Masculinity in Singapore: the residual culture of the Chinese martial artist     

Mark Brooke 《Sport in Society》2017,20(9):1297-1309

The study set out to understand the complex landscape of masculinities in Singapore. In particular, it sought to investigate whether, apart from the common muscular and powerful dominant form, there are traditional views of masculinity sustained by Chinese cultural influence, in particular, the culture of Chinese martial arts. Open-ended survey responses from 48 male and female Singaporean first and second year undergraduate students on a sport and critical thinking course were elicited and then followed up by focused online asynchronous discussions to further elaborate understandings. Informants reflected on elements that construct masculinity in Chinese martial arts and how these may differ to what they consider to be the dominant or hegemonic masculinity, related in particular to the body builder. Responses indicate that a residual culture persists nourished by traditional Chinese culture and that this is quite different to the contemporary male identities of metrosexuals and spornosexuals revered in the West.  相似文献   

Formative Assessment: A Meta‐Analysis and a Call for Research     

Neal Kingston  Brooke Nash 《Educational Measurement》2011,30(4):28-37

An effect size of about .70 (or .40–.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K‐12 were reviewed. Many of the studies had severely flawed research designs yielding uninterpretable results. Only 13 of the studies provided sufficient information to calculate relevant effect sizes. A total of 42 independent effect sizes were available. The median observed effect size was .25. Using a random effects model, a weighted mean effect size of .20 was calculated. Moderator analyses suggested that formative assessment might be more effective in English language arts (ELA) than in mathematics or science, with estimated effect sizes of .32, .17, and .09, respectively. Two types of implementation of formative assessment, one based on professional development and the other on the use of computer‐based formative systems, appeared to be more effective than other approaches, yielding mean effect size of .30 and .28, respectively. Given the wide use and potential efficacy of good formative assessment practices, the paucity of the current research base is problematic. A call for more high‐quality studies is issued.  相似文献   

Silent Majority: Childhood Vaccinations and Antecedents to Communicative Action     

Brooke Weberling McKeever  Robert McKeever  Avery E. Holton  Jo-Yun Li 《Mass Communication and Society》2016,19(4):476-498

The topic of childhood vaccinations has received much news media attention recently, prompting scholars to examine how the public has responded. In light of this news, and the deep divide that seems to exist between parents who support childhood vaccinations and those who do not, this study examines how and why individuals may involve themselves in communication about vaccinations, particularly on social media or in other online environments. Focusing on the concept of communicative action and drawing from spiral of silence and other research, a survey of mothers (N = 455) found that those who do not support childhood vaccinations are more likely to engage in communication about the issue, including information seeking, attending, forefending, permitting, forwarding, and sharing. In addition, issue importance and affective and cognitive involvement help drive communicative action regarding childhood vaccinations, which could affect public opinion or public perceptions of the issue. Theoretical and practical implications are discussed.  相似文献   

A qualitative critique of teacher labor market studies     

Barnett Berry  George W. Noblit  R. Dwight Hare 《The Urban Review》1985,17(2):98-110

Qualitative studies of the teacher labor market suggest that problems and remedies generated by quantitative research fail to capture the most dynamic variables which are affecting the supply and demand of public school teachers. For example, quantitative research has not accounted for (1) the continual exiting and reentering of urban teachers, (2) the considerable bifurcation between urban and rural teacher labor markets as reflected in teacher mobility and cultural economic opportunities, (3) local definitions of labor market needs and teacher quality, and (4) the demanding and stressful working conditions of teaching, which are having a systemic and adverse effect on the occupation.  相似文献   

The maintenance of quality in the public sector of UK higher education     

R. A. Barnett 《Higher Education》1987,16(3):279-301

Since the establishment of the UK binary system of higher education in the mid-1960s, the Council for National Academic Awards and the public sector institutions have together evolved a distinctive system for quality maintenance.The paper has three goals: to identify the key elements in the interactions between the CNAA and its associated institutions; to sketch the shifting balance of responsibilities from the CNAA to its associated institutions; and to make some observations on course review in the public sector compared with the university sector.Central to the UK public sector is the sense, within institutions, that the responsibility for the maintenance of quality is an essentially corporate enterprise. That corporate review process has, until the present time, been conducted through the framework of a national peer review system. However, the university and the public sectors are converging in their course review processes, with individual institutions assuming greater responsibility for the quality of their courses. These changes make uncertain the continuation of the national context for course review.  相似文献   

Resilience in higher education students: a scoping review     

Margo. L. Brewer  Gisela van Kessel  Brooke Sanderson  Fiona Naumann  Murray Lane  Alan Reubenson 《高等教育研究与发展》2019,38(6):1105-1120

ABSTRACT

The health, wellbeing and employability of university students are key considerations within higher education. In response, interest in student resilience is on the rise. Reviews of contemporary resilience literature highlight both conceptual and methodological weaknesses, issues which hamper attempts to design effective resilience interventions. To inform the design of a student resilience program, to be piloted at three Australian universities, a scoping review of resilience specific to the higher education context was undertaken. Searches of three electronic databases (PsychINFO, CINAHL and ProQuest) were conducted. Seventy-two peer-reviewed articles published between 2007 and 2017 were included in the review. While the review reaffirms the conceptual and methodological issues found in previous resilience research, it provides a useful critique of key issues in relation to university student resilience and interventions to enhance students’ resilience. Recommendations for educators and researchers are provided.  相似文献   

Writing for the public     

Hailley Fargo  Kristina Franklin  Peyton Loomis  Brooke Long-Yarrison  Kristin Newvine 《The Information Society》2020,36(2):124-129

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Response: Culture counts: “A step along the way” or a step back?     

Robert Phiddian  Julian Meyrick  Tully Barnett  Richard Maltby 《Cultural Trends》2017,26(4):317-320

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Being and becoming: a student trajectory     

Ronald Barnett 《International Journal of Lifelong Education》2013,32(2):72-84

This article analyses the intellectual discourses of adult development and adult learning. It argues that through a process of transformative adult learning individuals can experience the disintegration and reintegration of past and present human growth. The development of adults is considered not in terms of discrete theories but as a collage of theories. The writers analyse and interpret the literature that attempts to study the interaction of individuals in the total context of the inner and outer forces that impinge on their life.

We conclude from a study of the literature that adult development, from a transformative perspective, is more than adjustment to a particular society; it is a qualitative change in how one views the world; it involves tension and struggle that are productive of a new consciousness. This change occurs through a dialectical process that calls for movement through the old style of meaning‐making to a reconstruction of meaning that is a synthesis of the old and the new. It is also concluded that adult learning can foster critical awareness and critical consciousness that can effect a transformation in the way adults see themselves and others. The route to transformative adult development and transformative learning lies in acknowledging contradictions and differences and working through them, as opposed to ignoring or circumventing them.  相似文献   

Book notes     

Sylvan G. Feldstein  Barbara R. Heller  Lawrence J. Barnett 《The Urban Review》1969,3(3):40-40

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