Using drawing in research with children: lessons from practice     

Derek Bland 《International Journal of Research & Method in Education》2018,41(3):342-352

Emerging from projects that have involved working with primary school children in school-related research, this article offers suggestions of how drawing as a principal means of data gathering can be either constructive or of little value. The qualitative research projects discussed include investigations of school improvement and consideration of school design, in which freehand drawing was used in different contexts with young people. In many cases, the value of the visual data was high, contributing strongly to the research aims. In some, however, the work contributed little meaningful data to address the research questions. The usefulness of data derived from drawings to the research was assessed by observing factors such as the materials and time available as well as teacher and peer influence. This article discusses those variables and proposes recommendations to improve the likelihood of obtaining quality visual data when working with children.  相似文献   

The key factors affecting students’ individual interest in school science lessons     

Derek Cheung 《International Journal of Science Education》2018,40(1):1-23

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students’ individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students’ individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students’ individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school.  相似文献   

'Mary Doesn't Talk'     

Derek Lumb  David Wolff 《British Journal of Special Education》1988,15(3):103-106

Most teachers of young children have a reasonable chance, during their careers, of coming across at least one child who will not talk in certain situations, such as in school. This article offers advice (and, it is hoped, some comfort) to teachers who encounter a child who persistently refuses to speak. These children are often described as 'elective mutes' and frequently infuriate anddistress all those around them. Derek Lumb is a peripatetic support teacher in the school support services based at the Claremont Centre, Huddersfield. David Wolff is an educational psychologist with the Kirklees Psychological Service.  相似文献   

The role of academic libraries in the scientific information system     

Derek Law 《Learned Publishing》1994,7(3):159-162

Considers the recommendations in the SIS report regarding libraries’ possible co–operative acquisition of materials; the increased use of free point–of–use services and of bulletin boards; payment for information received electronically; responsibility for training in information access; and national electronic archives.  相似文献   

The science/technology relationship,the craft of experimental science,and policy for the improvement of high technology innovation     

Derek deS. Price 《Research Policy》1984,13(1):3-20

The author argues that advances in instrumentation and experimental techniques - what he calls instrumentalities - have been of major importance in stimulating and enabling both radical theoretical advances in fundamental science, and radical innovations in practical application. He supports his argument with historical examples, and concludes that explicit policies should be developed for the financial support of instrumentation.  相似文献   

Numerical Estimation in Deaf and Hearing Adults     

Bull R  Marschark M  Sapere P  Davidson WA  Murphy D  Nordmann E 《Learning and individual differences》2011,21(4):453-457

Deaf students often lag behind hearing peers in numerical and mathematical abilities. Studies of hearing children with mathematical difficulties highlight the importance of estimation skills as the foundation for formal mathematical abilities, but research with adults is limited. Deaf and hearing college students were assessed on the Number-to-Position task as a measure of estimation, and completed standardised assessments of arithmetical and mathematical reasoning. Deaf students performed significantly more poorly on all measures, including making less accurate number-line estimates. For deaf students, there was also a strong relationship showing that those more accurate in making number-line estimates achieved higher scores on the math achievement tests. No such relationship was apparent for hearing students. Further insights into the estimation abilities of deaf individuals should be made, including tasks that require symbolic and non-symbolic estimation and which address the quality of estimation strategies being used.  相似文献   

Teachers’ Judgements of their Pupils: broad categories and multiple criteria     

Derek Blease 《Educational studies》1995,21(2):203-215

Twelve secondary school teachers were interviewed using a triadic elicitation technique to identify the most common criteria by which they made day‐to‐day judgements about a single class of 24 year 8 pupils taught by them. Ten common elements were identified from the teachers’ individual bi‐polar constructs to form a common, or average, set of rating criteria. The teachers individually ranked each child against the positive pole of each of the common criteria. Cluster analysis of the teachers’ rankings revealed those constructs which each teacher perceived as being most alike. Examination of the most commonly occurring construct pairings indicated that, on a day‐to‐day basis, the teachers made judgements according to three general groups of criteria: maturity and attitude to school work, personality factors, and academic ability. This was confirmed in the course of respondent validation.  相似文献   

Defining sport tourism: a content analysis of an evolving epistemology     

Derek Van Rheenen  Sorina Cernaianu  Claude Sobry 《Journal of Sport Tourism》2017,21(2):75-93

ABSTRACT

This paper conducts a systematic evaluation of one of the primary journals in the field of sport tourism research since its establishment in 1993. Drawing on extant literature with varying disciplinary approaches, this meta-review traces the development of key concepts and definitions underlying an evolving epistemology connected to sport tourism, as evidenced within the Journal of Sport & Tourism (JS&T). It does so by examining research specific to content previously unexplored. The study first conducted a content analysis based upon a keyword search, focusing on phrases in which sport and tourism appeared together. The study reviewed all texts, including articles, book chapters and editorials (n?=?517), for the years 1993–2014. We then constructed a thematic analysis based upon the most common defining elements found within these texts. These extracted definitions were analyzed according to their paradigmatic elements. Based on these findings, this paper suggests the need to further define the epistemological boundaries of sport tourism for the twenty-first century.  相似文献   

Science teachers' beliefs about curriculum design     

Dr. Derek Cheung  Pun-Hon Ng 《Research in Science Education》2000,30(4):357-375

Teacher beliefs about curriculum design affect the quality of science education in schools, but science researchers know little about the interrelation of beliefs about alternative curriculum designs. This article describes a quantitative study of secondary science teachers' beliefs about curriculum design. A 33-item Science Curriculum Orientation Inventory (SCOI) was developed to measure five distinct orientations to curriculum: academic, cognitive processes, societycentred, humanistic, and technological. Data were collected from 810 integrated science, chemistry, physics, and biology teachers in Hong Kong. A confirmatory factor analysis of teacher responses to the SCOI indicated that science teachers' beliefs about curriculum design had a hierarchical structure; the five distinct curriculum orientations were positively correlated, forming a second-order curriculum, meta-orientation. Physics teachers were less society-oriented than biology, integrated science and chemistry teachers, and integrated science teachers were more humanistic than physics teachers. Although science teachers' beliefs about any of the five alternative curriculum designs did not vary with their teaching experience, the difference between beliefs about the cognitive processes orientation and the humanistic orientation increased when teachers had gained more teaching experience. Implications of these findings are discussed.  相似文献   

Developmental effects influencing observational modelling: a meta-analysis     

Ashford D  Davids K  Bennett SJ 《Journal of sports sciences》2007,25(5):547-558

A meta-analysis was conducted on the observational modelling literature (n = 55 studies) to quantify overall between-participant treatment effects (deltau Bi) gained for child and adult populations. The overall observational modelling treatment estimate obtained from movement dynamics (i.e. form) data was larger for adults (deltau Bi = 0.80) than children (deltau Bi = 0.24); the modelling advantage over a practice-only control condition was significant for adults only. In contrast, the overall observational modelling treatment estimate obtained for movement outcome data (i.e. task goal) was negligible (deltau Bi = -0.02) for adults, whereas it was more substantial (deltau Bi = 0.48) and significant for children. These findings are consistent with the suggestion that, as a result of observation, children show a greater tendency to achieve movement outcome goals (e.g. task accuracy) than adults, who tend to focus more on matching existing intrinsic dynamics with the observed task dynamics. We suggest that the developmental effects influencing observational modelling result from differences in individuals' intrinsic dynamics, and hence the opportunity to replicate the observed motor skill. The current meta-analysis describes reasons for equivocality in the extant observational modelling literature and elucidates a research agenda for pedagogists aiming to better understand the benefits of modelling techniques.  相似文献