We Could be Heroes          下载免费PDF全文

Conor P. McLaughlin  Christopher B. Newman 《About Campus》2018,22(6):22-26

Conor P. McLaughlin and Christopher B. Newman challenge us to use our power to create new possibilities for equity on our campuses.  相似文献   

Acculturation in elite sport: a thematic analysis of immigrant athletes and coaches     

Robert Joel Schinke  Kerry R. McGannon  Randy Cesar Battochio  Greg D. Wells 《Journal of sports sciences》2013,31(15):1676-1686

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Knowledge generation and sharing in UK universities: A tale of two cultures?     

Kerry E. Howell  Fenio Annansingh 《International Journal of Information Management》2013

As economies become more knowledge intensive it has become evident to most organizations that knowledge is a valuable resource. This is particularly true in academic organizations, which have the generation and dissemination of knowledge as their principal mission. This research assesses whether path-dependency exists in relation to cultural expectations of knowledge generation and sharing in knowledge intensive organizations. This paper adopts a constructivist approach facilitated by focus group discussions which were conducted in two UK universities, one Russell group university and the other a post-1992. Institutional culture and path dependency play a major role in the willingness of institutions to generate and share knowledge. Each institution exemplified a distinct path-dependency that underpinned cultural expectations but in each case internal and external factors were necessitating changes regarding knowledge sharing and generation which affected individual perspectives and organizational structures. The paper concludes by purporting that certain universities display critical junctures and cultural transformation in terms of knowledge generation, dissemination and sharing.  相似文献   

Developing coaching pedagogy: seeking a better integration of theory and practice     

Robyn Jones  Kevin Morgan  Kerry Harris 《Sport, Education and Society》2013,18(3):313-329

Despite evidence that experience within practical coaching contexts serves as the principal knowledge source for coaches, academic (and professional) coach education programmes continue to be heavily taught along didactic lines. Such courses are often considered as fine in theory but divorced from the gritty realities of practice. The aim of this article was to construct and evaluate a pedagogical framework (delivered through an MSc unit) drawn from tenets of both action research and ‘communities of practice’ as a means through which the practice-theory gap can be somewhat addressed. The unit in question involved students being introduced to a particular theoretical position with the expectation that they would integrate that theory into their practice in the upcoming week. The students then shared their experiences in structured discussion groups during the following class. Data on student learning were gathered both through on-going observations, and focus groups interviews with staff and students at the end of the unit. The data were inductively analysed. Findings revealed that the students were generally stimulated by and, hence, generally positive about the pedagogical approach experienced. This was specifically in terms of better ordering the knowledge they had as well as developing new insights about coaching practice. Although not unproblematically, the staff were also positive about the unit; citing better and more continuous student engagement as a result of it.  相似文献   

Three strikes and you’re out: culture,facilities, and participation among LGBTQ youth in sports     

Alex Kulick  Laura J. Wernick  Mario Alberto V. Espinoza  Tarkington J. Newman  Adrienne B. Dessel 《Sport, Education and Society》2013,18(9):939-953

ABSTRACT

School-based sports and physical education play an important role in the development of youth (Jones, Edwards, et al., 2017), but participation in athletics is unequal for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth compared to their straight/cisgender peers [Greenspan, S. B., Griffith, C., & Murtagh, E. F. (2017). LGBTQ youths’ school athletic experiences: A 40-year content analysis in nine flagship journals. Journal of LGBT Issues in Counseling, 11(3), 190–200]. Sport cultures, generally, recreate dynamics of exclusion for marginalized youth. However, there are opportunities to transform these spaces into more inclusive and positive environments to support positive growth for all young people [Newman, T., Alvarez, A., & Kim, M. (2017). An experiential approach to sport-based positive youth development. Journal of Experiential Education, 40(3), 308–322]. Our study uses a data set of adolescents, collected as part of a community-based participatory action research project led by high school students in southeast Michigan, USA. Respondents reported their sexual and gender identities, as well as experiences in youth sport, as well as safety using sex-segregated facilities (i.e., bathrooms and locker-rooms). Using mediation models based on linear regression, we found evidence that LGBQ high school students play sports at a significantly lower rate compared to straight students, and among those who play sports, LGBTQ respondents felt significantly less safe compared to straight and cisgender students. Opposite to the LGBQ and trans youth in this study, straight/cisgender youth also reported feeling safer using all facilities. The mediation models suggest that these inequalities help to explain disparities in rates of sports participation and feelings of safety while participating. These findings have important implications for policy, practice, and future research.  相似文献   

