‘That Excellent Sample of a Professional’: Dan Maskell and the Contradictions of British Amateurism in Twentieth-century Lawn Tennis     

Robert J. Lake 《Sport in History》2016,36(1):1-25

This article critically examines the life and career of Daniel ‘Dan’ Maskell OBE CBE (1908–1992), the much-loved British professional coach and BBC commentator for Wimbledon. It positions his social ascendancy during the inter-war and post-war periods within the contexts of shifting class relations in British society, and the professionalisation of tennis and growing performance orientation of amateur tennis authorities in Britain. Given his working-class origins, Maskell's gradual acceptance into the British lawn tennis fraternity and rise to become ‘the voice of Wimbledon’ and, for some, the personification of traditional British sporting amateur values, was something of an enigma, and reflected key contradictions in what amateurism constituted in the twentieth century. Despite enduring systematic discrimination in clubs and exclusion from amateur competitions, as a consequence of him being a ‘professional’, he remained a chief proponent of the amateur ideology throughout his lifetime and exhibited numerous personal qualities that endeared him to the upper-middle-class establishment: modesty, loyalty, integrity, conservative views on player behaviour, deference to authority, strong work-ethic, and a good-humoured nature. Once tennis went ‘open’ in 1968, and throughout a period when professionalism and commercialism threatened to undermine the sport's core ideals, Maskell continued to represent and promote amateur ideals through his broadcasting ethics and values.  相似文献   

Set it and Forget it (Almost): How We Make DIY 3D Printing Work in Our Library     

Erica Lenton  Carolyn Dineen 《Public Services Quarterly》2016,12(2):179-186

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From balance to blasphemy: shifting metaphors for researching early childhood education     

Felicity McArdle  Erica McWilliam 《International journal of qualitative studies in education》2013,26(3):323-336

This paper seeks to make trouble for the metaphor of ‘balance’ in early childhood education research, drawing on the arguments of Gore (, ), Haraway (), McWilliam (), and a study (McArdle, ) that was designed to focus not only on teacher practice, but also to inquire into ways of speaking teacher practice. Our rationale for trouble‐making is to ask questions about the way that the imperative to ‘balance’ disallows the investigation of pedagogy as a more complex field of practice, one that is inevitably riddled with unresolved and unresolvable contradictions and tensions. To understand how it is possible to think structure as freedom, we are forced to refuse any neat distinction between what enables and what constrains (McWilliam, ). For Haraway (), inquiry is ‘blasphemous’ when it refuses to ‘see’ practices in terms of the possibility of resolution, focusing instead on the irony of their unresolvability.  相似文献   

Book review: The pupil shop     

Stern Erica 《The Urban Review》1974,7(4):331-336

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Reader response     

Erica DeFrain  April Hathcock  Turner Masland  Nicole Pagowsky  Annie Pho  Miriam Rigby 《College & Undergraduate Libraries》2016,23(2):217-220

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Engaging Across Intractable Differences: Why,When, and How Should Educators Work With?          下载免费PDF全文

Danielle Lake 《Educational theory》2017,67(6):693-711

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Early investment: the use of Action Research in developing the role of an educational psychologist in an early years setting     

Erica Douglas-Osborn 《Educational Psychology in Practice》2017,33(4):406-417

This research considers the role an educational psychologist could play within one early years setting over an academic year, using an Action Research and a Research and Development in Organisations framework. A model of practice was developed based on the needs of the setting that included being more frequently involved with casework and conducting work aimed at supporting early years practitioners and parents/carers. This research suggests there is a greater role for educational psychologists within early years, involving more than conducting casework, through providing a more holistic and intensive approach to supporting practitioners, parents/carers and children. This supports the existing literature as well as advocating a more extensive role within early intervention services.  相似文献   

Does speed matter? A comparison of the effectiveness of fluency and discrete trial training for teaching noun labels to children with autism     

Erica Holding  Melissa A. Bray  Thomas J. Kehle 《Psychology in the schools》2011,48(2):166-183

This study used an alternating‐treatment design to compare the efficacy of discrete trial training (DTT) with fluency training (FT) for the acquisition, stimulus generalization, and retention of noun labels in children with autism. Four elementary‐age students diagnosed with autism were taught to expressively label nouns using a DTT format and a FT format. A between‐treatments comparison of the total number of nouns retained at 6 weeks post intervention was also conducted to compare retention. The results of this study showed that FT was superior to DTT in all of these areas. © 2010 Wiley Periodicals, Inc.  相似文献   

Serving and supporting young children with a dual diagnosis of hearing loss and autism: the stories of four families     

Myck-Wayne J  Robinson S  Henson E 《American annals of the deaf》2011,156(4):379-390

The research on young children with a dual diagnosis of hearing loss and autism spectrum disorder (ASD) is meager and scattered. Pockets of research on this population of children suggest that it is difficult to make the diagnosis of ASD in children with hearing loss. A case study design was used to examine the diagnostic process for young children and their families. The study found that the diagnosis of hearing loss was made first and that obtaining an ASD diagnosis and the appropriate services was complicated. The findings provide insight into how to support and provide intervention to families with children who have a dual diagnosis.  相似文献   

Commentary on Susan Isaacs     

Erica Burman 《Gender and education》2011,23(2):211-213

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