‘Black and whiters’: the relative powerlessness of ‘active’ supporter organization mobility at English Premier League football clubs     

Jamie Cleland  Kevin Dixon 《Soccer & Society》2015,16(4):540-554

This article examines the reaction by Newcastle United supporters to the resignation of Kevin Keegan as Newcastle United manager in September 2008. Unhappy at the ownership and management structure of the club following Keegan’s departure, a series of supporter-led meetings took place that led to the creation of Newcastle United Supporters’ Club and Newcastle United Supporters’ Trust. This article draws on a non-participant observation of these meetings and argues that although there are an increasing number of ‘active’ supporters throughout English football, ultimately it is the significant number of ‘passive’ supporters who hamper the inclusion of supporters’ organizations at higher level clubs. The article concludes by suggesting that clubs, irrespective of wealth and success, need to recognize the long-term value of supporters. Failure to do so can result in fan alienation and ultimately decline (as seen with the recent cases of Coventry City and Portsmouth).  相似文献   

Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding     

Jamie?L.?JensenEmail author  Mark?A.?McDaniel  Steven?M.?Woodard  Tyler?A.?Kummer 《Educational Psychology Review》2014,26(2):307-329

In order to test the effect of exam-question level on fostering student conceptual understanding, low-level and high-level quizzes and exams were administered in two sections of an introductory biology course. Each section was taught in a high-level inquiry based style but was assigned either low-level questions (memory oriented) on the quizzes and exams, or high-level questions (application, evaluation, and analysis) on the quizzes and exams for the entirety of the semester. A final exam consisting of 20 low-level and 21 high-level questions was given to both sections. We considered several theoretical perspectives based on testing effect, test expectancy, and transfer-appropriate processing literature as well as the theoretical underpinnings of Bloom’s taxonomy. Reasoning from these theoretical perspectives, we predicted that high-level exams would encourage not only deeper processing of the information by students in preparation for the exam but also better memory for the core information (learned in the service of preparing for high-level questions). Results confirmed this prediction, with students in the high-level exam condition demonstrating higher performance on both the low-level final-exam items and the high-level final exam items. This pattern suggests that students who are tested throughout the semester with high-level questions acquire deep conceptual understanding of the material and better memory for the course information, and lends support to the proposed hierarchical nature of Bloom’s taxonomy.  相似文献   

Movement and physiological match demands of elite rugby league using portable global positioning systems   总被引：1，自引：1，他引：0  

Waldron M  Twist C  Highton J  Worsfold P  Daniels M 《Journal of sports sciences》2011,29(11):1223-1230

Twelve elite players from an English Super League club consented to participate in the present study using portable global positioning system (GPS) devices to assess position-specific demands. Distances covered at low-intensity running, moderate-intensity running, high-intensity running, very high-intensity running, and total distance were significantly (P < 0.05) lower in forwards compared with outside backs and adjustables. Metres per minute was higher in adjustables and forwards, owing to higher values for relative distance in medium-intensity running and a rise in high-intensity running from previous absolute values. Sprint distance, sprint frequency, and peak speed were higher in outside backs than both adjustables and forwards. A moderate, significant correlation (r = 0.62, P = 0.001) was apparent between session ratings of perceived exertion and summated heart rate. Results support the requirement for position-specific conditioning and provide preliminary evidence for the use of session ratings of perceived exertion as a measure of match load.  相似文献   

“两段式”单选题例析     

单旭珠 《英语辅导》2003,(5):18-19

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Accuracy and Fluency in List and Context Reading of Skilled and RD Groups: Absolute and Relative Performance Levels     

Joseph R. Jenkins  Lynn S. Fuchs  Paul Van Den Broek  Christine Espin  Stanley L. Deno 《Learning disabilities research & practice》2003,18(4):237-245

The purpose of this study was to examine (1) the performance levels and the magnitude of performance difference between students with reading disabilities (RD) and skilled readers when reading a typical classroom text; (2) the hypothesis that students with RD have specific difficulty using context in such a way that reading fluency is affected; and (3) whether RD subtypes may be differentiated according to performance on contextual and context‐free reading tasks. Two groups of fourth graders (85 skilled readers and 24 students with RD) completed a standardized test of reading comprehension, read aloud a folktale, and read aloud the folktale's words in a randomly sequenced list. Performance was scored as correct rate and percentage correct. Based on the number of words per idea unit in the passage, we also estimated the rate at which reader groups encountered and processed text ideas. Compared to the RD group, skilled readers read three times more correct words per minute in context, and showed higher accuracy and rates on all measures. Both context and isolated word‐reading rates were highly sensitive to impairment. We found no evidence for RD subtypes based on these measures. Results illustrate differences in reading levels between the two groups, the temporal advantage skilled readers have in linking text ideas, how word reading differs as a function of task format and performance dimension, and how limited word‐identification skills (not comprehension) produce contextual reading difficulties for students with RD.  相似文献   

