Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday 'Philosophies'     

Ken Green 《Sport, Education and Society》2013,18(1):65-83

This paper seeks to explain the socio-genesis of PE teachers' 'Philosophical' (or, rather, ideological) orientations from a sociological (specifically, figurational) perspective. Starting from the premise that such 'philosophies' cannot be adequately explained by studying either the ideas themselves or the teacher (him or herself) in isolation, it argues that PE teachers' everyday 'philosophies', and the underlying ideologies therein, can only be fully understood when teachers are located in the figurations they form with each other--as inescapably interdependent people. Two salient dimensions of the figurations of PE teachers are identified as their deeply-rooted attachments and associated convictions (e.g. towards the value of sport) and their practice of PE or, more precisely, the constraints circumscribing their practice. It is claimed that whilst various social processes (such as medicalization and professionalization) may well prove to be motors that drive psychical change towards health and academic ideologies within PE teachers' views on the nature and purposes of their subject, the particular blend of continuity alongside change--to be found at the personal, local and national levels of their figurations--manifests itself in the continuing pre-eminence of a sporting ideology in the everyday 'philosophies' of PE teachers.  相似文献   

Busy doing nothing? Physical education teachers' perceptions of young people's participation in leisure-sport     

Ken Green  Andy Smith  Miranda Thurston 《Sport, Education and Society》2013,18(4):401-420

Within the substantial body of research examining the professional knowledge of physical education (PE) teachers one particular area remains relatively under-explored: namely, their understandings of young people's participation in leisure-sport and the implications of this, if any, for the practice of PE. There are grounds for thinking, however, that in this aspect of their professional knowledge PE teachers might not be as conversant with patterns of participation—among young people, generally, and their own pupils, in particular—as one might expect. In order to examine this tentative hypothesis, the present study involved focus groups with a total of 29 PE teachers at six secondary schools in England. A central finding of the study was that PE teachers' perceptions of their youngsters' leisure-sport lives tended to be characterized by a blend of myth and reality. Many teachers, for example, underestimated the levels of participation in leisure-sport both of their own pupils and the 15–16 years age group, generally. Nevertheless, the teachers' observations regarding what amounted to growing and diversifying sporting repertoires among their pupils were, to a greater or lesser degree, commensurate with the profiles reported by the pupils, and with wider trends associated with the changing lifestyles and preferences of young people. The paper concludes by briefly locating this study of professional knowledge within the sociology of knowledge, while observing that the content and form of PE for Year 11 pupils at the six schools in this study appeared to be informed by the common-sense, everyday knowledge of PE teachers rather than by evidence from national or local surveys of young people or studies of their own pupils.  相似文献   

‘The helping,the fixtures,the kits,the gear,the gum shields,the food,the snacks,the waiting,the rain,the car rides … ’: social class,parenting and children's organised activities     

Sharon Wheeler  Ken Green 《Sport, Education and Society》2013,18(8):788-800

ABSTRACT

Class-related parenting cultures and ideologies have been of considerable interest to academics over the last two decades. Much of the research thus far has focused on exploring Annette Lareau's conceptualisations of ‘natural growth’ and ‘concerted cultivation’ and the implications for outcomes in relation to education. The focus of the present article is organised activities, which are a central but as yet relatively under-researched feature of middle-class parenting. The findings are based upon 73 semi-structured interviews with parents and children from 48 middle-class families living in and around a small city in northern England. The article reveals that initiating and facilitating children's organised activities is considered a central aspect of ‘good’ parenting in middle-class social networks. It is shown how this is a consequence of several developments within society over the past three decades or so, including the rising levels of maternal employment, the growing competitiveness of the labour market and the increasing concerns related to children's health and safety. It is argued that these developments have heightened middle-class parents’ predisposition to not only be involved with and invest in their children's leisure biographies, but to do so in a more deliberate, rigorous and rational manner.  相似文献   

Perinatal mortality counseling program for families who experience a stillbirth     

Kellner KR  Best EK  Chesborough S  Donnelly W  Green M 《Death education》1981,5(1):29-35

The emotional impact of a stillbirth on a family has only recently begun to be appreciated. Literature regarding the grieving process in these families has been relatively scant and does not often facilitate applied approaches. The Perinatal Mortality Counseling Program (PMCP) at Shands Teaching Hospital, Gainesville, Florida, provides crisis intervention and support for these families as well as serving a research function. This article outlines the program, including its history, composition, procedures, and research.  相似文献   

文艺复兴时期关于亚里士多德《修辞学》的论争:传播理论的跨文化解读     

劳伦斯·葛林  陈汝东 《福建师范大学学报(哲学社会科学版)》2007,(2)

