Der Dopingdiskurs der 1950er und 1960er Jahre in den Leitmedien Der Spiegel und Die Zeit     

Dr. Henk E. Meier  Anica Rose  Stefanie Woborschil 《Sportwissenschaft》2012,42(3):163-177

Doping and antidoping are socially constructed, evolving and historically contingent phenomena relying on actors agreeing about allowed and deviant behaviour. Therefore, public discourse about doping represents an important part of the history of doping and antidoping. Content analysis of doping discourse in German quality media Der Spiegel und Die Zeit in the 1950s and 1960s shows that public attention for doping was rather low even though awareness increased due to the politicisation of sport and the rise of anabolic doping. Doping does not appear as a particular pressing but solvable problem. Moreover, doping is not linked to West German sport. In ethical terms, doping is perceived negatively. Neither does there exist a general mistrust in the sport bodies nor are sport bodies or sport policy clearly and resolutely requested to act. Therefore, the well-known 1969 article by Brigitte Berendonk marks a qualitative turn in public doping discourse.  相似文献   

Winter is Coming: Forecasting the Impact of edTPA on Black Teachers and Teachers of Color     

Emery Petchauer  Anica G. Bowe  Julene Wilson 《The Urban Review》2018,50(2):323-343

This article traces how high-stakes teacher exams have shaped the career entry opportunities for Black teachers and makes recommendations for the emerging era of high-stakes performances exams brought about by the edTPA. We begin our analysis in the 1980s and the testing for competencies movement during which scholars critiqued the rising use of high-stakes standardized licensure exams as gatekeepers into teacher education programs. Although the most severe predictions from this crisis moment did not come to fruition, we ask what it can tell us today about exams like the edTPA and how it may impact Black teachers. We outline three findings from the emerging edTPA scholarship in response to this question: (1) mixed and alarming results from edTPA racial bias reviews, (2) institutional resources and unequal distribution, and (3) how the exam may constrain or permit justice. We make recommendations for teacher education programs and for scholars conducting research at the intersection of edTPA and racial bias.  相似文献   

‘It’s a gassy world’: starting with students’ wondering questions to inform climate change education     

Asli Sezen-Barrie  Anica Miller-Rushing  Elizabeth Hufnagel 《Environmental Education Research》2020,26(4):555-576

Abstract

There is extensive evidence showing that the climate system is warming and human behavior is linked to the change. Despite increasing attempts to integrate climate change into school curricula, teachers have challenges in preparing and implementing climate change lessons. The study aims to look at (a) the kinds of wondering questions middle school students construct after they are engaged in a climate change activity called ‘It’s a Gassy World’ and (b) what teachers highlight in their reflections on these questions to improve their teaching. In this multi-case explorative study, the data comes from student artifacts, teachers’ written reflections, and semi-structured conversational interviews with teachers. A constant-comparative analysis of students’ wondering questions (N = 165) showed that the nature of the questions varies. These were grouped under three different categories: direct observation, interdisciplinary connections, and future projections questions. We then analyzed five teachers’ written reflections and interviews from a cultural historical activity theoretical perspective. This analysis revealed that teachers paid particular attention to certain tools (physical and conceptual), norms (epistemic and teaching), emotions, and division of labor routines in classrooms. We discuss how students’ wondering questions help teachers notice essential features of climate change learning such as spatiotemporal thinking.  相似文献