How are graduates and alumni featured in university strategic plans? Lessons from Ireland     

Maria L. Gallo 《Perspectives: Policy and Practice in Higher Education》2018,22(3):92-97

This paper presents research from a small-scale study analysing how graduates and alumni feature in the strategic plans of all Irish universities (n?=?7). The data suggest that the word ‘graduate’ is used to describe the work of the university as an enabler for the graduate, to prepare for the employment to acquire key skills, towards a foundation of ‘graduateness’ such as reflective thinking, moral reasoning and lifelong learning aligning with the institution’s key performance indicators. In contrast, ‘alumni’ are featured related to alumnus/alumna success. Irish Higher Education Institutions view alumni as a key enabler to contribute to the university’s mission and vision: through giving, both of their time and philanthropic donations. Based on the strategic plan discourse, the role of alumni in Irish universities suggests a similar trend, relying on alumni as an internal stakeholder with an external ability to offer value to the institution.  相似文献   

The (in)visibility of gender knowledge in the Physical Activity and Sport Science degree in Spain     

Pedrona Serra  Maria Prat  María Teresa Vizcarra  Beatriz Garay  Anne Flintoff 《Sport, Education and Society》2018,23(4):324-338

This paper draws on research that aimed to explore the construction of gender relations in sport and physical education (PE) through a national study of Spanish university degree curricula. Spain is a useful case study through which to explore gender knowledge within sport and PE degrees, because, unlike many other countries, it has a common, national curriculum framework for its Physical Activity and Sport Science (PASS) degrees. In addition, it has recently passed a new law concerning the introduction of gender knowledge in higher education (HE). Drawing on Bernstein’s (1990) framework of the pedagogic device, this paper examines how this HE gender policy becomes recontextualised as universities and lecturers interpret and translate this into the pedagogical texts that make up the PASS curricula. Purposive sampling was used to select 16 of the 37 universities offering PASS degrees in 2012/2013. The research analysed 16 PASS documents at the degree level and 763 individual subject handbooks. Using discourse analysis, the results showed where and how gender knowledge was incorporated and the extent to which the topic was presented coherently throughout the documents. The analysis revealed five categories of the (in)visibility of gender knowledge within the universities’ instructional discourse. Gender knowledge is largely ignored in PASS curricular documentation, appearing, at best, in highly superficial ways. Despite a national policy requirement on universities to incorporate gender knowledge, this study shows how recontextualisation processes within specific universities’ pedagogic devices operate to marginalise such perspectives within PASS curricula. The research also revealed the significance of individual agents committed to gender equity being situated, and having influence, throughout the pedagogic device. The paper concludes that without a much wider, critical engagement in knowledge about gender equity, PASS degrees will continue to reproduce rather than disrupt the gender relations that have traditionally characterised the field.  相似文献   

Sex-differences in elite-performance track and field competition from 1983 to 2015   总被引：1，自引：1，他引：0  

Jonathan Ospina Betancurt  Maria S. Zakynthinaki  Maria Jose Martínes-Patiño  Carlos Cordente Martinez  Carmen Rodríguez Fernández 《Journal of sports sciences》2018,36(11):1262-1268

The purpose of this study was to assess the veracity of the Court of Arbitration for Sport’s assertion that sex-differences in athletic performance in elite-standard track and field competition is of the order of 10–12%. Exponential curves were fitted to the data of selected track and field events of the finals of all IAAF World Championships and Olympic Games from 1983 to 2016. For each curve, the coefficient of determination R² was calculated, in combination the corresponding 95% confidence intervals for the curve constants. Sex-differences were evaluated via differences in the fitted curves between men and women. Mean performances of winners, as well as overall performance means of all participants, were also analyzed. The calculated sex-difference was 8.2 ± 1.0% – 11.8 ± 2.1% for sprints, 10.3 ± 3.3% – 12.8 ± 4.0% for middle and long-distance events, 9.7 ± 2.9% – 13.1 ± 2.9% for relays and 14.2 ± 2.2% – 25.0 ± 4.4% for jumps. This study therefore confirms that the percentage difference accepted by the CAS is appropriate for elite-standard track and field events.  相似文献   

Does a perceptuomotor skills assessment have added value to detect talent for table tennis in primary school children?     