本演讲探讨了欧洲早期文艺复兴期间(大约1350-1700)为解读亚里士多德的《修辞学》中的论述所做出的努力,讨论了欧洲的注释者在理解亚里士多德的《修辞学》中所遇到的困难,关注了当时学者意料之外的某些论争,并力图阐释引起这些论争的原因。作者认为,人们力图阐释关于一种文化的论述并力图从另一种文化的需求和兴趣来解读这种论述的努力对中美两国具有重要意义,这些阐释所可能引发的结果也具有积极意义。作者的这种解读对当今世界——对中国和“西方”国家富有更为广泛的意义——因为他在试图解读产生于一种文化而被转译到另一种文化的修辞学和传播学理论。作者指出,在欧洲文艺复兴时期,人们相信修辞学和社会很大程度上是一回事。修辞学能够使人们避免暴力、摆脱兽性,使许多不同人的思想统一起来,促成一种包容各种矛盾的和谐社会。修辞学使我们变得文明。  相似文献   

Assessing Model Similarity in Structural Equation Modeling     

Keke Lai  Samuel B. Green  Roy Levy  Ray E. Reichenberg  Yuning Xu  Marilyn S. Thompson 《Structural equation modeling》2016,23(4):491-506

Two models can be nonequivalent, but fit very similarly across a wide range of data sets. These near-equivalent models, like equivalent models, should be considered rival explanations for results of a study if they represent plausible explanations for the phenomenon of interest. Prior to conducting a study, researchers should evaluate plausible models that are alternatives to those hypothesized to evaluate whether they are near-equivalent or equivalent and, in so doing, address the adequacy of the study’s methodology. To assess the extent to which alternative models for a study are empirically distinguishable, we propose 5 indexes that quantify the degree of similarity in fit between 2 models across a specified universe of data sets. These indexes compare either the maximum likelihood fit function values or the residual covariance matrices of models. Illustrations are provided to support interpretations of these similarity indexes.  相似文献   

College Students' Study Strategies as a Function of Testing: An Investigation into Metacognitive Self-Regulation     

Margaret E. Ross  Samuel B. Green  Jill D. Salisbury-Glennon  Nona Tollefson 《Innovative Higher Education》2006,30(5):361-375

We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment  相似文献   

Ambivalent journey: Teacher career paths in Oman     

David W. Chapman  Thuwayba Al-Barwani  Fathiya Al Mawali  Elizabeth Green 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,24(4):387-403

This study investigated the career paths of 625 university graduates who prepared to be secondary school teachers in Oman, their assessment of their current work situation, and the extent to which their initial commitment to teaching was related to their subsequent career satisfaction and intention to remain in teaching. While nearly all graduates entered teaching, their decision was marked by ambivalence. Nearly half of the graduates reported being only somewhat or not at all committed to teaching as a career when they graduated. It also appears that initial commitment to teaching operates as an important lens through which teachers view their subsequent careers. Those initially more committed to teaching were more likely to be satisfied with the progress they made in their career, more likely to think that their current teaching position offered them opportunities for advancement, and more likely to want to remain in teaching than were graduates who had a lower initial commitment to teaching. The authors discuss both the theoretical and practical implications of these findings.  相似文献   

Analysing religion and education in Christian academies     

Elizabeth Green 《British Journal of Sociology of Education》2012,33(3):391-407

This paper asserts that the religious assumptions of Christian academies need to be fully examined in relation to any analysis of their cultural practices, impact or policy implications. It proposes that Bourdieu’s concepts of habitus, cultural capital and symbolic power can be broadened out from their traditional use in accounting for social positioning in order to explore the interaction of religious faith and institutional culture. The emergent analytical framework outlined relies on series of theoretical tools drawn from Bourdieu whose social theory and concepts are already employed extensively in sociology of education research and studies of religion.  相似文献   

Enthusiasts,fence-sitters and sceptics: faculty perspectives on study abroad in Australia and the Czech Republic     

Wendy Green  Patricie Mertova 《高等教育研究与发展》2014,33(4):670-683

Although governments and universities worldwide recognise the value of study abroad as a means to prepare graduates to live and work in a globalising world, there is a wide gap between the rhetoric and reality. The reasons for this are complex, but one factor, not often discussed, is the role academics play in study abroad. This paper explores academics' perceptions of study abroad in universities within two higher education systems: Australian and Czech. Findings from both countries are considered across four themes: academics' perceived value of study abroad; ‘internationalising’ academic staff; academics' concerns about student equity and integrating study abroad into the curriculum at home. The implications for practice and further research are discussed.  相似文献