Olympus in the Cotswolds: the Cotswold games and continuity in popular culture, 1612–1800     

Simone Clarke 《国际体育史杂志》2013,30(2):40-66

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The governmentality of reconciliation: adult education as a community relations technique in Northern Ireland     

Simone Smala 《Discourse: Studies in the Cultural Politics of Education》2012,33(2):283-297

Despite a successfully negotiated peace agreement in Belfast in 1998, tensions between different community groups continue to exist in Northern Ireland. This situation creates a governmental need to find solutions to problems such as segregation, inter- and intra-group violence and other forms of sectarian antagonisms. On the one hand, this is attempted by disciplinary measures such as ‘peace walls’ and an increased presence of state powers such as police and armed forces. On the other hand, community relations discourses remain a common refrain in Northern Ireland with their focus on a ‘conduct of conduct’ approach. In this article, I seek to understand adult community education through community relations initiatives and designated anti-sectarian courses as a governmental technology in Northern Ireland designed to change technologies of the self. The article highlights the possibilities for a way forward inherent in this approach and links community relations to broader contexts of policy developments in Northern Ireland.  相似文献   

Understanding motivation, engagement and experiences of intercultural interactions at university: a person-in-multiple contexts perspective     

Karen Kimmel  Simone Volet 《European Journal of Psychology of Education - EJPE》2012,27(2):227-245

The paucity of intercultural interactions among students from culturally diverse backgrounds at university and off campus is widely documented in the literature. A review of this empirical work, however, reveals narrow conceptualisations of the construct of intercultural interactions. Intercultural interactions are seldom conceptualised as part of complex, dynamic activity systems, and across multiple social contexts. Yet, intercultural interactions represent unique relational, socio-emotional and socio-cultural activities with their own, specific underlying cognitive, motivational and emotional dynamics. It is posited that activity theory (e.g. Engestr?m in Journal of Education and Work 14(1):133?C156, 2001) provides a useful framework for interpreting students?? intercultural experiences, because of its emphasis on the evolving and complex interrelations between individuals and their surroundings??conceptualised as activity systems. The multiple contexts angle further stresses the overlapping and/or embedded nature of the activity systems that individuals simultaneously participate in. A series of empirical studies that incorporated quantitative methodologies for identifying meaningful patterns, and qualitative methodologies for gaining experiential insights into students?? intercultural experiences across multiple social contexts (i.e. formal on campus and informal, off campus) is presented. Methodological and conceptual issues related to studying the dynamics of motivational, cognitive and emotional aspects of intercultural interactions in activity systems and multiple contexts are addressed.  相似文献   

The role of self- and social directed goals in a problem-based, collaborative learning context     

Dirk T. Tempelaar  Marold Wosnitza  Simone Volet  Bart Rienties  Bas Giesbers  Wim H. Gijselaers 《Higher Education》2013,66(2):253-267

Students’ learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students’ goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students’ goal setting at the one side, and students’ performance and group functioning on the other side.  相似文献   

Religious Identity Development of Adolescents in Christian Secondary Schools: Effects of School and Religious Backgrounds of Adolescents and Their Parents   总被引：1，自引：1，他引：0  

Gerdien D. Bertram-Troost  Simone A. de Roos  Siebren Miedema 《Religious education (Chicago, Ill.)》2013,108(2):132-150

This study examines religious identity development of pupils at Dutch schools for secondary education (mean age 16.4). With the help of a theoretical conceptualization of “religious identity development” empirical research is carried out. Main question is whether differences in terms of religious commitment and exploration between pupils of the four participating schools can be explained by religious denominations of pupils and the importance the pupils' parents attach to worldview. It is concluded that school in general has no significant main effect on religious commitments and explorations of pupils. Religious backgrounds of pupils should be taken into account. Because pupils themselves do indicate that school has influence on the way they look at life, further research is needed in which specific school aspects (like the way pupils evaluate religious education) should also be taken into account.  相似文献   

Languages,cultural capital and school choice: distinction and second-language immersion programmes     

Simone Smala  Jesus Bergas Paz  Bob Lingard 《British Journal of Sociology of Education》2013,34(3):373-391

This paper argues that languages, increasingly marginalised in schools in English-speaking countries, are gaining ‘elitist’ ground as part of the ‘value-added’ marketisation of schools and parents’ desire for their children to gain ‘positional goods’ through schooling. In arguing our case, the paper draws on survey and other data derived from second-language immersion programmes in two Queensland secondary schools, where key learning areas such as mathematics and science are taught through the medium of another language. As a corollary, we also argue that some schools – in our case, government schools – are using their immersion programmes as markers of distinction in a period of post-comprehensive schooling and emerging school markets, which includes both government and non-government schools. There is also a global policy context to such programmes in respect of countries such as Spain, China and Germany supporting the teaching of their respective languages in nations around the world.  相似文献   

The relational antecedents of project-entrepreneurship: Network centrality, team composition and project performance   总被引：1，自引：0，他引：1  

Simone Ferriani  Gino Cattani  Charles Baden-Fuller 《Research Policy》2009,38(10):1545-1558

The relational antecedents of project-based enterprises have not yet received systematic investigation. These ventures are typically created by individual freelancers who are usually embedded in networks of collaborative relationships that convey the information and resources required to carry out new projects. Using a relational perspective of entrepreneurial discovery and team composition, we analyze the performance determinants of project-entrepreneurs, namely the individuals who are responsible for launching and carrying out those projects. We argue that project-entrepreneurs’ performance is related to their degree of centrality within the social network, and their familiarity with the selected project-team as captured by the distribution of ties among team members. We test our hypotheses within the Hollywood Film Industry over the period 1992–2003. The findings point to the existence of diminishing returns to centrality and performance benefits from assembling teams that combine old-timers and newcomers. The theoretical contributions and implications of the study are discussed.  相似文献   

The impact of high school exit exams on graduation rates and achievement     

Katherine Caves  Simone Balestra 《The Journal of educational research》2018,111(2):186-200

The authors examined the short- and long-term effects of high school exit exams (HSEEs) on graduation rates and achievement using an interrupted time series approach. There is a positive overall effect of HSEE introduction for graduation rate trends, which is heterogeneous over time. HSEEs have a negative impact on graduation rates in the year of introduction and briefly after, which is short lived and becomes positive (but not statistically significant) over the long term. There is also a preintervention negative effect, suggesting that high schools prepare for the HSEE before introduction. There are no effects for achievement, possibly due to the lack of meaningful cross-state achievement data. The findings are robust to the inclusion of states that do not have HSEEs as a control group and also robust to controlling for No Child Left Behind introduction.  相似文献   

Book Reviews     

Lyn Wilkinson  Simone Smala  Lyn Kerkham 《The Australian Educational Researcher》2004,31(1):113-119

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Mothers' causal attributions concerning the reading achievement of their children with and without familial risk for dyslexia     

Natale K  Aunola K  Nurmi JE  Poikkeus AM  Lyytinen P  Lyytinen H 《Journal of learning disabilities》2008,41(3):274-285

The present study analyzed data from the Jyv?skyl? Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school year. Children's verbal intelligence was assessed at 5 years and their word and nonword reading skills at 6.5 years. The results showed that the higher the word reading skills the children had, the more their mothers attributed their success to ability than to effort. However, if children had familial risk for dyslexia, their mothers' attribution of success to ability decreased during the first grade as compared with the ability attributions of mothers whose children were in the control group.  相似文献