In search of an effective source use pattern for writing argumentative and informative synthesis texts     

Vandermeulen  Nina  van den Broek  Brenda  Van Steendam  Elke  Rijlaarsdam  Gert 《Reading and writing》2020,33(2):239-266

Reading and Writing - In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying...  相似文献   

Preservice Teachers' Use of the Technology Integration Planning Cycle to Integrate iPads Into Literacy Instruction     

Amy Hutchison  Jamie Colwell 《Journal of Research on Technology in Education》2016,48(1):1-15

The purpose of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014 Hutchison, A., & Woodward, L. (2014). A planning cycle for integrating technology into literacy instruction. Reading Teacher, 67(6), 455–464. doi:10.1002/trtr.1225.[Crossref], [Web of Science ®] [Google Scholar]) to integrate iPads into literacy instruction. Analysis revealed two findings related to using the TIPC to plan instruction: (a) Though the TIPC provides a structured approach to planning that guides teachers in using their Technological, Pedagogical, and Content Knowledge (TPACK), the preservice teachers still used a technocentric approach to planning instruction and did not fully engage in all elements of the planning cycle; (2) even with the structured planning approach, preservice teachers had difficulty aligning their lesson content with the instructional goals of the lesson; and (3) preservice teachers rely on recommendations from their university classes when selecting apps to use in instruction, rather than independently seeking out resources. The implications of this research suggest the need to support preservice teachers in developing a professional learning network; the importance of a structured approach to planning technology integration to support preservice teachers; and considerations for helping preservice teachers develop their TPACK. (Keywords: Common Core State Standards, digital technology, instructional planning, TPACK, technology integration)  相似文献   

“Facebook Official,” “Hooking Up,” “Friends with Benefits”: Decoding the Terminology,Relationship Status,and Sexual Behaviors of Female College Students to Best Target Health Needs     

Alice R. Richman  Monica C. Webb  Lesley Eicher  Phyllis Adams  Jamie Troutman 《American journal of sexuality education》2017,12(2):136-147

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Neglected realities: exploring the impact of women’s experiences of violence on learning in sites of higher education     

Anne Wagner  Jamie Lynn Magnusson 《Gender and education》2005,17(4):449-461

Feminist pedagogy offers an exciting alternative to more conservative, traditional academic approaches, as it offers a site where women’s lives and experiences are accorded a place of importance and are considered worthy of theorizing. Within the last decade, feminism has been increasingly challenged to broaden its perspective and include the standpoints of those who are not part of the dominant group, whose voices have been traditionally silenced within academia. Issues of race, class, sexuality and ability have subsequently become a core focus of most women’s studies classrooms. Yet despite its transformative goals and sometimes radical pedagogical practices, these spaces often remain complicit in not fully acknowledging the impact of trauma on women’s lives. Drawing on the journal entries of first year social work students, this inquiry explores the impact of trauma on three women, struggling to negotiate the demands of academia, while simultaneously coping with memories of past abuse. It is argued that violence against women is a collective responsibility, rather than an individual pathology, as it has been conceptualized in the past. The findings highlight the need to address women’s experiences of violence as a legitimate barrier to learning.  相似文献   

Collaborative note-taking affects cognitive load: the interplay of completeness and interaction     

Costley  Jamie  Fanguy  Mik 《Educational technology research and development : ETR & D》2021,69(2):655-671

Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n?=?171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control group receiving no such instructions. The study also measured the level of collaboration the collaborative note-takers engaged in, as well as the level of completeness of the notes that they produced. The results showed that, firstly, the treatment group reported higher levels of both germane and extraneous cognitive load compared to those of the control group, meaning that collaborative note-takers experienced higher levels of understanding of course content as well as increased confusion. Secondly, the level of collaboration was positively and significantly correlated with levels of germane load (understanding), but not with extraneous load (confusion). Thirdly, no correlation was found between completeness of notes and cognitive load. Accordingly, the authors suggest that collaborative note-taking is worthwhile, as the gains to students’ understanding of course content outweigh the disadvantages of increased confusion.

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