‘I found out the hard way’: micro-political workings in professional football     

Andrew Thompson  Robyn Jones 《Sport, Education and Society》2015,20(8):976-994

This paper examines the micro-political experiences of Adam (a pseudonym), a newly appointed fitness coach at a Football Association Premier League club, in his search for acceptance by senior colleagues. Data were collected through a series of in-depth, semi-structured interviews, before being subject to a process of inductive analysis. Goffman's writings on impression management and stigma, Kelchtermans's micro-political perspective and Garfinkel's notion of status degradation are primarily utilised to make the sense of Adam's perceptions and actions. The findings point to the value of developing coaches’ micro-political understandings, and of including their formal facilitation within given professional preparation programmes. Doing so, it is argued, would better equip coaches for the problematic realities of their practice.  相似文献   

Foucault on camp: What does his work offer outdoor education?     

Robyn Zink  Lisette Burrows 《Journal of Adventure Education & Outdoor Learning》2006,6(1):39-50

In this paper we examine aspects of French social theorist, Michel Foucault's work and the contributions these can make to understanding practices in outdoor education. We look specifically at his notions of practice, discourse, power and the self and the lines of questioning that these concepts make possible in relation to outdoor education. We conclude with a discussion of some of the challenges of doing research with Foucauldian tools.  相似文献   

Modelling success networks to improve the quality of undergraduate education     

Geoff Woolcott  Robyn Keast  Daniel Chamberlain  Ben Farr-Wharton 《Quality in Higher Education》2017,23(2):120-137

Discussions of support and intervention in undergraduate university education are dominated by discussion of attrition. This study quests more broadly in arguing that support and intervention for undergraduate students may also benefit from models of engagement and success as well as conventional risk and failure. Supporting this proposition is a study that involved multifactorial approaches based in a combination of aspects of social network theory and social ecology theory. Analysis was enacted through social network analysis of archival data sets derived from a single cohort of 4065 undergraduate students at a regional Australian university. The findings suggest that models of academic success are suited to examination of the broader issues of student agency and undergraduate university education. The success networks developed are uniquely student-centred and place-based and may serve as more nuanced models for university intervention and support structures and mechanisms.  相似文献   

Scientists’ Ontological and Epistemological Views about Science from the Perspective of Critical Realism     

Robyn Yucel 《Science & Education》2018,27(5-6):407-433

Including the perspectives of scientists about the nature and process of science is important for an authentic and nuanced portrayal of science in science education. The small number of studies that have explored scientists’ worldviews about science has thus far generated contradictory findings, with recent studies claiming that scientists simultaneously hold contradictory sophisticated and naïve views. This article reports on an exploratory study that uses the framework of Bhaskar’s critical realism to elicit and separately analyse academic scientists’ ontological and epistemological views about science in semi-structured interviews. When the views of scientists are analysed through the lens of critical realism, it is clear that it is possible to hold a realist ontological commitment about what knowledge is of, simultaneously with a fallibilist epistemological commitment about knowledge itself. The apparent incongruence of scientists’ so-called naïve and sophisticated views about science is resolved when analysed using a critical realist framework. Critical realism offers a simple and coherent framework for science educators that avoids many of the problems of positivism and social constructivism by finding a middle ground between them. The three pillars of critical realism: ontological realism, epistemological fallibilism and judgmental rationality help to make sense of how socially constructed scientific knowledge can be anchored in an independent reality.  相似文献   

Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments     

MacMahon  Stephanie  Carroll  Annemaree  Gillies  Robyn M. 《Learning Environments Research》2020,23(3):379-393

Learning Environments Research - Student achievement and engagement are both influenced by the quality of the learning environment. Effective learning environments are characterised by high levels...  相似文献   

The development and validation of the student engagement scale in an Ethiopian university context     

Tefera Tadesse  Catherine E. Manathunga  Robyn M. Gillies 《高等教育研究与发展》2018,37(1):188-205

