Three strikes and you’re out: culture,facilities, and participation among LGBTQ youth in sports     

Alex Kulick  Laura J. Wernick  Mario Alberto V. Espinoza  Tarkington J. Newman  Adrienne B. Dessel 《Sport, Education and Society》2013,18(9):939-953

ABSTRACT

School-based sports and physical education play an important role in the development of youth (Jones, Edwards, et al., 2017), but participation in athletics is unequal for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth compared to their straight/cisgender peers [Greenspan, S. B., Griffith, C., & Murtagh, E. F. (2017). LGBTQ youths’ school athletic experiences: A 40-year content analysis in nine flagship journals. Journal of LGBT Issues in Counseling, 11(3), 190–200]. Sport cultures, generally, recreate dynamics of exclusion for marginalized youth. However, there are opportunities to transform these spaces into more inclusive and positive environments to support positive growth for all young people [Newman, T., Alvarez, A., & Kim, M. (2017). An experiential approach to sport-based positive youth development. Journal of Experiential Education, 40(3), 308–322]. Our study uses a data set of adolescents, collected as part of a community-based participatory action research project led by high school students in southeast Michigan, USA. Respondents reported their sexual and gender identities, as well as experiences in youth sport, as well as safety using sex-segregated facilities (i.e., bathrooms and locker-rooms). Using mediation models based on linear regression, we found evidence that LGBQ high school students play sports at a significantly lower rate compared to straight students, and among those who play sports, LGBTQ respondents felt significantly less safe compared to straight and cisgender students. Opposite to the LGBQ and trans youth in this study, straight/cisgender youth also reported feeling safer using all facilities. The mediation models suggest that these inequalities help to explain disparities in rates of sports participation and feelings of safety while participating. These findings have important implications for policy, practice, and future research.  相似文献   

Journal Editor Perceptions of Universities: Some empirical evidence     

Mainardes  Emerson Wagner  Raposo  Mario  Alves  Helena 《Tertiary Education and Management》2012,18(1):79-92

Out of considerations as to the importance of university relationships with their various stakeholders, the primary objective of this research project was to identify the perceptions of academic journal editors regarding universities. Editors were asked to provide their perceptions on: (a) the relevance of universities to academic publications; (b) the mutual influence between universities and academic journals; and (c) the participation of editors in universities. Following initial exploratory research, we applied an online questionnaire and received a total of 276 responses from editors of indexed publications, enabling analysis of their perceptions. Despite editors recognizing the influence of universities on academic and scientific communities, our findings point to universities having failed in proactively reaching out to editors, especially surprising given the vast experience held by such figures. A better relationship might serve to enhance the university image and generate new opportunities for attracting resources.

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RELIGIOUS PARTICULARISM AND CULTURAL PLURALISM: THE POSSIBLE CONTRIBUTION OF RELIGIOUS EDUCATION TO CANADIAN POLITICAL IDENTITY     

Mario O. D'Souza 《Religious education (Chicago, Ill.)》2013,108(3):233-249

Abstract

Multiculturalism is official Canadian policy. In the context of postmodernism, pluralism has taken on a sharper meaning, particularly with regard to identity. What can possibly unify a diverse nation like Canada? Does the separation of religion from public life make sense when cultural identity includes religious expression? Political unity, religious diversity, and the common search for and establishment of justice could become the essential building blocks toward an integral political unity. In particular, the celebration of religious diversity in Canada's schools could become a primary means of political unity as well as an essential means of unifying society. Five convictions are developed which help secure a new relationship among religious education, religious diversity, and political and societal unity.  相似文献   

ANALYSIS OF CONTENTS,CONTRIBUTORS, AND RESEARCH DIRECTIONS: MAPPING PUBLICATION ROUTES IN THE JOURNAL   总被引：1，自引：1，他引：0  

Leona M. English  Mario O. D'Souza  Leon Chartrand 《Religious education (Chicago, Ill.)》2013,108(1):6-19

A content analysis of the journal Religious Education: An Interfaith Journal of Spirituality, Growth and Transformation was conducted for a 10-year period between 1993–2002 (Volume 88, 1–Volume 97, 4). A total of 325 articles (277 authors) were analyzed into 3 primary research directions (theoretical, qualitative, and quantitative). Author institutional affiliation, religious identity, position, geographic location, and number of contributions were also computed. Implications for the Journal and the field of religious education are discussed.  相似文献   

