Categorising and defining popular psychological terms used within the youth athlete talent development literature: a systematic review     

Lea-Cathrin Dohme  Susan Backhouse  David Piggott  Gareth Morgan 《International review of sport and exercise psychology》2017,10(1):134-163

Inconsistencies in the use and definition of psychological terms within the talent development literature have been identified. To advance the scientific field, the creation of a shared language is recommended. This review aimed to systematically (1) identify terms used in empirical studies to describe psychological components purported to facilitate athletes’ development; (2) analyse the definition and meanings of these terms; and (3) group, label, and define terms into meaning clusters. A systematic review using a narrative approach to synthesise information was conducted. A comprehensive literature search of SPORTDiscus, PsycINFO, PsycARTICLES, and ERIC was completed in May 2015. In total, 21 empirical studies, published between 2002 and 2015, met the inclusion criteria and were included in the narrative synthesis. Thematic analysis was used to analyse the findings. Identified psychological terms were categorised as psychological skills or psychological characteristics. Psychological skills were defined as athletes’ ability to use learned psychological strategies (e.g., self-talk) to regulate and facilitate the enhancement of psychological characteristics. Psychological characteristics were defined as predispositions that impact upon athlete development (e.g., self-confidence). Despite being relatively enduring and consistent across a range of situations, psychological characteristics can be regulated and enhanced through the use of psychological skills.  相似文献   

Reappraising the Apparent Underachievement of Boys at School     

Stephen Gorard  Gareth Rees  Jane Salisbury 《Gender and education》1999,11(4):441-454

This article challenges two widely-held beliefs about the differences in the performance of boys and girls at school. The 'gap' between the achievement of boys and girls is not growing, and may be shrinking. The gap is not predominantly a problem of low achievement, nor is it uniformly distributed across the range of attainments. The gap, in favour of girls, mainly appears at the higher levels in any assessment. The change in understanding of the nature of the gender gap described here comes from simple methodological advances in the analysis of gendered results in examination and statutory assessments. The implications for research and policy in this area are substantial, since unless the nature of the problem is well understood research may be directed at explicating, and policy directed at ameliorating, a gender gap of a form which simply does not exist. For example, while disaffection from the process of education may be a very real problem and certainly one that is worthy of research, there is little evidence here that it is primarily a gender-related problem.  相似文献   

Ethical Perspectives on Body Donation Following Physician-Assisted Death     

David Gareth Jones 《Anatomical sciences education》2020,13(4):504-511

The increasing availability of physician-assisted death (PAD) has opened up a novel means of making donated bodies available for anatomical dissection. This practice has come to the fore in Canada, but is unlikely to be confined to that country as legislation changes in other countries. The ethical considerations raised by this development are placed within the framework of the ethical guidelines on body donation promulgated by the International Federation of Associations of Anatomists. The discussion centers on understanding the ethical dimensions of moral complicity, and whether it is accepted or rejected. If rejected it is possible to separate ethical concerns regarding PAD from subsequent use of donated bodies, as long as there is fully informed consent and complete ethical and procedural separation of the two. Openness about the origin of bodies for dissection is essential. Students should be instructed on the nuances of moral complicity, and consideration be given to those with moral doubts about PAD. Two issues are raised in considering whether these moves represent an ethical slippery slope: the attraction represented by obtaining relatively “high quality” bodies, and the manner in which organ donation following PAD has led to challenges to the dead donor rule. Although body donation raises fewer concerns, the ethical dimensions of the two are similar. The ethical constraints outlined here have the capacity to prevent an ethical slippery slope and constitute a sound basis for addressing an innovative opportunity for anatomists.  相似文献   

Editorial     

Gareth Parry 《Higher Education Quarterly》1997,51(2):111-112

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Manpower issues in educational investment: a consideration of planning processes and techniques : George Psacharopoulos,Keith Hinchliffe,Christopher Dougherty and Robinson Hollister. Washington,DC: World Bank Staff Working Papers No. 624, 1983. pp. 99. Price: $5.00.     

