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Martial Arts and Well-Being explores how martial arts as a source
of learning can contribute in important ways to health and
well-being, as well as provide other broader social benefits. Using
psychological and sociological theory related to behaviour, ritual,
perception and reality construction, the book seeks to illustrate,
with empirical data, how individuals make sense of and perceive the
value of martial arts in their lives. This book draws on data from
over 500 people, across all age ranges, and powerfully demonstrates
that participating in martial arts can have a profound influence on
the construction of behaviour patterns that are directly linked to
lifestyle and health. Making individual connections regarding the
benefits of practice, improvements to health and well-being -
regardless of whether these improvements are 'true' in a medical
sense - this book offers an important and original window into the
importance of beliefs to health and well-being as well as the value
of thinking about education as a process of life-long learning.
This book will be of great interest to a range of audiences,
including researchers, academics and postgraduate students
interested in sports and exercise psychology, martial art studies
and health and well-being. It should also be of interest to
sociologists, social workers and martial arts practitioners. The
Open Access version of this book, available at
http://www.taylorfrancis.com/doi/view/10.4324/9781315448084, has
been made available under a Creative Commons Attribution-Non
Commercial-No Derivatives 4.0 license.
The nature of literacy is an issue of global debate. When the
National Literacy Strategy NLS] was introduced into UK schools it
was arguably the most ambitious educational reform programme in the
world, and the controversy necessarily intensified. How can the
impact of such reforms be assessed? In its ten year history the NLS
affected every primary and secondary teacher in the country and,
therefore, every child. The initiative provoked a widespread
recognition of the importance of literacy for all children and
attracted the attention of many other governments. This book is the
first definitive and objective review and evaluation of the impact
of these literacy reforms. With contributions from the most
respected experts on literacy and English from the UK and from
across the world, this unprecedented critical examination explores:
* How teaching policy and practice were impacted by the reforms *
How the NLS came into being, how it was operated, what it did and
did not achieve * What we can learn from its successes and failures
* The most important aspects of the reforms, from policing grammar
to the impact of The Literacy Game' and informed prescription' on
teaching. Whether you are a policy maker or classroom teacher, this
book is an invaluable resource to anyone concerned about literacy.
It provides readers from around the world with a genuine and
evidence-based perspective on this immense initiative, lucidly
evaluating the lessons learned from both its ambitions and its
failures.
The nature of literacy is an issue of global debate. When the
National Literacy Strategy NLS] was introduced into UK schools it
was arguably the most ambitious educational reform programme in the
world, and the controversy necessarily intensified. How can the
impact of such reforms be assessed? In its ten year history the NLS
affected every primary and secondary teacher in the country and,
therefore, every child. The initiative provoked a widespread
recognition of the importance of literacy for all children and
attracted the attention of many other governments. This book is the
first definitive and objective review and evaluation of the impact
of these literacy reforms. With contributions from the most
respected experts on literacy and English from the UK and from
across the world, this unprecedented critical examination explores:
* How teaching policy and practice were impacted by the reforms *
How the NLS came into being, how it was operated, what it did and
did not achieve * What we can learn from its successes and failures
* The most important aspects of the reforms, from policing grammar
to the impact of The Literacy Game' and informed prescription' on
teaching. Whether you are a policy maker or classroom teacher, this
book is an invaluable resource to anyone concerned about literacy.
It provides readers from around the world with a genuine and
evidence-based perspective on this immense initiative, lucidly
evaluating the lessons learned from both its ambitions and its
failures.
Martial Arts and Well-Being explores how martial arts as a source
of learning can contribute in important ways to health and
well-being, as well as provide other broader social benefits. Using
psychological and sociological theory related to behaviour, ritual,
perception and reality construction, the book seeks to illustrate,
with empirical data, how individuals make sense of and perceive the
value of martial arts in their lives. This book draws on data from
over 500 people, across all age ranges, and powerfully demonstrates
that participating in martial arts can have a profound influence on
the construction of behaviour patterns that are directly linked to
lifestyle and health. Making individual connections regarding the
benefits of practice, improvements to health and well-being -
regardless of whether these improvements are 'true' in a medical
sense - this book offers an important and original window into the
importance of beliefs to health and well-being as well as the value
of thinking about education as a process of life-long learning.
This book will be of great interest to a range of audiences,
including researchers, academics and postgraduate students
interested in sports and exercise psychology, martial art studies
and health and well-being. It should also be of interest to
sociologists, social workers and martial arts practitioners. The
Open Access version of this book, available at
http://www.taylorfrancis.com/doi/view/10.4324/9781315448084, has
been made available under a Creative Commons Attribution-Non
Commercial-No Derivatives 4.0 license.
This highly topical monograph focuses on how children in their
first year of high school feel about school, its place in their
lives and its role in their futures. The theoretical context of the
study is the focus in educational studies on children's voice and
children's active role in education, together with the focus in the
sociology of childhood on children as active constructors of their
lives and childhood as a subject of serious study. The importance
of young people's life plans and the alignment between education
and ambitions was recognised in the Sloan Foundation study of
American teenagers. In many Western societies there is concern that
children from less advantaged social backgrounds have limited
aspirations, and are disproportionately unlikely to go to
university. This book is highly relevant to understanding the
nature of children's engagement with education, the choices and
constraints they experience and the reasons some young people fail
to take advantage of educational opportunities.
Debate on the effects of class on educational attainment is well
documented and typically centres on the reproductive nature of
class whilst studies of the effect of class on educational
aspirations also predict outcomes that see education reinforcing
and reproducing a student's class background.
Despite a number of government initiatives to help raise higher
education participation to 50% by 2010, for the working class
numbers have altered little. Using data from an ethnographic case
study of a low-achieving girls school the author explores
aspirations and argues that whilst class is very powerful in
explaining educational attainment, understanding educational
aspirations is somewhat more complex. The purpose of this book,
therefore, is to question and challenge popular assumptions
surrounding class-based theory in making sense of girls aspirations
and to question the usefulness of the continued over reliance of
such broad categorisations by both academics and policy makers.
Debate on the effects of class on educational attainment is well
documented and typically centres on the reproductive nature of
class whilst studies of the effect of class on educational
aspirations also predict outcomes that see education reinforcing
and reproducing a student's class background.
Despite a number of government initiatives to help raise higher
education participation to 50% by 2010, for the working class
numbers have altered little. Using data from an ethnographic case
study of a low-achieving girls school the author explores
aspirations and argues that whilst class is very powerful in
explaining educational attainment, understanding educational
aspirations is somewhat more complex. The purpose of this book,
therefore, is to question and challenge popular assumptions
surrounding class-based theory in making sense of girls aspirations
and to question the usefulness of the continued over reliance of
such broad categorisations by both academics and policy makers.
This highly topical monograph focuses on how children in their
first year of high school feel about school, its place in their
lives and its role in their futures. The theoretical context of the
study is the focus in educational studies on children's voice and
children's active role in education, together with the focus in the
sociology of childhood on children as active constructors of their
lives and childhood as a subject of serious study. The importance
of young people's life plans and the alignment between education
and ambitions was recognised in the Sloan Foundation study of
American teenagers. In many Western societies there is concern that
children from less advantaged social backgrounds have limited
aspirations, and are disproportionately unlikely to go to
university. This book is highly relevant to understanding the
nature of children's engagement with education, the choices and
constraints they experience and the reasons some young people fail
to take advantage of educational opportunities.
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