Critical thinking and the danger of intellectual conformity     

Kerry S. Walters 《Innovative Higher Education》1987,11(2):94-102

Critical thinking is becoming an essential ingredient in college and university curricula. Its stated goals are to foster critical ability and broad-mindedness, on both the conceptual and the social level. But an overemphasis of its reductionistic method can lead to results which are antithetical to its aims. Methodologically, it tends to encourage absolutism; psychologically, its exclusive rule orientation promotes passivity; and practically, its imperial rejection of nonanalytical methods breeds intolerance. Together, these three effects lead to a fetish-like regard for intellectual and social conformity, and an accompanying fear of eccentricity. The conclusion is that the present lopsided concentration on critical thinking's reductionism should be balanced with the teaching of alternative approaches to the understanding of knowledge and reality.  相似文献   

Explaining Hong Kong Students’ International Achievement in Civic Learning     

Kerry J. Kennedy  Lijuan Li 《Frontiers of Education in China》2016,11(3):299-321

This study identifies predictors of Hong Kong students’ civic learning. It has adopted a cross-sectional quantitative design using secondary data from the 2009 International Civics and Citizenship Education Study (ICCS 2009; Schulz et al., 2010). Multi-level analysis reveals that most of the variance in student achievement can be accounted for by school level rather than individual level factors. Student background variables are largely insignificant suggesting the resilience of many Hong Kong students. Regarding Hong Kong students’ achievements in civic learning, a possible explanation is made and implications are developed for both theory and practice.  相似文献   

Conducting Rigorous Survey Research in the Study of School-Based Consultation     

Cynthia E. Hazel  Daniel S. Newman  Courtenay A. Barrett 《Journal of educational and psychological consultation》2016,26(2):111-138

The evidence base for school-based consultation practice and training is limited by a small number of studies, possibly due to unique challenges in researching consultation. For example, there are myriad variables to measure and idiosyncratic cultural and contextual factors to account for when investigating what works, for whom, and in what circumstances. Survey methodology offers one means for conducting consultation research. This article proposes a process for rigorous survey research in school-based consultation training and practice, which addresses some potential concerns regarding survey research. Specifically, issues of survey development, survey validation, sampling, and data collection are addressed. These processes are illustrated through the design and administration of an online survey of 262 early career school psychologists; preliminary data analyses suggested strong scale reliability, minimal item response bias, and population representativeness. Recommendations for future consultation survey research are provided.  相似文献   

The development of stress sensitivity and its contribution to word reading in school‐aged children          下载免费PDF全文

Candise Y. Lin  Min Wang  Rochelle S. Newman  Chuchu Li 《Journal of Research in Reading》2018,41(2):259-277

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‘It’s the best thing I’ve done in a long while’: teenage mothers’ experiences of educational alternatives     

Kerry Vincent 《Critical Studies in Education》2016,57(1):55-69

Pregnant and mothering schoolgirls have been identified as an educationally vulnerable group. Many are not welcomed in their mainstream schools and as a consequence, access a range of educational alternatives. This article presents the views and experiences of 14 young women in the English Midlands, who became pregnant while still of statutory school age, 12 of whom spent time in alternative educational settings. It is based on data gathered from repeat interviews over an 18-month period and shows that all who attended the educational alternatives rated them highly and benefitted from what they had to offer. Using the concept of ‘difference’ as a central analytic theme, the article examines how and why this was the case. The analysis shows that it was through recognising some differences but not others that the educational alternatives were successful in supporting young women’s learning and well-being. Importantly, those that were recognised were done so in non-stigmatising ways. The research also highlights some limitations of the alternatives, alongside the ways in which gender and class continue to impact the educational outcomes and career trajectories of this particular group of students.  相似文献