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   

Abusive head trauma in Maine infants: medical,child protective,and law enforcement analysis     

Ricci L  Giantris A  Merriam P  Hodge S  Doyle T 《Child abuse & neglect》2003,27(3):271-283

OBJECTIVE: To collect and compare the results of medical, child protective, and law enforcement evaluation of a sample of Maine children who were victims of abusive head trauma (AHT) in order to describe the clinical and evaluative characteristics as they relate to victims, families and perpetrators of such trauma and to improve the professional response to AHT in Maine.METHOD: Retrospective chart review of medical, child protective, and law enforcement records of all AHT victims admitted to two tertiary care hospitals in Maine or seen by the state medical examiner from 1991 to 1994.RESULTS: Nineteen children (age range 2 weeks to 17 months) were identified as victims of AHT (out of a total of 94 head trauma admissions) accounting for 20 hospitalizations during the study period. There was a history of prior injury in 30%, history of prior medical evaluations for possibly abuse related problems in 65%, while, on presentation, 75% had evidence or history of prior injury. The hospitals notified child protective services (CPS) in all 20 cases and correctly identified abuse in 18 (90%). Parental risk factors for abuse identified in CPS records included substance abuse (53%), domestic violence (42%), criminal history (32%), unrealistic expectations (42%), and attachment problems (32%). However, risk factors were inadequately assessed in 53% of homes. Law enforcement identified a likely perpetrator in 79% of cases and in the majority the identified suspect was the father. In the 15 cases where a perpetrator was identified by law enforcement, that person was alone with the child at symptom onset in 14 (93%).CONCLUSIONS: The medical response, at least at the inpatient level, was generally well done with regard to suspicion and reporting. Cases are possibly being missed at the outpatient level. Child protective risk assessment was limited overall yet in a third of the homes where AHT occurred, few if any risk factors were present to aid in identification and prevention. Law enforcement results suggest that a primary suspect for AHT is the caretaker alone with the child at the time of symptom onset.  相似文献   

Measures of academic motivation: A conceptual review     

Mr. Ross Moen  Kenneth O. Doyle Jr. 《Research in higher education》1978,8(1):1-23

This review examines the measurement of academic motivation in college students. It distinguishes pencil-and-paper group-administered instruments according to their conceptions of academic motivation: academic motivation taken as a single general motivation, as single specific motivations, or as a complex of motivations. It evaluates these classes of instruments in terms of the interpretability and the utility of the information each type of instrument is likely to provide.  相似文献   

Self and peer appraisal in higher education     

John R. Doyle  Rodney H. Green 《Higher Education》1994,28(2):241-264

This paper applies the mathematical technique of Data Envelopment Analysis to the problem of appraisal in Higher Education. The technique can be understood as an idealised self and peer appraisal: evaluating others in the same way that we would optimally evaluate ourselves relative to those others. The technique is applied to examples of student and staff appraisal. Although the main focus of this article is on the technique itself (its rationale, the prerequisites for use, and the insights that it yields), we also discuss the wider implications of having and using such a technique to assist appraisal.  相似文献   

Comparison of force-related performance indicators between heavyweight and lightweight rowers   总被引：1，自引：0，他引：1  

Doyle MM  Lyttle A  Elliott B 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(3):178-192

The aim of this study was to examine biomechanical variables relating to the force production of men's Lightweight (LW) and Heavyweight (HW) rowing pairs. Seven HW and seven LW coxless pairs were studied under a range of stroke rates, from 20 spm to race rating (average of 33.7 spm for the HWs and 33.9 spm for the LWs). Each crew was equipped with biomechanical apparatus allowing the measurement of gate force, horizontal oar angle, and boat velocity. The HW crews exhibited significantly higher (p < 0.05) values for all variables examined, at all rates. Peak handle force was 26.2% to 30.2% higher in the HW group. Average handle force ranged from 18.7% to 22.1% higher than the LW group. Work per stroke was found to be 26% to 28% higher for the HW crews, and Power Per Kilogram was also greater for the HW crews, from 24.0% to 29.2%. The LWs were observed to be consistently, but not significantly, slower than the HWs (from 96.9% at the race situation, to 98.7% at 28 spm). These observations are important when considering biomechanical performance indicators in rowing, as significant changes in performance indicators may lead to only minimal alteration in boat velocity.  相似文献   

