Aims.

The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.

Sample.

The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.

Method.

The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.

Results.

When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.

Conclusion.

The results were considered to have implications for the origins and treatment of problem behaviour.  相似文献   

Purpose: This paper reports a study that explored the effectiveness of two different independent learning approaches: (i) guided independent learning and (ii) unguided independent learning with independent research, in enabling students in an undergraduate Macromolecules course to acquire knowledge in one chemistry context and apply it successfully in another.

Sample: The study involved 144 chemistry students commencing their first term of undergraduate study at a northern university in England. Students completed pre- and post-intervention tests containing 10 diagnostic questions, of which 4 measured students’ knowledge acquisition in one context and 6 measured their ability to apply it in another.

Design and methods: Diagnostic questions had been identified using a Delphi approach. Paired t-tests and chi-square tests were used to analyse the significance of any change in students’ responses to the diagnostic questions and the number of responses evidencing misconceptions, respectively.

Results: Whilst guided independent learning settings were found to improve students’ knowledge and ability to apply that knowledge in novel situations, unguided independent learning had no statistically significant effect. Unguided independent learning was also linked to a statistically significant increase in the number of student misconceptions in one of the diagnostic questions.

Conclusions: The results of this study show that guidance in independent learning activities is a key necessity for effective learning in higher education. This paper has strong relevance and high significance to tertiary STEM education, especially in the light of increased importance of teaching, such as the Teaching Excellence Framework in the UK, and shifts to more independent learning activities.  相似文献   

Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods.

Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program.

Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans.

Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers’ TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools.

Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.  相似文献   

Purpose: The general purpose of this study was to assess and to describe university students’ meta-modelling knowledge. More specifically, it was analysed to what extent the meta-modelling knowledge, as expressed in a questionnaire, depends on the scientific discipline to which university students relate their answer and the concrete model to which they refer while answering.

Sample: N = 184 students from one German university voluntarily participated in this study.

Design and methods: The questionnaire was developed based on a theoretical framework for model competence and includes constructed response items asking about the purpose of models, ways for testing models and reasons for changing models. Students written answers were first analysed qualitatively based on the theoretical framework to decide whether they expressed advanced understandings or not. Further analyses then were conducted quantitatively.

Results: Findings suggest that only few university students possess an advanced meta-modelling knowledge. However, significant more students who relate their answers to the STEM-disciplines expressed advanced understandings than those who referred to social sciences or linguistics/philology. Furthermore, university students who expressed an advanced meta-modelling knowledge referred to rather abstract kinds of models in order to explain their view.

Conclusions: The present study supports the assumption that meta-modelling knowledge may be situated and contextualised. Both the scientific discipline and the concrete model to which university students refer seem to be relevant item features influencing university students’ expressed meta-modelling knowledge. Implications for assessment and teaching are discussed in the article.  相似文献   

Methodology: We used the ‘Antecedent-Process-Outcome Framework’ developed by Wood and Gray [1991. “Toward a Comprehensive Theory of Collaboration.” The Journal of Applied Behavioral Science 27 (2): 139-162] and adapted by Thomson and Perry [2006. “Collaboration Processes: Inside the Black Box.” Public Administration Review 66 (s1): 20-32], to analyse the collaborative process within the Board of Social Farming (BSF) in Valdera, Italy. The BSF in Valdera is particularly important as it was the first transition arena developed in Italy for SF development.

Findings: The article highlights the difficulties and opportunities encountered by the BSF in the knowledge co-creation and collaboration, and identifies key elements to facilitate innovation in SF and more generally in transition processes.

Practical implications: The article aims to generalize crucial practical elements in the relationship between collaborative approaches and innovation in the field of innovative welfare society, which is increasingly key to rural transition.

Theoretical implications: Innovation in SF is complex due to the need to identify new knowledge, diverse kinds of organizations and innovative interactions among many private and public stakeholders. The article explores the concept of collaboration in SF in order to re-define the production of public and private goods within local and rural communities.