Irene R. Faber  Johan Pion  Goran Munivrana  Niels R. Faber  Maria W.G. Nijhuis-Van der Sanden 《Journal of sports sciences》2018,36(23):2716-2723

ABSTRACT

Talent detection intends to support lifelong sports participation, reduce dropouts and stimulate sports at the elite level. For this purpose it is important to reveal the specific profile which directs children to the sports that connect to their strengths and preferences. This study evaluated a perceptuomotor skills assessment as part of talent detection for table tennis, a sport in which perceptuomotor skills are considered essential to cope with the difficult technical aspects. Primary school children (n = 121) and gifted young table tennis players (n = 146) were assessed using the Dutch perceptuomotor skills assessment measuring “ball control” and “gross motor function”. A discriminant function analysis confirmed the added value by identifying primary school children fitting the table tennis perceptuomotor profile of the young gifted table tennis players (28%). General linear model analyses for the assessment’s individual test items showed that the table tennis players outperformed their primary school peers on all “ball control” items (P < 0.001). In conclusion, the assessment appears to be of added value for talent detection in table tennis at this young age. Longitudinal studies need to reveal the predictive value for sports participation and elite sports.  相似文献   

Hyperandrogenic athletes: performance differences in elite-standard 200m and 800m finals     

Jonathan Ospina Betancurt  Maria S. Zakynthinaki  Maria Jose Martinez-Patiño  Carlos Cordente Martinez 《Journal of sports sciences》2018,36(21):2464-2471

The purpose of this study was to examine whether the difference in elite-standard track and field performance between women athletes with and without hyperandrogenism reaches the 10–12% difference in performance between men and women, using only results from elite-standard track and field final competitions. Officially available data from two hyperandrogenic women (Caster Semenya and Dutee Chand) were compared with the characteristic performance of 200m and 800m elite-standard finals. The finishing times of Caster Semenya, before her ineligibility to compete in 2009 and after the suspension of the 2011 IAAF Hyperandrogenism Regulations were found to be respectively 1.24% and 1.49% faster than the predicted performance in 800m finals. When compared with the result of the second classified, the difference was respectively 0.65% and 2.08%. The analysis of the finishing times of Dutee Chand did not lead to any conclusions due to the lack of available data. The present study indicates that the percentage difference in performance between women with and women without hyperandrogenism does not reach the 3% difference requested by the Court of Arbitration for Sport for the reinstatement of the Hyperandrogenism Regulations, neither does it reach the 10% accepted range of difference in performance between men and women.  相似文献   

English as a second language nurses in the United States: culture,communication, and needs for continuing education     

Ya-Yu Cloudia Ho  Maria R. Coady 《Studies in Continuing Education》2018,40(2):212-233

The purpose of the study was to understand the role of culture in English as a Second Language (ESL) nurses’ clinical communication experiences in the United States, and how these experiences demonstrate the need for continuing education for ESL nurses. Five Taiwanese nurses who worked in U.S. health care contexts were recruited in the study. Data were collected through focus group and individual interviews, and data were analyzed using narrative and thematic analyses. Findings indicate that cultural differences in clinical settings complicated ESL nurses’ communication experiences, including linguistic and cultural diversity, the independent role of nurses, patient-centered care, and choice of speech registers. Findings further show that comprehensive on-the-job, vocational training in English for Nursing Purposes (ENP) is essential in order to assist ESL nurses’ transit between home and host country cultures. In other words, familiarising nurses with patient-centered care and different discourse patterns, developing critical thinking skills, and enhancing cultural competence should be emphasised in ESL nurses’ continuing education.  相似文献   

Conditions for professional learning in teacher education     

Maria Assunção Flores 《欧洲师范教育杂志》2018,41(3):263-265

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Seeking Understanding of Foreign Language Teachers’ Shifting Emotions in Relation to Pupils     

Maria Ruohotie-Lyhty  Aino Korppi  Josephine Moate 《Scandinavian Journal of Educational Research》2018,62(2):272-286

Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers’ emotional literacy in the development of pupils’ emotional skills, the central position of emotions in teachers’ ways of knowing, and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into 7 foreign language teachers’ emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions increased. Understanding what emotions teachers face and how they deal with them may help practicing teachers better understand their daily work and support student teacher preparation.  相似文献   

Teachers as Change‐Agents for Young People with Special Needs: an approach to teacher training in Portugal     

Maria Teresa Fernandes  Patricia Rosado Pinto 《欧洲师范教育杂志》1991,14(2):149-154

The practice of integrated education for pupils with special needs has been attempted nationally in Portugal. This has prompted the development of area support teams across the country. Whilst this is a positive move, it has created a pressure for specialist training of teachers. This demand is yet to be fulfilled; an example of an inservice course is outlined in this report.  相似文献   

Contrasts Between Municipal and State Primary Schools in Brazil     

Maria Luiza Barbosa Chavas 《Compare》1976,6(2):22-27

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