Gareth Williams 《Economics of Education Review》1985,4(1):83-84

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Reconceptualising inquiry in science education     

Stuart Bevins  Gareth Price 《International Journal of Science Education》2016,38(1):17-29

Decades of discussion and debate about how science is most effectively taught and learned have resulted in a number of similar but competing inquiry models. These aim to develop students learning of science through approaches which reflect the authenticity of science as practiced by professional scientists while being practical and manageable within the school context. This paper offers a collection of our current reflections and suggestions concerning inquiry and its place in science education. We suggest that many of the current models of inquiry are too limited in their vision concerning themselves, almost exclusively, with producing a scaffold which reduces the complex process of inquiry into an algorithmic approach based around a sequence of relatively simple steps. We argue that this restricts students’ experience of authentic inquiry to make classroom management and assessment procedures easier. We then speculate that a more integrated approach is required through an alternative inquiry model that depends on three dimensions (conceptual, procedural and personal) and we propose that it will be more likely to promote effective learning and a willingness to engage in inquiry across all facets of a students’ school career and beyond.  相似文献   

Research‐capacity building,professional learning and the social practices of educational research     

Gareth Rees  Stephen Baron  Ruth Boyask  Chris Taylor 《British Educational Research Journal》2007,33(5):761-779

There have been numerous attempts in the past few years within education research—and social science research more generally—to alter the character of research practice(s). In particular, there has been a systematic effort to address perceived shortcomings in research practice through a series of ‘research‐capacity building’ initiatives, aimed at the restructuring of professional learning. In this article the authors explore empirically the ways in which different modes of professional learning are implicated in the social practices of education research. These considerations lead to the conclusion that the currently dominant approaches to research‐capacity building are based on an underestimation of the difficulties in influencing the professional learning of educational researchers significantly and, thereby, changing the practices of educational research. More realistic expectations of these forms of research‐capacity building, in turn, suggest the need to develop alternative approaches that acknowledge the exigencies of the current social organisation of educational research more fully.  相似文献   

The language of performativity? A content analysis concerning differing constructions of leadership for secondary school PE departments     

Gareth Williams 《School Leadership & Management》2017,37(3):311-329

The aim of this paper was to analyse how teachers and government may differ in their views regarding the qualities required to be an effective middle manager with responsibility for Physical Education (PE). Lines of inquiry were based upon the practices associated with a performative work culture and how this has affected teacher language. There is a perception that Heads of Physical Education (HoPE) could possibly hold different views to those espoused by government. A content analysis was used to research differences between the language used by HoPE in the form of questionnaire responses and that used by government through OFSTED publications. An analysis of job adverts for middle management positions in PE was also undertaken to provide an extra dimension for comparison. Results showed that OFSTED documents reflecting government ideology used a language of performativity to describe leadership characteristics at a higher rate than that used by HoPE who revealed a preference for more personal, human attributes. However, both the HoPE responses and the school job adverts did use some performative language. A Foucauldian analysis of these findings suggested that middle managers, in particular, may be reluctantly using performative language to ‘play the game’ within differing power networks in order to claim limited resources.  相似文献   

A qualitative approach to understanding the role of lecture capture in student learning experiences     

Gareth Hall  Antonia Ivaldi 《Technology, Pedagogy and Education》2017,26(4):383-394

Lectures continue to be the dominant form of university teaching, and lecture capture technologies are tentatively taken up to support this form of delivery, rather than being used as a viable alternative. Much of the previous research, however, has been self-reports or survey-based, with far less attention given to qualitative explorations. This study aims to bridge this gap by using qualitative methods in order to examine students’ experiences of lecture capture provisions within the context of their own learning by utilising six focus groups to generate data. Thematic analysis was used to understand group opinions and experiences of lecture capture within university teaching. Two conceptual themes emerged: enhancing the learning environment and working and learning strategically. Results show that the value of lecture capture provisions could not be fully evaluated by students without considering their current learning environments. The main positive function of lecture capturing was to alleviate negative perceptions of lectures as a learning event, but it also provided students an opportunity to learn strategically. The extent to which lecture capturing develops and enhances the learning experience is discussed. Recommendations for how universities could utilise lecture capturing are proposed.  相似文献   

‘Widening Access’ to higher education: the reproduction of university hierarchies through policy enactment     

Ceryn Evans  Gareth Rees  Chris Taylor  Caroline Wright 《教育政策杂志》2019,34(1):101-116

Patterns of participation in higher education (HE) in the UK, as elsewhere, have been marked by social inequalities for decades. UK Governments have responded with a plethora of policies and agendas aimed at addressing this broad social issue. However, little is known about how higher education institutions (HEIs) interpret and ‘enact’ these policies in relation to institution-specific contexts. Drawing on concepts from policy sociology this paper examines how HEIs in one nation state, Wales, enact its Government’s policy on ‘widening access’ to higher education. Interviews with a range of ‘policy actors’ along with analyses of institutional ‘widening access’ policy documents, reveal divergences between HEIs in how this policy agenda is interpreted and delivered. These differences reflect institution-specific contexts – not least their internal politics and assumptions about the type of students they admit, but also their interests and priorities in relation to their positions within a global, marketised, HE system. The implications of this for the reproduction of university hierarchies in the UK, as well as social inequalities more generally are brought to the fore.  相似文献