Impact of Increased Academic Intensity on Transfer Rates: An Application of Matching Estimators to Student-Unit Record Data     

William R. Doyle 《Research in higher education》2009,50(1):52-72

The impact of increased academic intensity on transfer rates from community colleges to 4-year institutions has been estimated only from observational data, with the possibility of selection bias. This study uses matching estimators to overcome possible selection bias and estimate the causal impact of increased academic intensity on transfer rates. Using student unit record data from Tennessee for the years 1995 through 2004, I find that taking 12 or more credit hours increases the probability of transfer from between 11% and 15%.

William R. DoyleEmail:

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Changes in Institutional Aid, 1992–2003: The Evolving Role of Merit Aid     

William R. Doyle 《Research in higher education》2010,51(8):789-810

Changes in the distribution of student financial aid have taken place at the state and federal level. In addition, several authors have reported on shifts in the awarding of financial aid to students at the institutional level. The analysis described in this study examines shifts in institutional responsiveness to both student need and student test scores over the period 1992–2003. The analysis reveals that three of the four sectors in the study have become less responsive to student need and more responsive to students’ academic characteristics over time.  相似文献   

Introduction     

E. Doyle Stevick  Zehavit Gross 《Prospects》2010,40(2):189-200

This article explores questions of the politics of knowledge and epistemology in relation to Holocaust education. It argues that, since knowledge is not neutral, we must be attentive to the role of ideologies in the selection and presentation of knowledge concerning the Holocaust in textbooks, in teaching, and in the media. The construction of knowledge about the Holocaust in classrooms is a relational process of meaning-making in which the cultures, perspectives and experiences of all involved come into play. For these reasons, the authors argue, Holocaust education should be considered in light of other fundamental questions, including the relationship of history, memory and identity in order to understand its actual and potential role in fostering democratic citizenship.  相似文献   

Introduction to the Open File     

Zehavit Gross  E. Doyle Stevick 《Prospects》2010,40(1):17-33

Sixty-five years after the liberation of Auschwitz, Holocaust education is at a critical juncture. Societies including Germany and Israel have moved through several discrete stages both in their relationships to the Holocaust, and in education about it. Those shifts will surely continue as the generation of survivors is progressively lost to the passage of time, taking with them our most powerful links to history, memory, and understanding. This special issue explores Holocaust education research, and locates it within our evolving understanding of the Holocaust itself, particularly in light of what is being learned within Central and Eastern Europe, where so many of the atrocities were committed. This introduction considers the potential of Holocaust education as well as its limitations, and the risks of its failure. It also considers the contexts in which Holocaust education takes place, and the meanings that are at work in those contexts. While many goals and visions animate Holocaust education, here we explore the notion of a culture of peace and remembrance. We close with a review of the contributions to this issue.  相似文献   

Implicit Association Tests of Attitudes Toward Persons With Disabilities     

Adrian Thomas  Edwin D. Vaughn  Andrea Doyle  Robert Bubb 《Journal of Experimental Education》2013,81(2):184-204

The authors assessed 3 of the currently available implicit association tests designed to measure attitudes toward persons with disabilities. The Revised Multiple Disability Implicit Association Test, the Implicit Association Test for Attitudes Toward Athletes With Disabilities, and the Disability Attitude Implicit Association Test were related to each other, demonstrating some consistency in measurement. They were mostly unrelated, however, to more traditional, explicit measures of attitudes toward persons with disabilities. In addition, although the implicit association tests were not related to socially desirable responding, the most psychometrically sound explicit measure (The Interaction With Disabled Persons Scale) was related to socially desirable responding.  相似文献