Taking research into schools: the West Lothian Action Enquiry model     

Lynne M. Binnie  Kristen Allen  Elaine Beck 《Educational Psychology in Practice》2008,24(4):347-354

This paper outlines the efforts of an Educational Psychology Service (EPS) to develop its practice in the area of research. It will argue that the Action Enquiry model of service delivery can empower teaching staff and may allow an effective means of change and improvement to take place in schools. This model steers research towards providing information about what works in context and has given teachers the impetus and ownership to evaluate their practice and the impact of their interventions. The benefits of this approach are outlined along with a few notes of caution that readers are urged to consider when negotiating research within a school.  相似文献   

The humanities in the primary school – where are we and in which direction should we be heading? A perspective from Scotland     

Lynne Robertson  Louise Hepburn  Athole McLauchlan  Joe Walker 《Education 3-13》2017,45(3):320-331

ABSTRACT

In Scotland, although there is no agreed definition of what constitutes the humanities, they have their locus principally within two of eight curricular areas in Curriculum for Excellence (CfE): Social Studies (SS) and Religious and Moral Education (RME). Both SS and RME are contexts for learning where broad principles apply in relation to curricular coverage. These principles are formalised in Experiences and Outcomes for each of these curricular areas which provide broad guidance around topic areas for study while allowing for the use of local contexts for learning and flexibility in pedagogy. Key opportunities in SS include: exciting and engaging learners, enabling personalisation and choice and equipping learners with a range of skills. In RME, opportunities include helping learners to: understand themselves and others; draw upon religious and other beliefs in forming their own views and engaging in positive social change. Key challenges for SS include: ensuring breadth and depth of coverage; reaching agreed standards across the educational community; responding to the requirement for an increased focus on literacy and numeracy. In RME challenges include: ensuring that national expectations are met; ensuring breadth and depth in learning; the nature and role of assessment; practitioner and parental conceptualisations of the curricular area.  相似文献   

Trace Lines for Testlets: A Use of Multiple-Categorical-Response Models     

David Thissen  Lynne Steinberg  Jo Ann Mooney 《Journal of Educational Measurement》1989,26(3):247-260

It is not always convenient or appropriate to construct tests in which individual items are fungible. There are situations in which small clusters of items (testlets) are the units that are assembled to create a test. Using data from a test of reading comprehension constructed of four passages with several questions following each passage, we show that local independence fails at the level of the individual questions. The questions following each passage, however, constitute a testlet. We discuss the application to testlet scoring of some multiple-category models originally developed for individual items, In the example examined, the concurrent validity of the testlet scoring equaled or exceeded that of individual-item-level scoring  相似文献   

Fostering development in the writing of eight year olds     

Lynne Thorogood  Bridie Raban 《Literacy》1985,19(2):100-109

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Infant Auditory Temporal Acuity: Gap Detection     

Lynne A. Werner  G. Cameron Marean  Christopher F. Halpin  Naney Benson Spetner  Jay M. Gillenwater 《Child development》1992,63(2):260-272

The development of auditory temporal acuity during infancy was examined in 3-, 6-, and 12-month-old infants and in adults using the gap detection paradigm. Listeners detected a series of gaps, or silent intervals, or variable duration in a broadband noise. In order to vary the acoustic frequencies available to the listener, a high-pass noise was used to mask frequencies above specified cutoffs. High-pass maskers with cutoffs of 500, 2,000, and 8,000 Hz were used. The minimum detectable gap was determined using the Observer-based Psychoacoustic Procedure. The thresholds of 3- and 6-month-olds were considerably poorer than those of the adults, although the effect of masker condition was about the same for these 3 groups. The thresholds of 12-month-olds were significantly worse than the adults when the stimulus was unmasked or when the masker cutoff frequency was 2,000 or 8,000 Hz. When the masker cutoff frequency was 500 Hz, 12-month-olds fell into 2 groups: some had gap thresholds that were about the same as 3- and 6-month-olds, while some had gap thresholds that approached those of adults. In a second experiment, a larger group of 12-month-olds were tested with a 500-Hz masker cutoff. Average performance of 12-month-olds was about the same as that of 3- and 6-month-olds in Experiment 1. Some infants attained thresholds close to those of adults. Thus, gap detection thresholds are quite poor in infants, although the similarity of the effect of frequency on performance in infants and adults suggests that the mechanisms governing temporal resolution in infants operate qualitatively like those in adults.  相似文献   

