 《英语大王(小学)》2014,(7):4-7

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Colleges of Education‐‐the next phase     

Alex Evans 《Cambridge Journal of Education》1971,1(1):4-15

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Informatik-Patente     

Alex Kesselman  Kirill Kogan  Michael Segal 《Informatik - Forschung und Entwicklung》2006,23(3):238-240

Informatik-Patente

Informatik-Patente  相似文献   

Demystifying the publication process – a structured writing program to facilitate dissemination of teaching and learning scholarship     

Debbi Weaver  Diane Robbie  Alex Radloff 《International Journal for Academic Development》2013,18(3):212-225

This paper reports on a writing program to support academic staff to publish in peer-refereed journals. Nine participants completed a 12-week program, which involved regular meetings, set writing tasks, and peer feedback on drafts. A pre- and post-survey and follow-up interviews were used to gather feedback. Participants especially valued the discipline of weekly sessions and peer feedback. They reported increased skills and confidence in their writing, greater knowledge of the publication process, and intention to continue writing. Although five papers were published, a 12-month follow-up revealed that original writing intentions were not sustained. Thus, while a structured writing program can be effective, the pressures academic staff experience trying to meet conflicting requirements of teaching, administration, and research, must also be addressed.  相似文献