User-focused evaluation: A caribbean example     

Thomas H. Henderson  P.I. Gomes  Michael Quinn Patton 《Studies in Educational Evaluation》1983,9(1):47-58

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Learning English Spellings: strategies employed by primary school boys     

Irene F. Turner  Elizabeth Quinn 《教育心理学》1986,6(3):231-241

Abstract The use of visual and auditory information in learning to spell is explored, together with the effect, if any, of semantic information. One hundred boys aged from seven to eleven were tested, using eight nonsense words with contrived meanings. It was expected that visual information would be helpful in spelling irregular words and that, with age, use of strategies would become more flexible, incorporating semantic (along with visual and phonological) information. Contrary to expectations, it was only with the 10‐ and 11‐year‐olds that visual information produced better results than auditory presentation alone but for them, in conjunction with oral responses, it did aid spelling. Such a finding is in keeping with Ehri's Amalgamation Theory (1980) which suggests that, in order to be able to manipulate printed words, the learner must draw on several strategies and accepts that no single strategy can be used to overcome all irregularities in written English.  相似文献   

Contemporary education policies in Southeast Asia: common philosophical underpinnings and practices     

Molly N. N. Lee 《Asia Pacific Education Review》2016,17(3):465-478

This article examines the various education policies in Southeast Asian countries, highlighting the underlining philosophies and current practices in the region. The conceptual framework of the presentation includes key concepts such as access and equity, unity and identity, quality and relevance, efficiency and effectiveness. Each of these key concepts will be analysed using a framework consisting of key questions, guiding philosophies, policy options as well as issues and challenges. The article reviews policies relating to questions such as “who get access to what kinds of education?”, “how to widen access?”, “how to ensure success?”, “what kinds of education for a multicultural society?”, “how to promote national integration and social cohesion through education?”, “how to improve quality of education?”, “how to manage and administer the school delivery system?”. It draws examples from different countries in the SEA region to illustrate the issues and challenges in formulating and implementing contemporary education policies.  相似文献   

The Categorization of Above and Below Spatial Relations by Young Infants     

Paul C. Quinn 《Child development》1994,65(1):58-69

3 experiments using the familiarization-novelty preference procedure were conducted to investigate whether 3-month-old infants could form categorical representations of the spatial relations above and below. In Experiment 1, one group of infants familiarized with exemplars depicting a dot in different positions above a horizontal bar displayed a subsequent visual preference for a novel category exemplar (dot below bar) that was paired with a familiar category exemplar (dot in novel position above bar). A second group of infants presented with exemplars in which the dot appeared in variable locations below the bar also responded preferentially to a novel category exemplar (dot above bar) when it was paired with a familiar category exemplar (dot in new position below bar). These preferences did not result from the salience of vertical up-down changes in dot position or the encoding of dot positions relative to an internal horizontal midline (Experiment 3) or from an inability to discriminate the members of each category (Experiment 2), but rather would seem to be a consequence of the ability to represent categorically the spatial relations above and below. The data provide evidence for early categorical organization in human spatial memory.  相似文献   

“Bumpy moments” in teaching: Reflections from practicing teachers   总被引：1，自引：0，他引：1  

Molly E. Romano   《Teaching and Teacher Education》2006,22(8):973-985

During the complex teaching act, there are moments that require teachers to engage in reflection to make critical decisions about how to respond to particular problems in practice. The present investigation provides a stimulus for capturing these reflections as four elementary practicing teachers are asked to describe their “bumpy moments” in teaching. Analysis of the 19 “bumpy moments” identified offers insights into the thoughts, knowledge, and beliefs that these teachers are considering during their practice. Results have implications for capturing reflection during teaching, ongoing practicing teacher professional development, and preservice teacher education.  相似文献   

What happens after the care and protection petition? Reabuse in a court sample.     

J M Murphy  S J Bishop  M S Jellinek  D Quinn  J F Poitrast 《Child abuse & neglect》1992,16(4):485-493

Of 206 cases of serious child mistreatment brought before a metropolitan juvenile court on Care and Protection Petitions (C & P), 63 (31%) were dismissed (returning the child to the parent(s]. During a 2-year follow-up period, 18 (29%) of these dismissed cases had substantiated reports of further mistreatment, and 10 (16%) subsequently returned to court on another C & P. Families that had previously been to court for a C & P, and those in which the parent was diagnosed psychotic or character disordered, were significantly more likely to return to court. In addition, we were surprised to find that 8 (6%) of the 130 children ordered permanently removed from parental custody also returned to court. This study documents the continuing mistreatment of children, even after the state's most serious interventions. The study also highlights the necessity of incorporating clinical research in the form of ongoing follow-up of individual cases into the court process, and suggests that it may be possible to identify cases with a very high probability of reinjury and return to court.  相似文献   