‘Across the Divide’: Developing Professional Learning Ecosystems in STEM Education     

Ralls  Deborah  Bianchi  Lynne  Choudry  Sophina 《Research in Science Education》2020,50(6):2463-2481

Research in Science Education - This paper reports the findings from a cross-sector research project designed to question how the development of university-school partnerships can influence...  相似文献   

What's so hard about teaching science?     

Knight  Michael E.  Graham  Terry Lynne 《Early Childhood Education Journal》1984,12(2):14-16

Early Childhood Education Journal - Do you feel that science is sifficult to understand and hard to teach? Do you designate only a small amount of time for a science period? Are you afraid of the...  相似文献   

Examining the Process and Outcome of Career Counseling for Different Types of Career Counseling Clients   总被引：2，自引：0，他引：2  

Aaron B. Rochlen  Lynne Milburn  Clara E. Hill 《Journal of Career Development》2004,30(4):263-275

Using cluster analysis, we identified two types of career counseling clients: (a) Clients with moderate levels of career-related distress, discomfort, and uncertainty and (b) clients with high levels of career concerns, personal distress, and stigma about career counseling. The more distressed group expressed lower evaluations of a career counseling session and perceived their counselors as providing fewer action-oriented counseling skills than the less distressed group. No differences emerged in terms of client's perceptions of the therapeutic relationship. The practical implications and limitations of these results are discussed.  相似文献   

The Impact of Postnatal Depression and Associated Adversity on Early Mother-Infant Interactions and Later Infant Outcome   总被引：15，自引：0，他引：15  

Lynne Murray  Agnese Fiori-Cowley  Richard Hooper  Peter Cooper 《Child development》1996,67(5):2512-2526

The impact of maternal depression and adversity on mother-infant face-to-face interactions at 2 months, and on subsequent infant cognitive development and attachment, was examined in a low-risk sample of primiparous women and their infants. The severe disturbances in mother-infant engagement characteristic of depressed groups in disadvantaged populations were not evident in the context of postpartum mood disorder in the present study. However, compared to well women, depressed mothers were less sensitively attuned to their infants, and were less affirming and more negating of infant experience. Similar difficulties in maternal interactions were also evident in the context of social and personal adversity. Disturbances in early mother-infant interactions were found to be predictive of poorer infant cognitive outcome at 18 months. Infant attachment, by contrast, was not related to the quality of 2-month interactions, but was significantly associated with the occurrence of adversity, as well as postpartum depression.  相似文献   

Contributions of Male and Female Guests and Hosts to Peer Group Entry   总被引：1，自引：0，他引：1  

Teresita Borja-Alvarez  Lynne Zarbatany  Susan Pepper 《Child development》1991,62(5):1079-1090

92 7–9-year-old children (47 girls) were observed while attempting to join 2 relatively unfamiliar same- or opposite-sex peers who were playing a board game. Female guests were less obtrusive than male guests in their entry approaches, whereas male guests were more active and assertive. Guests were less behaviorally constrained when approaching same- than opposite-sex hosts. Female hosts were more attentive to the guests than male hosts, who tended to ignore the newcomers. Successful guests received initiations from the hosts, responded contingently to host initiations, and performed activity-related behavior. Since female hosts initiated more behavior to the guests than male hosts, and female guests were more contingently responsive than male guests, girls entering female groups were the most successful. These findings support the thesis that peer group entry processes and outcomes are affected by the personal characteristics and contexts of both the entering children and their hosts.  相似文献