Originality: The article aims to contribute to the ongoing discussion on the advantages and disadvantages of collaboration in order to reinforce rural transition pathways.  相似文献   

Purpose: The focus of this paper is to investigate secondary school learners’ knowledge of the optical phenomena of reflection and refraction in relation to certain contexts.

Sample: The sample for the study consisted of two Grade-11 intact groups of 70 learners in total at a selected senior secondary school in the Mthatha District of the Eastern Cape Province in South Africa.

Design and methods: The study focused on exploring the learners’ conceptions about the optical phenomena of reflection and refraction. The data were collected from three two-tier questions, which exposed the learners to certain contexts which could be explained using optics principles. The first tier of each question was a context-based multiple-choice question and in the second tier, the participants were asked to justify their answers to the first tier.

Results: Majority of the participants failed to correctly interpret the given contexts using optics principles. Moreover, only a few learners could justify their scientifically acceptable answers with scientifically acceptable explanations.

Conclusions: The participants experienced serious conceptual difficulties when they were required to apply the optics concepts in the real-world contexts presented to them. Moreover, the participants’ conceptual difficulties about reflection and refraction were also found to be associated with their inability to understand correctly the optical processes involved in vision.  相似文献   

Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.

Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.

Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.

Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.

Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.  相似文献   

_____ comprehensive and unified;

_____ able to take into account the particular possibilities of individual adult educators; and

_____ easily adjustable to the particular needs within the community.

Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere.  相似文献   

Research design. Students taking four courses received an end-of-course questionnaire. The following year, students taking all six courses received a mid-course questionnaire.

Method. The Course Experience Questionnaire and the Revised Approaches to Studying Inventory were administered in a postal survey to 3539 students of the UK Open University.

Outcomes and results. Across successive levels of study, students were progressively less likely to adopt a deep approach, were more likely to adopt a surface approach and rated their courses less favourably, especially with regard to the workload and materials. Between the middle and end of a course, students were more likely to adopt a deep approach and gave more positive ratings with regard to the materials and amount of choice.

Conclusions. The survey instruments can be recommended as useful tools for monitoring the experiences of engineering and technology students.  相似文献   

Aim: The aim of this article is to compare loneliness, fear of falling, and quality of life in older women who live alone and live with others.

Methods: This cross-sectional study was done on 218 accessible elderly women (116 live alone, 102 live with others) to compare loneliness, fear of falling, and quality of life by using the Farsi versions of UCLA-LS, falls efficacy scale-international (FES-I), and SF12 questionnaires, respectively.

Results: Linear regression was used to compare the means of continuous outcomes between the two groups by adjustment on probable confounder’s age and falling history.

Conclusion: Fears of falling and physical aspect of life quality in the lonely older adults were considerably higher than other group.  相似文献   

Design/methodology/approach: Using Conservation Agriculture (CA) as a case study, we qualitatively explore with 26 locally based agricultural researchers the context of CA research and promotion, including their perceptions on persistent research gaps and issues in closing them.

Findings: Respondents identified that CA was not yet a finished product, with concerns regarding the benefit, feasibility and relevance of CA implementation. They asserted that while further adaptation was required, they were unable to do this due to institutional constraints within their research, extension and policy contexts.

Practical implications: We find that CA continues to be considered a donor-driven intervention in its current form and requires substantial further adaptation to local contexts before researchers will deem it ready for farmer uptake. The five research gaps identified by respondents highlight practical areas where further adaptations must occur.

Theoretical implications: Our findings suggest a lack of participatory research and extension most likely reflects limited financial, human and social capital to implement more participatory approaches. Without addressing these capacities, widespread adoption of complex farming systems change appears unlikely.

Originality/Value: Whilst many studies have identified a need for local innovation to enable CA utilisation, few have qualitatively explored directly with local researchers the capacity of such systems to do so. We address this gap in the literature.  相似文献   

Design: We use the network map analysis in a case study approach as a tool to demonstrate the linkages between the key actors and stakeholders in the information network of farmers.

Findings: The government institutions are well networked among themselves but have limited interactions with non-government sources. Farmers in Bihar have strong linkages with few network actors, who are important nodes in the social knowledge network. The study showed heterogeneity and complexity in the network shape and structure across different districts.

