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Anne Locke Hudgins 《Psychology in the schools》1977,14(3):252-260
This study sought to determine if the nature of disability (visual, motor, or both) could be diagnosed for children with visual-motor integration disabilities and to determine methods by which appropriate diagnoses could be made. A total of 104 children aged 6 and 7 were selected for having Bender Visual-Motor Gestalt Test performance below average for their age. The Motor-Free Visual Perception Test and the Southern California Motor Accuracy Test were then administered to the children, and subgroups were identified who demonstrated no visual disabilities and/or no motor disabilities. These results were seen as supporting the existence of semiautonomous visual and motor systems. Using multiple regression analyses, the types of errors of reproduction, time to completion, and behavioral observations from the Bender Test were considered as predictors of visual perception and motor accuracy. Analyses were performed for the two age groups and two criterion variables separately. The number of integration errors was found to be the only significant predictor of both visual perception and motor accuracy for the six-year-old group and accounted for less than 15% of the variance in each criterion variable. Number of integration errors and the frequency of tracing the design with the finger were found to be significant predictors for the seven-year-old group and accounted for about 22% of the variance. There were no significant predictors of motor accuracy for the seven-year-old group. It was concluded that there is a need for differential diagnosis of visual vs. motor disabilities and for further investigations to determine valid methods. Suggestions for assessment and future research included use of clinical limits-testing procedures, development and refinement of test instruments, and consideration of additional variables in predicting visual perceptual and motor expressive ability. 相似文献
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Jeffrey A. Hayes Benjamin D. Locke Louis G. Castonguay 《Journal of College Counseling》2011,14(2):101-104
The authors describe the Center for Collegiate Mental Health (CCMH), a practice–research network of university counseling centers, and introduce the special issue of the Journal of College Counseling that features the work of the CCMH. The issue features five studies conducted by the CCMH, all of which were focused on the mental health and treatment needs of culturally diverse college students. The special issue concludes with a commentary by Gordon Nagayama Hall. 相似文献
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Lawrence F. Locke 《Quest (Human Kinetics)》2013,65(3):270-279
These remarks, delivered at the first general session, were designed both as a response to the keynote address and as a framework within which the fellows of the Academy might approach the diverse presentations concerning technology that were to follow. Four cautions are identified with regard to the adoption of new technologies: (a) technological determinism, (b) misuses of machines, (c) underestimation of real costs. and (d) the sometimes unwelcome baggage of technology. A list of rules is provided as guidance for living wisely with technology. Use of the rules is illustrated by reference to the Commodore 64 computer. 相似文献
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Qualitative research as a form of scientific inquiry in sport and physical education 总被引：5，自引：0，他引：5
L F Locke 《Research quarterly for exercise and sport》1989,60(1):1-20
Qualitative research includes a family of loosely related inquiry traditions rooted in psychology, sociology, and anthropology. Each differs in origins, assumptions, central questions, and methods. They are united at a deeper paradigmatic level, however, by a shared view of the nature of the world which distinguishes all qualitative research traditions from the conventional natural science model of inquiry in the domains of education, sport, and exercise. This divergence of world view is illustrated by how scientists using qualitative and conventional designs would respond to the query, "How do you know?" There, qualitative traditions yield distinctly different perspectives on questions about the social world. Despite both heuristic power and great promise for application in sport and physical education, however, unresolved questions and troublesome concerns remain. Active scholars, editors, reviewers, and research consumers will control the future for qualitative research and all must stretch to accommodate an unfamiliar way of knowing. 相似文献
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William Locke 《Higher Education Quarterly》2007,61(1):83-102
Research evidence indicates that an unusually broad range of issues take on strategic significance in a merger and that organisational cultures are critical to the successful integration of staff, students and other stakeholders within a newly combined higher education institution (HEI). This study was based on two specialist higher education (HE) colleges seeking to expand through merger in order to meet the revised criteria for university status in England. It sought a better understanding of the similarities and differences between the management styles and organisational cultures of the two colleges and an assessment of the significance of these for the proposed merger. The main conclusion of the study was that management styles and initiatives needed to be mindful of the existing cultures and subcultures of the two colleges, otherwise there was a risk that the status and efficiency of the new HEI might be improved at the expense of its academic and scholarly development. 相似文献
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Catherine Milne Laurie Rubel Alberto J. Rodriguez Christopher Emdin Maria Rivera Maulucci Donyagay Locke Edna Tan Neil Clairmont Bhaskar Upadhyay 《Cultural Studies of Science Education》2009,4(2):399-407
This metalogue addresses the ways Sreyashi Jhumki Basu mediated our practices in science education and life. We focus on Basu’s
uses of critical science agency, democratic science classrooms, and critical feminist ethnography to transform the possibilities
for all participants in her research and educational practices. We also examine her use of cases and pedagogical strategies
to support youth set practice goals based on conceptions of self and preferred learning trajectories. These strategies allow
youth to develop power through the use of disciplinary knowledge and modes of inquiry to support their understanding of themselves
as powerful, able to change their position in the world, and make the world more socially just. This (Key Contributors) article
acknowledges a life cut short through disease, reflects our personal loss of a friend and colleague, and expresses determination
to ensure that her contributions to science education are sustained and continued.
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