Identifying Needs,Obstacles, and Solutions     

Mario Menesini 《The Journal of environmental education》2013,44(3):35-37

Abstract

Residential environmental education camps provide a setting that can result in beneficial changes in participants' self-esteem, interpersonal relationships, and feelings of connection with the natural world, as well as stimulating greater interest in future low-impact recreation experiences in natural areas. When students learn how ecosystems function and about environmental action strategies that contribute to their maintenance, they develop more environmentally responsible behaviors. Wolf Creek Nature Camp is an environmental education program that integrates awareness of the natural environment, knowledge of environmental concepts and issues, and action on environmental problems. The 2-week program raises campers' self-esteem; increases their interest in, and curiosity about, nature, and fosters outdoor skills. Enhanced self-esteem is a major influence on their desire to take further environmental action.  相似文献   

Are Environmental Professors Unbalanced? Evidence From the Field     

Mario F. Teisl  Mark W. Anderson  Caroline L. Noblet  George K. Criner  Jonathan Rubin  Timothy Dalton 《The Journal of environmental education》2013,44(2):67-83

Most outcomes assessment in higher education has focused on content knowledge or skills development; however, attitudinal change is also a legitimate focus of assessment. We use the New Ecological Paradigm (NEP) to test whether courses designed to meet the same university environmental literacy requirement changed student environmental attitudes, and whether these changes resulted from instructor and/or course-content effects. We found student environmental attitudes did change significantly but in different directions depending upon who taught the course. The ability to measure such changes adds to the discussion in the environmental education community on the desired nature of attitudinal change and of the responsibilities of higher education instructors.  相似文献   

Referral patterns and service utilization in a pediatric hospital-wide intimate partner violence program     

Mario Cruz  Patricia B. Cruz  Christine Weirich  Ryan McGorty  Maria D. McColgan 《Child abuse & neglect》2013

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¿Por qué flotan las cosas? El desarrollo del pensamiento hipotético-deductivo y la enseñanza de la ciencia     

Mario Carretero 《Infancia y Aprendizaje》2013,36(8):7-22

RESUMEN

Relacionada con la distinción piagetiana entre el pensamiento concreto y el pensamiento formal se presenta una Investigación con sujetos de 7 a 17 años acerca del desarrollo de la capacidad de comprobar y modificar hipótesis sobre problemas complejos; las dos tareas resultan difíciles para los niños y los adolescentes aunque se utilizan diferentes estrategias según la edad de los sujetos. Finalmente se efectúan unas consideraciones generales sobre la relación entre los datos obtenidos y las enseñanza de las ciencias.  相似文献   

Comprensión de conceptos históricos durante la adolescencia     

Mario Carretero  Juan Ignacio Pozo  Mikel Asensio 《Infancia y Aprendizaje》2013,36(23):55-74

Resumen

En este articulo se plantea una discusión acerca de la teoria e investigaciones más relevantes sobre el desarrollo de la comprensión de la historia en el niño. Desde una perspectiva piagetiana se estudian los procesos cognitivos involucrados en la realización de tareas históricas. Se exponen los resultados de una investigación sobre 175 niños acerca de la comprensión de conceptos utilizados comúnmente en la enseñanza de la Historia y una segunda investigación sobre 695 niños acerca de la comprensión y uso de la noción de tiempo cronológico. Los resultados ponen de manifiesto la gran dificultad de este tipo de tareas y su evolución con la edad.  相似文献   

Enseñanza de la lengua escrita. ¿A qué edad?     

Mario G. Rodríguez 《Infancia y Aprendizaje》2013,36(30):39-50

Resumen

En este estudio se pasa revista a la polémica suscitada, ya desde antiguo, en torno a la edad de comienzo de la enseñanza formal de la lengua escrita.

A la luz de las opiniones vertidas por distintos autores, y contando con la muy valiosa aportación de profesores con larga experiencia en educación preescolar, se analizan tanto la posibilidad de un aprendizaje precoz como la oportunidad de tan temprano comienzo.

El autor del artículo señala, como conclusión, lo improcedente de una iniciación precoz en la enseñanza de la lecto-escritura, si con ello se dificulta el tratamiento de aspectos de mayor transcendencia en la formación del niño en los primeros estadios de su vida.  相似文献