Play as a Window on Child Development: The Relationship Between Play and Other Developmental Domains     

Debra Eisert  Suzanne Lamorey 《Early education and development》1996,7(3):221-235

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Work-Based Curriculum to Broaden Learners’ Participation in Science: Insights for Designers     

Bopardikar  Anushree  Bernstein  Debra  Drayton  Brian  McKenney  Susan 《Research in Science Education》2020,50(4):1251-1279

Research in Science Education - Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including...  相似文献   

Peer acceptance and peer status in relation to students’ special educational needs,migration biography,gender and socio-economic status     

Sebastian Wahl  Mike Trauntschnig  Lisa Hoffmann  Susanne Schwab 《Journal of Research in Special Educational Needs》2022,22(3):243-253

Research within the context of inclusive education is strongly focused on the investigation of students’ special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students’ SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students’ social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion.  相似文献   

Students’ use of personal technologies in the university classroom: analysing the perceptions of the digital generation     

Debra Langan  Nicole Schott  Timothy Wykes  Justin Szeto  Samantha Kolpin  Carla Lopez 《Technology, Pedagogy and Education》2016,25(1):101-117

Faculty frequently express concerns about students’ personal use of information and communication technologies in today’s university classrooms. As a requirement of a graduate research methodology course in a university in Ontario, Canada, the authors conducted qualitative research to gain an in-depth understanding of students’ perceptions of this issue. Their findings reveal students’ complex considerations about the acceptability of technology use. Their analysis of the broader contexts of students’ use reveals that despite a technological revolution, university teaching practices have remained largely the same, resulting in ‘cultural lag’ within the classroom. While faculty are technically ‘in charge’, students wield power through course evaluations, surveillance technologies and Internet postings. Neoliberalism and the corporatisation of the university have engendered an ‘entrepreneurial student’ customer who sees education as a means to a career. Understanding students’ perceptions and their technological, social and political contexts offers insights into the tensions within today’s classrooms.  相似文献   

The Private Sector of Education in Britain: a review of past research and recommendations for future work     

Debra Roker 《Educational studies》1992,18(3):277-298

The paper reviews research and debate on the private sector of education in Britain. Research undertaken to date is described as having taken place at three main levels, referred to as the ‘political’, ‘outcomes’ and ‘individual‐psychological’ levels. Following the review of research at these three levels, a number of neglected areas are identified, the investigation of which would contribute significantly to a greater understanding of the private/ state school debate. These areas are: a focus on girls and young women in private schools; the experiences of Assisted Place Scheme pupils; the study of the attitudes and values of private school pupils; the investigation of private school ethos and culture; exploring how private school pupils gain the ‘edge’ over state school pupils; and the isolation of school effects from social class and family background effects.  相似文献   

The hiring of underrepresented individuals in academic administrative positions: 1972–1979     

Michael R. Dingerson  John A. Rodman  Debra Burns 《Research in higher education》1985,23(2):115-134

Universities were mandated in 1972 to expand their recruitment and hiring efforts with the intent of employing more individuals from underrepresented populations. This study presents data relating to the hiring of academic administrators over the period 1972–1979. While there appear to be substantial changes in the hiring process and in the costs of hiring, there is little evidence to support the intent of the legislation to involve more minorities in the academic leadership and management of higher education institutions.  相似文献   

An After-School Program for Interpreting Local History     

Barbara J. Michels  Debra K. Maxwell 《TechTrends》2006,50(2):62-66

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Science Education Futures: “Great Potential. Could Do Better. Needs to Try Harder”     

Peter Aubusson  Debra Panizzon  Deborah Corrigan 《Research in Science Education》2016,46(2):203-221

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Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing     

Debra McKeown  Mary Brindle  Karen R. Harris  Steve Graham  Alyson A. Collins  Megan Brown 《Reading and writing》2016,29(6):1105-1140

In this mixed methods study, qualitative, quantitative, and single-case methods were combined to provide a comprehensive investigation of teacher and student outcomes following practice-based professional development (PBPD) for self-regulated strategy development (SRSD) in writing. Qualitative observations were used to determine outcomes among the three-fourth grade teachers involved, a nested quantitative model was used to analyze classwide student writing outcomes across 53 students in the three classes, and single case design was used to determine differential outcomes among randomly selected struggling and average writers in each class. PBPD was followed by coaching for differentiation based on student performance and fidelity as teachers taught their students strategies for writing timed imaginary stories (with self as main character), as required by the state writing test. Qualitative results indicated two teachers did not differentiate writing instruction without coaching; one teacher was unresponsive to coaching and did not differentiate instruction. Classwide analysis demonstrated significant growth in writing at the class level for students from baseline to posttesting. Single case design results indicated mixed outcomes among struggling and average writers and instances where instruction was not effective. Teachers indicated high social validity for PBPD and for SRSD; students indicated high social validity for SRSD. Results across the multiple methods illuminate growth and struggles often disguised in group data and are addressed to aid in understanding and enhancing PBPD as well as instruction in SRSD and other evidence-based practices. Limitations and future research directions are discussed.  相似文献   

An analysis of the role of peers in supporting female students’ choices in science subjects     

Debra Panizzon  Lesley Levins 《Research in Science Education》1997,27(2):251-270

This exploratory study investigated the role and importance of peers in providing personal and academic support for Year 11 female students, enrolled in physics and biology. While these areas of support had been identified in earlier research by Holland and Eisenhart (1981), this study attempted to investigate further their importance within an Australian context. Questionnaires, completed by one hundred female students, were analysed using Principal Components Analysis and MANOVA. The statistical analysis found no significant differences between the six relevant factors and science subjects, however, significant differences emerged in relation to schools and particular factors. Subsequently, six interviews were conducted with selected students to elaborate upon the statistical differences that emerged from these results. The interviews corroborated the findings of the quantitative analysis and provided explanations for these differences. Overall, the results of this study suggest that while the supportive role provided by peers is similar regardless of the science subject undertaken by a female student this role varies between schools.  相似文献