‘The Sole Anti-Democratic Federation in the Entire Olympic Movement’: Early International Association of Athletics Federations Development Initiatives Between Commercialization and Democratization, 1974–1987     

Jörg Krieger 《国际体育史杂志》2016,33(12):1341-1360

Abstract

Studies on the development of Olympic Solidarity as a tool of the International Olympic Committee (IOC) to enable National Olympic Committees of developing countries access to resources and influence in the Olympic Movement exist. However, historical scholarship has relatively neglected the development of aid programs by International Federations to explain how they made use of resources to gain influence in international sport politics. Based on extensive multi-national and multi-lingual archival research in the archives of the International Association of Athletics Federation (IAAF) and the German Sport University Cologne, this article explores the establishment and development of the IAAF‘s Technical Aid Program, which had been installed in 1974. Referencing a large amount of previously unknown protocols and written correspondence, the paper critically discusses the IAAF‘s development activities in light of two parallel occurring processes that shaped the federation’s character in the 1970s and 1980s decisively: its increasing commercialization and its path towards democratization in its voting system. It is argued that the IAAF development programs served as a tool to enforce commercial and sport political interests whilst the nature of support remained without clear guidance until the mid-1980s.  相似文献   

Motorische Leistungsfähigkeit von Kindern und Jugendlichen in Deutschland     

C. Albrecht  A. Hanssen-Doose  K. Bös  L. Schlenker  S. Schmidt  M. Wagner  N. Will  A. Worth 《Sportwissenschaft》2016,46(4):294-304

Motor performance is an important health resource. Review articles revealed a decline of motor performance of approximately 10?% between 1975 and 2006. In the past most of the data available for such comparisons came from ad hoc studies with non-standardized methods. Within the framework of the ”Motorik-Modul“ (MoMo) study as part of the German Health Interview and Examination Survey for Children and Adolescents (KiGGS), it is possible for the first time to directly compare two cohorts in the ages of 4–17 years in a nationally representative database for Germany. The aim of this article is to report changes in motor performance of children and adolescents in the time period 2003–2006 (cohort baseline n = 4528) compared to 2009–2012 (cohort wave 1, n = 2820). Overall, it is clearly shown that the motor performance of children and adolescents in Germany did not decrease within the observational period of 6 years. The comparison of mean values of the baseline cohort compared to those of wave 1 showed that 28 out of 52 mean values of the two cohorts with a high probability did not differ based on 95?% confidence intervals (CI). In 24 out of the 52 mean values positive changes could be noted based on the individual 95?% CI values. There were more positive changes in primary school aged children than in other age groups. Within these positive changes, most effect sizes were small to medium. The results indicate that recent activities aiming at elevating motor performance levels may have started to make an impact and should be expanded, also in secondary schools. The comparative cohort study presented in this article is currently being checked by the ongoing MoMo wave 2 survey of 2014–2017.  相似文献   

PÄdagogische Zeitschriften Westdeutschlands     

Hermann Röhrs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1955,1(4):507-510

Ohne Zusammenfassung  相似文献   

Mathematics and mathematics education: Content and people, relation and difference     

Willi Dörfler 《Educational Studies in Mathematics》2003,54(2-3):147-170

A broad view of mathematics education takes it as the study of how people learn and do mathematics. Starting with this view, the actual and potential relationships of mathematics education as are search discipline to mathematics as a field of knowledge and activity and to the mathematicians carrying out that activity are analyzed. This leads to the picture of a gulf between the two scientific communities which are based in different cultures of thinking and research. A (meta-)study of mathematics and all its facets termed here mathematicology is proposed. It could serve as common ground for cooperative studies by mathematicians and mathematics educators. Thereby the gulf will not necessarily become narrower but abridge over the differences and mutual misunderstandings could be built.  相似文献   

Equality and excellence. Hegemonic discourses of economisation within the German education system     

Tobias Peter  Ulrich Bröckling 《International Studies in Sociology of Education》2017,26(3):231-247

Looking to conflicting constitutions of education systems through the terms equality and excellence, this paper examines the discursive formation of two political rationalities in the contemporary German education system. While early childhood and primary education discourses are dominated by a terminology of equality, tertiary education institutions such as universities are described using a terminology of excellence that has become a reference point for political interventions and institutional reform processes. Drawing from hegemony theory, governmentality studies and systems theory, this paper analyses the rules of justification referred to by such hegemonic discourses. It presents a policy discourse analysis of strategic, conceptional and institutional texts produced between 2003 and 2010. Through this analysis, the paper suggests that ‘mobilising’ and ‘optimising’ represent the common principles of equality and excellence as economic rationalities.  相似文献   

The hyphen as a syllabification cue in reading bisyllabic and multisyllabic words among Finnish 1st and 2nd graders     

Tuomo Häikiö  Raymond Bertram  Jukka Hyönä 《Reading and writing》2016,29(1):159-182

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Effects of high-complexity and high-cognitive-level instructional tasks in biology lessons on students’ factual and conceptual knowledge     

Christian Förtsch  Sonja Werner  Lena von Kotzebue  Birgit J. Neuhaus 《Research in Science & Technological Education》2018,36(3):353-374

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Wandel in der Fremdsprachenpolitik der DDR     

Günter Böhme 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(1):168-172

Ohne Zusammenfassung  相似文献   

The Role of Parents and Community in the Education of the Japanese Child     

Heidi?KnipprathEmail author 《Educational Research for Policy and Practice》2004,3(2):95-107

In Japan, there has been an increased concern about family and community participation in the childs education. Traditionally, the role of parents and community in Japan has been one of support and less one of active involvement in school learning. Since the government commenced education reforms in the last quarter of the 20th century, a more active role for parents and the community in education has been encouraged. These reforms have been inspired by the need to tackle various problems that had arisen, such as the perceived harmful elements of societys preoccupation with academic achievement and the problematic behavior of young people. In this paper, the following issues are examined: (1) education policy and reform measures with regard to parent and community involvement in the childs education; (2) the state of parent and community involvement at the eve of the 20th century.  相似文献   

Between two Advisors: Interconnecting Academic and Workplace Settings in an Emerging Field     

Kaisa Hytönen  Tuire Palonen  Erno Lehtinen  Kai Hakkarainen 《Vocations and Learning》2016,9(3):333-359

This article examines a new training design for continuing professional development that aims to support the learning of the novel knowledge and skills needed in emerging professional fields by interconnecting academic and workplace settings. The training design is based on using two advisors, one from working life and the other from an academic context. The article examined whether participants’ personal orientation to adaptive expertise predicts the success of a guidance process. The interconnection of workplace and academic contexts was expected to occur through guidance practices. In addition, the features underlying the most successful guidance relationships were analysed. Data were collected by conducting repeated semi-structured interviews with 18 course participants, eight academic advisors and eight workplace advisors in the context of a 1-year energy efficiency training programme. The results indicated that a trainee’s personal orientation towards adaptive expertise is a significant component in successful guidance processes. An interconnection of workplace and academic knowledge and practices was hardly found in the guidance provided by each participant’s academic and workplace advisors. The feature underlying the most successful guidance relationships are related at the personal, dyad and context levels. An excellent match between the expert profiles of the learner and the advisor appears to be especially critical for successful guidance and powerful knowledge exchange in emerging fields. However, finding matching advisors is often challenging. Many problems are presumably solved if these ‘right persons’ can be found and if the trainees are themselves oriented to utilise the novel resources provided to them by the advisors.  相似文献