Tackling femininity: the heterosexual paradigm and women's soccer in South Africa     

Engh MH 《国际体育史杂志》2011,28(1):137-152

Sport is a social institution that perpetuates gendered ideologies in the wider society through appealing to discourses of the naturalness of men's privilege and domination in society. Heteronormativity regulates the roles, behaviours, appearances and sexualities of, and relationships between and among, women and men. Moreover, heteronormative discourses normalise a particular relationship between sex, gender and sexuality that posits woman/feminine/heterosexual (and man/masculine/heterosexual) as a natural order from which variance is considered a punishable deviance. This paper outlines the effects of heteronormative discourses in the lives of women footballers in South Africa, through drawing on interviews with a wide range of women footballers. The paper shows how heteronormative discourses nurture homophobic attitudes that serve to regulate the appearances and performances of South African women.  相似文献   

Von der Lehrerausbildung in den Beruf – Fachbezogenes Wissen als Voraussetzung für Wahrnehmung,Interpretation und Handeln im Unterricht     

Prof. Dr. Sigrid Blömeke  Prof. Dr. Johannes König  Dr. Andreas Busse  Dr. Ute Suhl  Jessica Benthien  Prof. Dr. Martina Döhrmann  Prof. Dr. Gabriele Kaiser 《Zeitschrift für Erziehungswissenschaft》2014,17(3):509-542

The transition from teacher training into the teaching profession is seen to be key in the biography of a teacher. Yet there is a lack of enquiry into the development of the content knowledge (CK) and pedagogical content knowledge (PCK) held by teachers at the end of their education, and into the significance of this knowledge for situational and behavioural cognition. On the basis of data from the international comparative study TEDS-M 2008 and the Germany-based 2012 follow-up, this contribution investigates the knowledge and skills development of teachers during the transition from teacher training to the teaching profession in a four-year longitudinal study with n = 171 mathematics teachers. Three test formats (paper-and-pencil, video-vignettes and speed tests) are used to examine various indicators for teacher expertise. In addition to the analysis of changes in mathematical CK and PCK levels, path analysis is used to determine the extent to which this knowledge functions as a predictor for the perception and interpretation of classroom situations, the decision-making in these situations, and the quick identification of student mistakes. The results show only small changes in the group mean (for MCK there is a small loss, whereas MPCK remains constant), but high fluctuation (i. e. weak correlation) in the MPCK ranking between the two measurement occasions, pointing to differential learning effects gained from teaching practice. There are also significant differences in predictability: MCK is important for the speed indicators of teacher expertise; MCK and MPCK for the perception and interpretation of situations, and for the generation of action strategies. These findings can on the one hand help to facilitate the evaluation of beginning teachers’ need for support and, on the other hand, they indicate the necessity for the early integration of practice-based elements into teacher training programmes with the aim of developing PCK and related skills.  相似文献   

Sorting on GPUs for large scale datasets: A thorough comparison     

Gabriele Capannini  Fabrizio SilvestriRanieri Baraglia 《Information processing & management》2012

Although sort has been extensively studied in many research works, it still remains a challenge in particular if we consider the implications of novel processor technologies such as manycores (i.e. GPUs, Cell/BE, multicore, etc.). In this paper, we compare different algorithms for sorting integers on stream multiprocessors and we discuss their viability on large datasets (such as those managed by search engines). In order to fully exploit the potentiality of the underlying architecture, we designed an optimized version of sorting network in the K-model, a novel computational model designed to consider all the important features of many-core architectures. According to K-model, our bitonic sorting network mapping improves the three main aspects of many-core architectures, i.e. the processors exploitation, and the on-chip/off-chip memory bandwidth utilization. Furthermore we are able to attain a space complexity of Θ(1). We experimentally compare our solution with state-of-the-art ones (namely, Quicksort and Radixsort) on GPUs. We also compute the complexity in the K-model for such algorithms. The conducted evaluation highlight that our bitonic sorting network is faster than Quicksort and slightly slower than radix, yet being an in-place solution it consumes less memory than both algorithms.  相似文献   

Schematising activities in early childhood education     

Mariëlle Poland  Bert van Oers  Jan Terwel 《Educational Research and Evaluation》2013,19(3):305-321

The purpose of this study was to determine the importance of introducing schematising to children in early childhood and to determine whether schematising can be taught to children. This was done using a longitudinal, quantitative study with a quasi-experimental design (N = 133). In this study, the use of schematising was taught to an experimental group of children to determine if it is possible to realise significantly improved results in schematising tasks for an experimental group in comparison to a control group of children who were not taught schematising. Pupils in the experimental group demonstrated significantly better results on schematising, which cannot be explained by maturation. In our future research, we will investigate the mathematical performances of these experimental and control groups in the next grade of the primary school curriculum.  相似文献   

Early Childhood Teachers Reconstruct Beliefs and Practices Through Reflexive Action     

