Mixed Methods Research in the Movement Sciences: Case Studies in Sport,Physical Education and Dance     

Toni Adele Hilland 《Sport, Education and Society》2015,20(2):277-279

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Developmental and contextual risks of social physique anxiety among female athletes     

Gay JL  Monsma EV  Torres-McGehee TM 《Research quarterly for exercise and sport》2011,82(2):168-177

In the present study, we examined developmental and contextual factors that may increase the odds of reporting higher social physique anxiety (SPA) among 404 adolescent athletes 11 to 16 years old. Findings showed older, later maturing athletes past peak height velocity and with greater body mass index (BMI) reported higher SPA. Individual aesthetic sport athletes were older at menarche, had lower BMI, and reported higher SPA. The odds of reporting higher SPA were 4.5 times higher (odds ratio = 4.61) for individual aesthetic sport athletes than for nonaesthetic sport athletes. Team aesthetic sport contexts were not implicated in SPA risk. Results are discussed in terms of self-selection away from individual aesthetic sports and the relevance of physical size and puberty in the SPA construct.  相似文献   

Peer effects on youth screen media consumption in Catalonia (Spain)     

Josep-Oriol Escardíbul  Toni Mora  Anna Villarroya 《Journal of Cultural Economics》2013,37(2):185-201

It is well known that young people are major consumers of screen media and that their peers are one of the principal determinants of youth behavior as regards their patterns of consumption and other activities. On the basis of these premises, the purpose of this paper is to analyze the influence of classroom peers on youth screen media consumption. More specifically, it considers the time spent watching TV, playing console games and surfing the Internet. Data are drawn from a single representative survey of secondary school students aged 14–16 in Catalonia (Spain) in 2008. Having accounted for problems of endogeneity, our analysis shows that peer consumption has a positive and statistically significant effect on an individual’s console and Internet use. While the magnitude of this effect is not great in the case of the former use, peer effects are quite marked in that of Internet consumption. Moreover, gender differences are observed when media consumption is examined separately. Thus, peer effects on console use are statistically significant only for boys, while the influence of peers on an individual’s Internet use is higher among boys than it is among girls.  相似文献   

A keynote to the pre‐conference symposium on the international aspects of the white house conference on library and information services     

Toni Carbo Bearman 《The Information Society》2013,29(2):71-75

Abstract

Computer science in the United States is hard pressed to show broad utility to help justify billion dollar research programs and the value of educating well over 40,000 bachelor of science and master of science specialists annually in the United States. The Computer Science and Telecommunications Board of the U.S. National Research Council recently has issued a report, “Computing the Future” (Hartmanis &; Lin 1992), which sets a new agenda for computer science. The report recommended that computer scientists broaden their conceptions of the discipline to include computing applications and domains to help understand them. This article argues that many computer science graduates need some skills in analyzing human organizations to help develop appropriate systems requirements, because they are trying to develop high‐performance computing applications that effectively support higher performance human organizations. It is time for academic computer science to embrace organizational analysis (the field of Organizational Informatics) as a key area of research and instruction.  相似文献   

COIL on Wheels: A Library Professional Development Roadshow     

Toni Hoberecht  Emily Brown 《Medical reference services quarterly》2013,32(3):286-293

Professional development for instruction librarians is in danger of coming to a standstill in difficult economic times. COIL on Wheels is a professional development roadshow developed by the Community of Oklahoma Instruction Librarians to allow librarians with budget and staffing issues to benefit from peer training. By matching member librarian interests with institutional needs, librarians can visit institutions in their geographic area to provide their colleagues with low-cost or free training. This article discusses the origins of and rationale for this program and describes a successful implementation of this traveling professional development project.  相似文献   

We Ning-ed a Virtual Pre-Workshop: Now What?     

