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AbstractThis opening article examines the relationship between community sport and social inclusion in research and practice. We discuss the notion of community sport, its multifarious meanings and diverse applications in different parts of the world. We further explore the conceptual and practical links between community sport and different conceptions of social inclusion. In doing so, the article draws together key themes, issues and debates addressed in the collection of articles in this special issue. We conclude by formulating implications and directions for future research and practice. 相似文献
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A video abstract of this article can be viewed at http://www.youtube.com/watch?v=3FvyP1egxw0&feature=player_embedded 相似文献
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AbstractCurrent debates highlight the dualistic nature of community sport, which is shaped by both emancipating logics and controlling logics. Critical scholars have warned against the current prioritization of controlling logics over emancipating ones, as this might lead to instrumental approaches in which the vulnerability of young people is managed rather than tackled. However, little research has been conducted on the way in which practitioners perceive and act upon the dominance of social control as a value within community sport. In this article, we report on the findings of a qualitative study into three community sport initiatives in Flanders, Belgium. The data indicate there are small emancipatory moments within the daily practice of community sport. Based on these results, we propose a reconfiguration of the concept of emancipation from being a solid, utopian ideal towards being a search for moments where the dominant logics of social control are momentarily disrupted. 相似文献
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Lieve Verheyden Kris Van den Branden Gert Rijlaarsdam Huub Van den Bergh Sven De Maeyer 《Journal of Research in Reading》2010,33(1):20-38
This semi-longitudinal study examined the development of narrative writing quality of young Turkish second language learners in mainstream Dutch-only education, and the impact of student-level and classroom-level predictors of narrative writing quality, using hierarchical linear modelling. Writing samples of 106 third graders and 111 fourth graders of seven Flemish primary schools were collected at the beginning and at the end of the school year. Measures included one holistic primary trait judgement, and six objective indices of text quality. Student-level predictors included age, SES and home language, while the classroom-level predictor focused on the home language pattern of the classroom. There was a significant mean growth for each index in each grade, but effect sizes differed from quite large for content and word level indices over moderate for sentence level indices to small for the text level index. Home language (Turkish) had a significant negative effect on all but one variables, particularly in Grade 4, while the negative effect of low SES was much more limited. A supplementary negative effect was found for homogeneity of classroom population. Implications of the study highlight the importance of student and classroom characteristics in writing achievement as well as the need to consider the poor performance of Turkish children. 相似文献
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Xenia VamvakoussiKonstantinos P. Christou Lieve MertensWim Van Dooren 《Learning and Instruction》2011,21(5):676-685
It is widely documented that the density property of rational numbers is challenging for students. The framework theory approach to conceptual change places this observation in the more general frame of problems faced by learners in the transition from natural to rational numbers. As students enrich, but do not restructure, their natural number based prior knowledge, certain intermediate states of understanding emerge. This paper presents a study of Greek and Flemish 9th grade students who solved a test about the infinity of numbers in an interval. The Flemish students outperformed the Greek ones. More importantly, the intermediate levels of understanding—where the type of the interval endpoints (i.e., natural numbers, decimals, or fractions) affects students’ judgments—were very similar in both groups. These results point to specific conceptual difficulties involved in the shift from natural to rational numbers and raise some questions regarding instruction in both countries. 相似文献
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Geraldine Clarebout Jan Elen Lieve Luyten Hadewych Bamps 《Educational Research and Evaluation》2013,19(1):53-77
The questionnaire constructed by Schommer is regularly used in studies on epistemological beliefs. This contribution raises some questions about the appropriateness of this instrument to measure epistemological beliefs. This paper presents a critical review of the relevant literature and discusses the use of (a translated version of) the questionnaire in two empirical studies. In the review section, the construction, validation and use of the questionnaire by Schommer and some other authors are analysed. The results of the empirical studies are reported in the second section. In neither of these two studies, the factor structure of Schommer (1990) could be retrieved. Moreover, in both studies, a different factor structure was found. Given the differences in the factor structures, in both studies attempts were made to construct reliable scales. These attempts reveal counter-indications for using the instrument: all scales contain only a limited number of items and are not very reliable. 相似文献
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