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   

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   

Methodology: A multiple regression analysis was employed to assess the combined effect of the knowledge bases, factors such as age of the household head, land size, marketing channels and geophysical factors (such as land slope) on linseed productivity.

Findings: The findings reveal no differences in productivity between trained and untrained farmers. They further show that training and the interaction between training and experience positively influence productivity. Our findings, however, reveal farmer education to have an inverse yet insignificant effect on productivity. Furthermore, we found that factors such as the slope of the land and the choice of marketing channel also play an important role in influencing productivity.

Practical implications: Moving away from the traditional top-down approach could be the answer to avoid a mismatch between the information given by trainers and what the farmers actually need.

Theoretical implications: The study used interaction variables of knowledge bases, and attempted to demonstrate the importance of a tacit knowledge base, which is often not well documented and therefore neglected in research.

Originality/value: The research demonstrates the combined effects that interactions between several knowledge bases have on the productivity of linseed farmers.  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: 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   

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   

Design/methodology/approach: A review of the literature highlights the economic and pedagogical need for adopting a networked learning approach. Two examples are described to instantiate the language for learning networks: a small community of farmers in India and large Twitter community of Australian farmers.

Findings: This paper reviews evidence that successful networked learning interventions are already occurring within agricultural extension. It provides a framework for describing these interventions and for helping future designers of learning networks in agricultural extension.

Practical implication: Facilitation of learning networks can serve to achieve efficient agricultural extension that connects farmers across distances for constructivist learning. To realize these benefits, designers of learning networks need to consider set design, social design and epistemic design.

Theoretical implication: This paper contributes a theoretical framework for designing, implementing and analysing learning networks in agriculture. It does this by integrating existing ideas from networked learning and applying them to the agricultural context through examples.

Originality/value: This paper contributes an understanding of the value of networked learning for extension in terms of economic and pedagogical benefits. It provides a language for talking about learning networks that is useful for future researchers and for practitioners.  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   

Design/methodology/approach: We engage in seven participatory exercises with groups of farmers from two farmers’ associations in Inharrime district in Mozambique to identify their needs for solar fruit drying that are crucial for solar dryer technology design. We focus in the analysis on three of these exercises including a daily schedule exercise, SWOT (Strengths Weaknesses Opportunities and Threats) analysis and technology requirement exercise.

Findings: Participatory research takes a dual function for integrated agricultural technology development. First, it can help to identify the technology needs of farmers and second it can enable the exchange and creation of different sets of knowledge for agricultural technology development between multiple stakeholders.

Practical implications: Participatory research provides a tool for joint knowledge exchange and creation, which allows the identified technology requirements to be translated into practical technology design.

Theoretical implications: This paper extends the concept of integrated research to integrated agricultural technology development and shows how participatory research is a tool that enables transdisciplinarity, which presents the most desired form of integrated research.

Originality: This research is highly relevant for researchers working in an interdisciplinary environment with agricultural technology development in cross-cultural contexts. From a meta-level perspective, it provides insights for joint and integrated technology development.  相似文献   

Purpose: The purpose of this research, consisting of two studies, was to explore Taiwanese university science-major students’ conceptions of learning science by laboratory (CLSL).

Sample: In Study I, interview data were gathered from 47 university science-major students. In Study II, 287 university science-major students’ responses to a CLSL survey were collected.

Design and methods: In Study I, the interview data were analyzed using the phenomenographic method. Based on the findings derived from Study I, Study II developed an instrument for assessing students’ CLSL by exploratory factor analysis.

Results: Study I revealed six categories of CLSL, including memorizing, verifying, acquiring manipulative skills, obtaining authentic experience, reviewing prior learning profiles, and achieving in-depth understanding. The factor analysis in Study II revealed that the ‘verifying’ category was eliminated, but found another new category of ‘examining prior knowledge.’

Conclusions: This study finally proposes a framework to describe the variations of CLSL, consisting of three features: cognitive orientation, metacognitive orientation, and epistemic orientation. Possible factors influencing students’ CLSL are also discussed.  相似文献