Implementing the Contract: the technical and vocational education initiative     

Chris Shilling 《British Journal of Sociology of Education》1986,7(4):397-414

Participating schools have a contractual responsibility to recruit a ‘balanced intake’ of students to TVEI courses. However, in many schools it is form teachers who have the eventual job of promoting TVEI to both sexes ‘across the ability range’.

What this recruitment structure does not allow for is that form teachers may be affected by a number of ‘sources of influence’, the effects of which do not coincide with this objective.

The aim of this paper is to build up a picture of the school as an ‘open ended’ interrelating totality, within which form teachers confront the demand for a ‘balanced intake’ alongside a number of other, potentially conflicting factors.  相似文献   

Action Research: a Methodology for Change and Development - by Bridget Somekh     

Chris  Kyriacou 《British Journal of Educational Studies》2007,55(4):468-469

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Lifelong Learning: Concepts and Contexts - Edited by Peter Sutherland and Jim Crowther     

Chris  Kyriacou 《British Journal of Educational Studies》2007,55(2):226-227

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Old Enemies？     

Phillip Patrick  Chris Cavey 《英语沙龙》2011,(11):17-17

本专栏由英国大使馆文化处供稿,旨在让读者从中学习地道英文,体悟英文百味。本期介绍了英国的四个组成部分——英格兰、苏格兰、威尔士和北爱尔兰之间的“恩怨”与“宿仇”。由于英格兰地域广,政治、经济实力强,不了解英国的人通常误把英格兰当英国。但是,在体育上,其他几个“兄弟”可是要扳回一城的……  相似文献   

Action groups as a participative strategy for leading whole-school health promotion: Results on implementation from the INCLUSIVE trial in English secondary schools     

Emily Warren  Leonardo Bevilacqua  Charles Opondo  Elizabeth Allen  Anne Mathiot  Grace West  Farah Jamal  Russell Viner  Chris Bonell 《British Educational Research Journal》2019,45(5):979-1000

Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers.  相似文献   

The performance environment of the England youth soccer teams     

Pain MA  Harwood C 《Journal of sports sciences》2007,25(12):1307-1324

In the present study, we examined the performance environment of the England youth soccer teams. Using a semi-structured protocol with a prospective sample, national coaches (n = 6), sport scientists (n = 3), and players (n = 4) were interviewed directly following international tournaments about the factors that positively and negatively influenced performance. Qualitative content analysis revealed the following factors as major positive influences on performance: adhering to a consistent tournament strategy, player understanding, strong team cohesion, organized entertainment activities, detailed knowledge of opposition, an effective physical rest/recovery strategy, and previous tournament experience. Major factors perceived to have negatively influenced performance included: over-coaching, player boredom, player anxiety, physical superiority of the opposition, physical fatigue over the tournament, problems sleeping, and lack of information on the opposition. Eight overall dimensions emerged to describe the performance environment: planning and organization, physical environment, tactical factors, development and performance philosophy, psychological factors, physical factors, social factors, and coaching. The findings support recent work that suggests the performance environment is multifaceted, with performance being contingent upon a broad range of interacting factors that go beyond the traditional psychosocial and physical domains.  相似文献   

The effect of periodized resistance training on accelerative sprint performance     

Moir G  Sanders R  Button C  Glaister M 《Sports biomechanics / International Society of Biomechanics in Sports》2007,6(3):285-300

The purpose of this study was to assess the effect of periodized resistance training on accelerative sprint performance. Sixteen physically active men participated in a randomized controlled study. An experimental group (n = 10) completed an 8-week periodized resistance training intervention, while a control group (n = 6) did not train. Pre- and post-training measures of 20-m straight-line sprint time, including a 10-m split, maximum strength, and explosive strength, were recorded. Flight time, stance time, stride length, and stride frequency were quantified from digitized video recordings of the first three strides of the 20-m sprint. Resistance training resulted in significant increases in maximum strength (parallel back squat: 19%) and explosive strength (6-10%). However, both groups increased 0-10 m sprint times (experimental group = 6%; control group = 3%) while 10-20m times were reduced (experimental group = 7%; control group = 4%), highlighting the mechanical differences between the distinct sprint phases. The change during the 0-10m interval was accompanied by a reduction in stride frequency during the first three strides. Strength coaches should be aware that the potential benefits of increased muscular strength during short sprints are likely to be affected by mechanical specificity and that improvements in sprinting performance may not occur immediately after a period of resistance training.  相似文献   

Increasing your training ROI: Tying training to performance management for improved performance     

Chris Altizer 《Performance Improvement》1994,33(3):30-34

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The assessment of at-risk infants and toddlers with the Bayley Mental Scale and the Battelle Developmental Inventory: Beyond the data     

Kathryn C. Gerken  Michelle J. Eliason  Chris R. Arthur 《Psychology in the schools》1994,31(3):181-187

The purpose of this study was to compare the usefulness of the Bayley Scales of Infant Development (BSID)-Mental Scales and the Battelle Developmental Inventory (BDI) in assessing the abilities of infants and toddlers from teen-parent families. The 34 children lived with their mothers, who ranged in age from 15 to 21. The results of the study indicate that these two developmental instruments cannot be used interchangeably and that one needs to look beyond the psychometric data in order to understand the results of infant and toddler assessment. The correlation between the BSID-Mental Development Index (MDI) and BDI Total score was −.03.  相似文献   

Influence of upright versus time trial cycling position on determination of critical power and W′ in trained cyclists     

Mehdi Kordi  Chris Fullerton  Louis Passfield  Len Parker Simpson 《European Journal of Sport Science》2019,19(2):192-198

Body position is known to alter power production and affect cycling performance. The aim of this study was to compare mechanical power output in two riding positions, and to calculate the effects on critical power (CP) and W′ estimates. Seven trained cyclists completed three peak power output efforts and three fixed-duration trial (3-, 5- and 12-min) riding with their hands on the brake lever hoods (BLH), or in a time trial position (TTP). A repeated-measures analysis of variance showed that mean power output during the 5-min trial was significantly different between BLH and TTP positions, resulting in a significantly lower estimate of CP, but not W′, for the TTP trial. In addition, TTP decreased the performance during each trial and increased the percentage difference between BLH and TTP with greater trial duration. There were no differences in pedal cadence or heart rate during the 3-min trial; however, TTP results for the 12-min trial showed a significant fall in pedal cadence and a significant rise in heart rate. The findings suggest that cycling position affects power output and influences consequent CP values. Therefore, cyclists and coaches should consider the cycling position used when calculating CP.  相似文献