This paper is positioned to make a sound contribution to knowledge of higher education (HE) quality through its study of student engagement in a large university in Ethiopia. We establish that the assessment of student engagement is a valid facet in determining HE quality, contributing holistically alongside quality assurance and university rankings. The authors present an example of this through reporting on a statistical analysis of an adjustment of the Australasian Survey of Student Engagement survey and its administration in the Ethiopian university. The results of factor analysis illustrate empirical support for the nine-factor engagement scale and a number of associated factors related to student demographics and university experience. The results of the multi-validation approach provide specific guidelines to universities using this approach to evaluate the validity and reliability of this construct. The paper provides a supporting tool that can be used by other universities to assist in the evaluation of students’ engagement with their undergraduate programmes.  相似文献   

Applied utility and the auto-ethnographic short story: persuasions for,and illustrations of,writing critical social science     

David Gilbourne  Robyn Jones  Spencer Jordan 《Sport, Education and Society》2013,18(1):80-92

In some quarters it is argued that, narrative researchers might be classified as being either story-analysts or storytellers. They go on to suggest that one feature of storytellers is that they undertake a form of analysis as the process of writing unfolds. With these sentiments in mind, in the present paper, we consider how auto-ethnographical accounts of traumatic and challenging life events might, through the analysis contained within, demonstrate value within the realm of applied pedagogy. In making our case we embrace and adapt the literary genre of storytelling, more specifically, the short story. The story presented here, ‘Travel Writer’, offers an opaque, multi-contextualised and lifelong view of career transition. The present paper, in more general terms, considers the capacity of auto-ethnography and, more specifically, the short storied version of it, to engender critical reader engagement, to encourage personal reflection in others, and to act as a point of stimulus for the enactment of applied debate through the lens of critical social science. With regards to the assumptions of critical social science, the final discussion also considers how the auto-ethnographic text, as a pedagogic tool, might help others to contest and challenge the meta-narratives that, we argue, risk stagnating established thinking.  相似文献   

Coaching,caring and the politics of touch: a visual exploration     

Robyn L. Jones  Jake Bailey  Sofia Santos 《Sport, Education and Society》2013,18(5):648-662

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A Bourdieusian analysis of cultural reproduction: socialisation and the ‘hidden curriculum’ in professional football     

Christopher J. Cushion  Robyn L. Jones 《Sport, Education and Society》2013,18(3):276-298

This article draws on the theoretical concepts of Pierre Bourdieu to provide an explanatory account of how socialisation and the hidden curriculum within coaching practice contribute toward the formation of social identities and powerful schemes of internalised dispositions. Drawing on a 10 month ethnography within professional football, the research found that day-to-day practice was ideologically laden and served the production, reproduction and incorporation of socialised agents into the prevailing ‘legitimate’ culture. The legitimacies embodied included respect for authority, hierarchical awareness, control, obedience, collectivity, work ethic and winning.  相似文献   

Eliciting Maltreated and Nonmaltreated Children's Transgression Disclosures: Narrative Practice Rapport Building and a Putative Confession     

Thomas D. Lyon  Lindsay Wandrey  Elizabeth Ahern  Robyn Licht  Megan P. Y. Sim  Jodi A. Quas 《Child development》2014,85(4):1756-1769

This study tested the effects of narrative practice rapport building (asking open‐ended questions about a neutral event) and a putative confession (telling the child an adult “told me everything that happened and he wants you to tell the truth”) on 4‐ to 9‐year‐old maltreated and nonmaltreated children's reports of an interaction with a stranger who asked them to keep toy breakage a secret (n = 264). Only one third of children who received no interview manipulations disclosed breakage; in response to a putative confession, one half disclosed. Narrative practice rapport building did not affect the likelihood of disclosure. Maltreated children and nonmaltreated children responded similarly to the manipulations. Neither narrative practice rapport building nor a putative confession increased false reports.  相似文献