Practical Implications: Knowledge networks and social networks are the drivers of information sharing and play a significant role in the diffusion of agricultural technology and related knowledge. Understanding these networks provides a platform for introducing the agricultural technologies and getting connected to a wider group of farming communities.

Theoretical Implications: The study shows that the network is formed by different actors and their role determine the nature and shape of the network. Knowledge of this heterogeneity is important in designing or revamping agricultural information systems.

Originality: Information and knowledge networks are least explored in the agricultural information dissemination process. Some studies have shown the role of actors and social networks, but this study uniquely explores and presents the heterogeneity of these networks.  相似文献   

Design/Methodology/Approach: The research addressed a purposive sample of 30 agronomists divided into two groups (older - younger). Questionnaire-based survey was followed by a semi-structured interview.

Findings: The views of both groups of agronomists follow the same orientation and revolve around the progressive and behaviourist philosophies. In terms of practice, the intervention of older agronomists mainly relates to the progressive, the liberal and the behaviourist philosophy while that of younger agronomists around the liberal framework; evidence shows a small turn of younger agronomists towards participatory extension.

Practical Implications: The current piece of work puts forward the gaps and weaknesses of Extension in Greece both in terms of rhetoric and practice; notably, Greek agronomists do not seem capable to support bottom-up processes.

Theoretical Implications: Research detected the espoused orientation of extensionists and the ways they assist their constituencies in practice.

Originality/Value: The work reported here is considered one means of raising the awareness of the field’s needs in documenting extensionists’ educational philosophies and how they guide practice.  相似文献   

Purpose: This study evaluated and compared the Singaporean and Taiwanese middle school students’ conceptions of science assessment. Within-country gender comparisons were also explored.

Sample: 424 Taiwanese and 333 Singaporean eighth graders were invited for a cross-country comparison.

Design and methods: The participants completed a questionnaire named Conceptions of Science Assessment.

Results: The findings showed that the summative assessment dominates in the Taiwanese classrooms, while formative and summative assessment are usually perceived in Singaporean classrooms. The Singaporean students had a greater tendency than their Taiwanese counterparts to perceive the purpose of assessment as a way of reproducing knowledge, and the formative assessment as improving learning, problem-solving, and critical judgment. No gender differences were found among either the Singaporean or the Taiwanese students.

Conclusions: Educators in both countries should provide learners with more opportunities to experience process-oriented science assessment activities and de-emphasize the usage of examination-oriented practices to achieve the sophistication of conceptions.  相似文献   

Design/methodology/approach: This study uses a case study approach from the red meat sector in New Zealand. The case study included the development of a trial agricultural extension system established by staff from meat processing companies acting as innovation intermediaries, providing opportunities for skill development and knowledge transfer for farmers. From the case study, a framework is developed which illustrates how company staff can undertake the role of an innovation intermediary.

Findings: (1) Meat processing company staff are able to successfully undertake the role of an innovation intermediary; (2) flexibility is necessary, as staff undertook each of the functions to different degrees depending on their existing skills and knowledge of agricultural extension and the time available within their current job; and (3) adaptability is important, as staff adapted the project to meet the needs of both farmers and their employer.

Practical implications: Balancing commercial and extension roles is challenging. The framework could assist companies to clarify how individual company staff could successfully undertake specific roles.

Theoretical implications: This paper discusses factors influencing which innovation intermediary roles and functions are optimally undertaken by staff within or outside a meat processing company.

Originality/value: Analysing the role of an innovation intermediary from the perspective of meat processing company staff balancing their extension and commercial role.  相似文献   

tell me how you spend your time

I spend all my time

around the Singer machine…’

These lines from a popular song of the nineteen forties sum up what was for many women a new reality. This paper identifies the space at the sewing machine as mother's space and the sewing machine as an important element in the psychological and financial liberation of the woman, here the Caribbean woman of the twentieth century. Evidence in support of this claim is offered predominantly from Caribbean creative writing, where artists have noted the importance of that invention in the lives of their mothers and in the achievements of their families.  相似文献