Analysing Creative Design Process: A Set of Tools to Understand Activity in its Socio-cultural and Historic Context     

Brenda Saris  Stephanie Doyle  Judith Loveridge 《The International Journal of Art & Design Education》2023,42(3):439-453

Previous theoretical frameworks used to research and explain creative design processes tend to privilege individual expression and not address the context in which the process occurs. This is problematic due to the ways in which creative activities are embedded in and shaped by socio-cultural and historic contexts. In this article we focus on the ways in which cultural historic activity theory (CHAT) and its analytical activity systems can be used to reveal creative processes in context. We draw on the tools and concepts of CHAT and data from a study of visual communication design (VCD) students and lecturers situated within a transnational higher education (TNHE) context at a university in China. An analytical framework was constructed to research practices used in creative design process learning. The dynamic nature of CHAT offers design process research methods a set of analytical tools to capture the powerful parts played by artifacts and interactions within specific sociocultural and historic learning contexts.  相似文献   

异族婚姻在美国     

RodgerDoyle马永强  王国英 《科学中国》2003,(12):13-13

现在，越来越多的美国人开始抛弃婚姻上的禁忌，走向跨种族婚姻。  相似文献   

The impact of scientific research on UK agricultural productivity     

C.J. Doyle  M.S. Ridout 《Research Policy》1985,14(2):109-116

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United States: Federal policies for education for the disadvantaged : Organisation for Economic Co-operation and Development (OECD). Paris: OECD, 1981. pp. 126. $8.50 (paper)     

Denis P. Doyle 《Economics of Education Review》1984,3(2):160-161

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A hospital library's joint venture: the Microcomputer Resource Center     

J D Doyle 《Bulletin of the Medical Library Association》1987,75(3):260-263

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The order of attainment of eight projective groupings: An analysis of Piaget's spatial model     

Jerry J. Doyle 《科学教学研究杂志》1980,17(1):55-58

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ARTICULATION: TRANSFER AGREEMENTS,MINIMUM GRADES ACCEPTABLE ON TRANSFER COURSES,AND TRANSFERABILITY OF ASSOCIATE DEGREES     

Karen Doyle Walton 《Community College Journal of Research & Practice》2013,37(1-4):169-184

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Methods for assessing higher education research team collaboration: comparing research outputs and participant perceptions across four collaborative research teams     

Nick Kelly  Joanne Doyle  Marisa Parker 《高等教育研究与发展》2020,39(2):215-229

ABSTRACT

This article suggests that situations in which multiple research teams are convened under similar conditions present an opportunity to discover factors that lead to productive collaboration. It argues that social network analysis of research team outputs becomes more valuable when paired with data about research participant perceptions; and that any variables used as indicators of collaboration need to be calibrated using datasets from multiple studies with cross-team comparisons. The article provides an example of the kind of methodology needed to achieve this, describing a study with data from four research teams based at an Australian university campus, reporting their research performance over four years under conditions in which many variables were controlled and with results augmented by a survey of participant perceptions. Findings from the study indicate that there were exceptions to hypothesized associations between participant perceptions of collaboration and specific social network analysis measures over co-authorship data. The article suggests that, given the methodological challenges of studying research teams in the field, multiple datasets combining findings such as those in the present study are a path towards the development of indicators of productive higher education research collaboration.  相似文献   

How multi-levels of individual and team learning interact in a public healthcare organisation: a conceptual framework     

Louise Doyle  Felicity Kelliher  Denis Harrington 《Action Learning: Research and Practice》2016,13(1):10-22

The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of how the multi-levels of organisational learning interact and a broadly accepted theory of organisational learning has not yet emerged. Organisational learning is a multi-level concept and while there has been some multi-level research, more is required to understand the mechanisms that facilitate the flow of learning between the levels. This paper explores multi-level learning, using action learning as a basis through which we consider how individual learning and team learning interact. The preliminary conceptual framework seeks to contribute to our understanding of the interaction between the individual and team levels of learning and the processes and conditions that facilitate or hinder the flow of learning. As this framework provides a means of exploring individual learning in a team setting it has the potential to develop understanding as to how to enhance the effectiveness of learning interactions in the healthcare sector and other sectors. In turn this exploration could lead to enhanced understanding of the mechanisms involved in the flow of learning.  相似文献   

A content analysis of research published in the Journal of Research in Science Teaching from 1985 through 1989     

Phillip B. Horton  Andrew A. McConney  Amanda L. Woods  Kevin Barry  Homer L. Krout  Barbara K. Doyle 《科学教学研究杂志》1993,30(8):857-869

To determine if actual practice was consistent with commonly recommended research methods and procedures, this study examined 130 studies reported over a 5-year period in three volumes of the Journal of Research in Science Teaching (JRST). The results were consistent with similar previous analyses (Shaver & Norton, 1980a, 1980b; Wallen & Fraenkel, 1988a) and indicate that appropriate generalizations beyond the confines of the reported studies may be impossible for most (64%) of the JRST studies surveyed. The findings also show that replication studies, which could be employed to offset deficiencies in generalizability, were not commonly encountered (3%) in these 130 reports. In addition, the study results indicate that many researchers (48%) do not properly restrict their conclusions based on the limits imposed by the accessible populations and samples used; nor do they typically provide possible alternative explanations for the outcomes obtained (76%). These findings prompt the following recommendations: 1. A greater awareness and use of replication as a check on generalizability should be encouraged by the science education community. 2. Clearly defined populations (target and accessible) and fully described samples warrant increased attention as report components from authors, reviewers, and editorial board members of JRST. 3. In light of the difficulties inherent in effecting random selection in educational settings, a greater emphasis should be placed on recognizing the limits that the underlying assumptions of inferential statistics place on research conclusions. The results of this study indicate that the methodological quality of published science education research should remain a concern for both practitioners and readers.  相似文献