Mari Riojas-Cortez  Iliana Alanís  Belinda Bustos Flores 《Journal of Early Childhood Teacher Education》2013,34(1):36-45

Professional development, which results in sustained transformative change, requires that teachers engage in critical reflection regarding teaching practices. In this study, a group of five bilingual and generalist early childhood teachers engaged in a journey in which they elected to try to reconstruct their beliefs and practices about teaching and learning. In response to a school district's needs, these teachers were enrolled as a cohort in an early childhood graduate program that served as part of their professional development endeavor. The teachers used reflection and ongoing dialogue that bridged theory and practice as they raised questions about their daily practices in relation to theoretical perspectives. We provide a glimpse of these teachers' ongoing transformative journeys and provide suggestions for early childhood teachers to engage in sustained professional development.  相似文献   

The Rise in Single-Mother Families and Children’s Cognitive Development: Evidence From Three British Birth Cohorts     

Susan Harkness  Paul Gregg  Mariña Fernández-Salgado 《Child development》2020,91(5):1762-1785

This article assessed changes in the association between single motherhood and children’s verbal cognitive ability at age-11 using data from three cohorts of British children, born in 1958 (n = 10,675), 1970 (n = 8,933) and 2000 (n = 9,989), and mediation analysis. Consistent with previous studies, direct effects were small and insignificant. For those born in 1958 and 1970 indirect effects, operating through reduced economic and parental resources, were associated with −.107-SD to −.156-SD lower attainment. Differences between the two cohorts, and by children’s age when parents separated, were insignificant. For the 2000 cohort, effect sizes for children born to single mothers did not change significantly (−.112-SD) but attenuated for children whose parents separated in early childhood (−.076-SD) or while of school age (−.054-SD).  相似文献   

Parental Job Loss and Early Child Development in the Great Recession     

Gabriele Mari  Renske Keizer 《Child development》2021,92(5):1698-1716

The study examines whether and why parental job loss may stifle early child development, relying on cohort data from the population of children born in Ireland in 2007–2008 (N = 6,303) and followed around the time of the Great Recession (2008–2013). A novel approach to mediation analysis is deployed, testing expectations from models of family investment and family stress. Parental job loss exacerbates problem behavior at ages 3 and 5 (.05–.08 SDs), via the channels of parental income and maternal negative parenting. By depressing parental income, job loss also hampers children’s verbal ability at age 3 (.03 SDs). This is tied to reduced affordability of formal childcare, highlighting a policy lever that might tame the intergenerational toll of job loss.  相似文献   

The links between pedagogical competence,instructional quality,and mathematics achievement in the lower secondary classroom     

König  Johannes  Blömeke  Sigrid  Jentsch  Armin  Schlesinger  Lena  née Nehls  Caroline Felske  Musekamp  Frank  Kaiser  Gabriele 《Educational Studies in Mathematics》2021,107(1):189-212

Educational Studies in Mathematics - It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it...  相似文献   

Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning     

Maria Tulis  Gabriele Steuer  Markus Dresel 《教育心理学》2018,38(2):139-158

Research on learning from errors gives reason to assume that errors provide a high potential to facilitate deep learning if students are willing and able to take these learning opportunities. The first aim of this study was to analyse whether beliefs about errors as learning opportunities can be theoretically and empirically distinguished from adaptive reactions to errors in an affective-motivational sense (including the maintenance of motivation and activating emotions), and in terms of learning behaviour and metacognitive activities specifically adjusted in response to a specific error. The second aim was to validate the proposed distinction across different domains. The third aim was to investigate the added value of beliefs about errors besides domain-specific self-concept and mastery goal orientation for understanding the preconditions for adaptive reactions to errors at school. We assessed all variables in three different school subjects (N = 614 students, Grades 5–7). Confirmatory factor analyses indicated distinctness and a moderate domain specificity of error-related reactions. Positive error-related beliefs predicted students’ affective-motivational and action adaptivity of error reactions, above and beyond self-concepts and goal orientations. Taken together, the current findings provide a more complete understanding of the intra-personal mechanisms of adaptive responses to errors in different school subjects.  相似文献   

Using a Group‐Centered Approach to Observe Interactions in Early Childhood Education          下载免费PDF全文

Saskia D. M. van Schaik  Paul P. M. Leseman  Mariëtte de Haan 《Child development》2018,89(3):897-913

This study examined the value of using a group‐centered approach to evaluate process quality of early childhood education and care (ECEC). Is observed support of group processes a different aspect of classroom quality, and does it predict children's collaborative play in ECEC in the Netherlands? In two play situations, 37 teachers and 120 two‐ to four‐year‐old children were observed with the Classroom Assessment Scoring System (CLASS) Toddler and two new measures. In a two‐level structural equation model, teachers’ support of group processes was positively related to the CLASS domains and to children's collaborative play, over and above the effect of children's cognitive ability and social competence. These findings suggest that ECEC quality evaluation could be enriched by adding group‐centered indicators of classroom quality.  相似文献