A qualitative study of the impact of the London 2012 Olympics on families in the East Midlands of England: lessons for sports development policy and practice     

Chris Mackintosh  Natalie Darko  Zoe Rutherford  Hetty-May Wilkins 《Sport, Education and Society》2015,20(8):1065-1087

The dynamics and culture of families are central to individual and community sport and physical activity participation. This research project examined the lived experiences and day-to-day realities of the London 2012 Olympics from the perspectives of five families in the East Midlands region of England. The aims of the project were to assess the influence the Games had on shaping family sports participation, influencing social and health relationships within the families through sports and reactions to the 2012 Olympics. The study was conducted through the generation of rich qualitative data from pre- and post-Games interviews as well as production of video diary data by the families and young people themselves to gather micro-level information on the realities of ‘legacy’ for families. Findings from this research project illustrate that prior parental socialisation into sport shaped current attitudes to legacy and children and mothers and fathers had mixed reactions to the actual presence of legacy. There are also clear sports development challenges around accessibility, cost, project design, the non-family-friendly nature of some schemes present during the potential consumption of legacy that have consequences for future research in this embryonic area. Implications from the study include the need to locate the family as a more central concern for policy makers in sports development practice. The study has questioned the assumed virtuous legacy of the London 2012 Games from the perspective of families on a day-to-day micro-level. Instead, a far more complex and diverse picture from the perspective of the family has been presented that requires further critical research on this little explored topic of policy and practice in sports development.  相似文献   

National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic     

Louise Hayward  Jo-Anne Baird  Simon Allan  Thomas Godfrey-Faussett  Carolyn Hutchinson  Ellen MacIntosh  Ashmita Randhawa  Ernest Spencer  Margaret Lesley Wiseman-Orr 《European Journal of Education》2023,58(1):83-97

Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high-stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid-19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid-19, trust must be re-built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system.  相似文献   

BMI-referenced cut-points for recommended daily pedometer-determined steps in Australian children and adolescents     

McCormack GR  Rutherford J  Giles-Corti B  Tudor-Locke C  Bull F 《Research quarterly for exercise and sport》2011,82(2):162-167

The purpose of this study was to establish sex-specific criterion-referenced standards for pedometer-determined physical activity related to body mass index (BMI)-defined weight status among youth. We analyzed data from 7-16-year-old boys (n = 338) and girls (n = 337) and used pedometer-assessed physical activity and anthropometric data to derive average steps/day and BMI. Sex-specific criterion-referenced standards for steps/day relating to healthy weight and overweight/obese were determined using the contrasting groups method. Healthy weight children took more steps/day than overweight or obese (boys: 14,413 vs. 12,088, and girls: 12,562 vs. 10,114, respectively; p < .001). The optimal BMI-referenced cut-point emerging flom our sample was 16,000 steps/day for both boys and girls. Our results and those reported elsewhere suggest that youth take insufficient pedometer-determined steps/day to avoid becoming overweight.  相似文献   

On Scholars and Pragmatists and Fitting It All In     

Ernest Roe 《高等教育研究与发展》1988,7(2):163-175

The author looks back on his career as an academic in Australia, tracing both his own and higher education's descent into pragmatism. In particular, he re‐examines 25 years later the AVCC working party report on Teaching Methods in Australian Universities of which he was a co‐author.  相似文献   

大海诗人与朗费罗     

赵秀明 《世界文化》2006,(1):23-23

把大海当作知音,当作既不能摆脱的心中的哈姆雷特又不能使之拥有一刻平静的累尔提斯,这是现代人的理念。拜伦和雪莱在诗中创造了大海;海涅把大海当作知音,向它诉说自己的爱情;华兹华斯将大海当作道德感化的力量;伯朗宁一反诗人们的常态,以自己的方式热爱着大海;在马休·阿诺德心中,大海是命运之声,传达的是失意和绝望;雨果与大海交流就像跟谦卑的朋友说话一样,发出的高谈阔论是前所未有的。那些抒情诗人们也都无不如此……但唯独在朗费罗心中,大海呈现给他的是康特·阿诺德斯眼中那威武的战舰;听到的只有水手们豪放而美妙的歌声,这歌声让人…  相似文献   

Verbal inactivity in tutorial groups,under conditions of varying preparation and leadership     

Ernest Baxter 《Higher Education》1985,14(6):723-740

The effects of variations in preparation and leadership on verbal inactivity in tutorial groups were investigated in a field-experimental setting. A factorial, randomized, longitudinal design was employed, with controls imposed over many of the identifiable extraneous effects. Four groups (n = 15) discussed problematic case study material under conditions of varying preparation (prepared vs. unprepared) and leadership (emergent vs. assigned leadership), for eight consecutive weekly sessions of one hour's duration. The principal hypotheses were tested by Chisquare analysis, and a cautious approach was adopted to the interpretation of statistically significant results, in that preparation or leadership effects were only taken as being of any theoretical or practical significance if they reached significance in at least three of the eight discussion sessions. Both preparation and leadership influenced verbal inactivity in groups. The obtained leadership effects were explained in terms of interaction-expectation theory, and behaviour modelling.  相似文献   

Reflections on Sidney Hook     

Robert Hessen  Ernest Benjamin Hook  John H. Bunzel  Ralph G. Ross  Milorad M. Drachkovitch  Yin Lujun 《Academic Questions》1990,3(1):9-23

  相似文献   

Active learning for postsecondary educators: A study of two learning designs     

Brent W. Poppenhagen  Ernest M. Schuttenberg  John P. Gallagher 《Innovative Higher Education》1982,6(4):242-257

Research and theory related to experiential learning hold important implications for designers and teachers in postsecondary educational organizations. Three current approaches to the investigation of active learning are discussed. A research study of two designs of a field-based graduate course is reported. Participants in both versions of the course responded to two questionnaires measuring their perceptions of their learning experiences. Twenty-three participants (55%) from the earlier version and twenty (95%) from the redesigned course responded. The findings, while not always consistent with conceptual expectations, revealed provocative relationships between theories of active learning. Effort to apply concepts of experiential learning to course design resulted in measurable differences in perceived quality of learning. Key questions for further investigation are highlighted.An earlier version of this paper was presented at the American Educational Research Association National Conference, Los Angeles, April, 1981.The authors wish to acknowledge the contributions of Millicent Nuver in the collection, processing, and analysis of the data reported in this study.  相似文献   

Global Media Governance: A Beginner's Guide, by Sean O Siochru and Bruce Girard, with Amy Mahan. Lanham, MD: Rowman & Littlefield, 2002. 224 pp. $21.95. ISBN 0-742-51566-4     

Ernest J. Wilson III 《The Information Society》2004,20(2):149-150

  相似文献   

Evaluation theory building     

Ernest R. House 《Studies in Educational Evaluation》1979,5(2):149-150

  相似文献