Marketing,Information, and Parental Choice: A Comparative Case Study of Third-Party,Federally Funded Out-of-School-Time Services     

Molly S. Stewart  Annalee G. Good 《Peabody Journal of Education》2016,91(1):100-120

Information and promotional marketing play central but complex roles in market-based educational programs. This in-depth qualitative study examines these complexities using the case of Supplemental Educational Services, a parental choice program providing federally funded tutoring to low-income students in K–12 public schools. Examining the creation, dissemination, and use of information and promotional marketing is necessary in order to understand how aspects of market theory play out in reality. This kind of inquiry is especially important given that the theory of consumer action behind market-based programs is that parents¹Throughout this paper, “parent” refers to parents and guardians. We use the term parent for simplicity, but the concept of parental choice, as well as the sample of participants in our study, includes nonparent guardians as well. will make the best decisions for their children's education, if they have sufficient information on which to base those decisions. Our data and analysis suggest three findings: first, public management of provider marketing can ensure that consumers receive marketing materials legally and appropriately; it can also help to level the playing field among providers with different marketing resources. Second, promotional materials infrequently focus on specific academic components. Third, districts are largely underutilizing their options in terms of sharing information on provider quality with parents. Together, these findings suggest that moderate regulation of marketing and an increased focus on provider academic quality are likely to improve consumer access to useful data.  相似文献   

A Theoretical Framework for Professional Development in a South African University     

Lynn Quinn 《International Journal for Academic Development》2013,18(1-2):61-75

The changing context of higher education both internationally and in South Africa has presented challenges to lecturers that have led in some institutions to the introduction of accredited professional development courses for academics. Such courses for university lecturers are relatively new in South Africa. This paper reports on research in progress on a Post Graduate Certificate in Higher Education and Training course offered at Rhodes University in South Africa. It highlights some important questions that have arisen on the ways in which the theoretical framework of the course has or has not met the needs of diverse groups of lecturers within the specific South African context. A central theme of the course is that of the critically reflective practitioner. Lecturers are encouraged to explore the ontological and epistemological underpinnings of their disciplines and to examine the philosophical assumptions of their espoused theories about teaching and learning as well as their teaching practice. The theoretical framework has been found to be most successful for more experienced academics. However, the author raises some important questions regarding the suitability of this framework in relation to the specific post‐apartheid context in which the course operates, specifically whether the course prepares lecturers to open up both “actual” and “epistemological” access to all the students at the university.  相似文献   

Prospective elementary school teachers’ professional noticing of children’s early numeracy     

Edna O. Schack  Molly H. Fisher  Jonathan N. Thomas  Sara Eisenhardt  Janet Tassell  Margaret Yoder 《Journal of Mathematics Teacher Education》2013,16(5):379-397

The goal of this study is to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. The module embeds video excerpts of diagnostic interviews of children doing mathematics (representations of practice) to prepare the prospective teachers for similar work. The module culminates with prospective teachers implementing similar diagnostic interviews (approximations of practice) to gain experience in the three component skills of professional noticing. A pre- and post-assessment was administered to measure prospective teachers’ change in the three components. A Wilcoxon signed ranks test was conducted and found the prospective elementary school teachers demonstrated significant growth in all three components. Selected prospective elementary school teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective teachers’ abilities to professionally notice. These results, the first in an ongoing study, indicate the potential that prospective teachers can develop professional noticing skills through this module. Continued data collection and analysis from the ongoing study by these authors and future, longer-term emphasis on professional noticing for prospective teachers should be studied.  相似文献   

The effects of wind and altitude in the 400-m sprint     

Mike Quinn 《Journal of sports sciences》2013,31(11-12):1073-1081

In this paper I use a mathematical model to simulate the effect of wind and altitude on men's and women's 400-m race performances. Both wind speed and direction were altered to calculate the effect on the velocity profile and the final time of the sprinter. The simulation shows that for a constant wind velocity, changing the wind direction can produce a large variation in the race time and velocity profile. A wind of velocity 2 m?·?s^?1 is generally a disadvantage to the 400-m runner but this is not so for all wind directions. Constant winds blowing from some directions can provide favourable conditions for the one-lap runner. Differences between the running lanes can be reduced or exaggerated depending on the wind direction. For example, a wind blowing behind the runner in the back straight increases the advantage of lane 8 over lane 1. Wind conditions can change the velocity profile and in some circumstances produce a maximum velocity much later than is evident in windless conditions. Lower air density at altitude produces a time advantage of around 0.06 s for men (0.07 s for women) for each 500-m increase in elevation.  相似文献