Amanda Lemon  Toni Hoberecht  Emily Brown 《The Reference Librarian》2013,54(3):208-217

In 2009, a group of instruction-minded librarians in Oklahoma added unconference-like elements to their usual workshop structure and agenda to make their workshop more participatory and attendee-driven. The result was a virtual pre-workshop hosted on a Ning social networking site. The virtual pre-workshop enhanced the actual physical workshop in several ways. The group's new challenge: where to host its new pre-workshop format without Ning and how to gear the new format to be more mobile friendly while not excluding non-mobile interested workshop participants.  相似文献   

Active citizenship through sport education     

Toni M. O'Donovan  Ann MacPhail  David Kirk 《Education 3-13》2013,41(2):203-215

Sport education (SE) is an instruction model developed amid concerns about the lack of authentic, legitimate opportunities for young people to experience sport through physical education and was designed to facilitate enhanced links between experiences in physical education and those in the wider world of sport. The paper discusses how one UK primary school delivered key citizenship education learning through the use of SE. The research reported here is based on interviews with teachers and students in Year 6 at one co-education, state-run primary school. The paper highlights the possibilities for teaching citizenship through the medium of sport while recognising the central importance of the creative teaching approach rather than the subject matter of sport in facilitating the development of active citizenship. The possibilities for citizenship education through sport to be celebratory and supportive of real-world discourses are highlighted. As a solution to the overcrowded curriculum in primary schools, SE has been embraced and developed by the teachers in ‘Forest Gate School’.  相似文献   

(un)Doing the Next Generation Science Standards: climate change education actor-networks in Oklahoma     

Nicole M. Colston  Toni A. Ivey 《教育政策杂志》2013,28(6):773-795

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The social tasks of learning to become a physical education teacher: considering the HPE subject department as a community of practice     

Karen Sirna  Toni Rossi 《Sport, Education and Society》2013,18(3):285-300

Initial teacher education (ITE) students participate in various workplaces within schools and in doing so, form understandings about the numerous, and at times competing, expectations of teachers’ work. Through these experiences they form understandings about themselves as health and physical education (HPE) teachers.

This paper examines the ways communities of practice within HPE subject department offices function as sites of workplace learning for student teachers. In particular this research focused on how ITE students negotiate tacit and contradictory expectations as well as social tasks during the practicum and the ways in which their understandings are mediated through participation in the workspace.

Qualitative methods of survey and semi-structured interview were used to collect data on a cohort of student teachers during and following their major (10 week) practicum experience. Analysis was informed by theories of communities of practice (Wenger, 1998 Wenger, E. 1998. Communities of practice: learning, meaning, and identity, Cambridge: Cambridge University Press. [Crossref] , [Google Scholar]), workplace learning (Billett, 2001 Billett, S. 2001. Learning in the workplace: strategies for effective practice, Crows Nest, NSW: Allen & Unwin.  [Google Scholar]), and social task systems (Doyle, 1977 Doyle, W. 1977. Learning in the classroom environment: an ecological analysis. Journal of Teacher Education, 28(6): 51–55. [Crossref], [Web of Science ®] , [Google Scholar]).

It was evident that considerable effort, attention, and energy was expended on various interrelated social tasks aimed at building positive relationships with their supervisor and other HPE teachers at the school. The social dynamics were highly nuanced and required a game-like approach. In our view the complexity that student teachers must negotiate in striving for an excellent evaluation warrants specific attention in physical education teacher education (PETE) programs. This study raises questions regarding our responsibilities in sending student teachers into contexts that might even be described as toxic. We offer some suggestions for how PETE might better support students going into practicum contexts that might be regarded as problematic workplaces.  相似文献   

Evaluating teacher and learner readiness to use Facebook in an Australian vocational setting     

Toni Connolly  Jill Willis  Margaret Lloyd 《Studies in Continuing Education》2019,41(1):61-75

There has been a progressive move towards the adoption of social media in formal post compulsory learning. This qualitative study evaluated the readiness of teachers and students to use Facebook to enhance learning in a tertiary vocational setting in Australia despite a lack of support from the institute. Readiness was understood to be the balance sought between potential energy available (power) and the energy required for change (load). The findings, from surveys and focus group interviews, show that students were much more likely than teachers to have a Facebook account and to be interested in using Facebook as part of their learning. Agreed benefits, evident through a student-initiated closed Facebook group, included collaboration through sharing resources, knowledge and ideas, increased communication with peers and teachers, and a platform that was familiar to students. The difference lay in perceptions of purpose, places and spaces for learning, and an understanding of social norms.  相似文献