The Renewal of Case Studies in Science Education   总被引：2，自引：3，他引：2  

Stinner  Arthur  McMillan  Barbara A.  Metz  Don  Jilek  Jana M.  Klassen  Stephen 《Science & Education》2003,12(7):617-643

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Behaviour State Analysis in Rett Syndrome: Continuous data reliability measurement     

Gail Woodyatt  Ross Darnell  Jeff Sigafoos  James Halle 《International Journal of Disability, Development & Education》2004,51(4):383-400

Awareness of optimal behaviour states of children with profound intellectual disability has been reported in the literature as a potentially useful tool for planning intervention within this population. Some arguments have been raised, however, which question the reliability and validity of previously published work on behaviour state analysis. This article sheds light on the debate by presenting two stages of a study of behaviour state analysis for eight girls with Rett syndrome. The results support Mudford, Hogg, and Roberts' (1997 Mudford, OC, Hogg, J and Roberts, J. 1997. Interobserver agreement and disagreement in continuous recording exemplified by measurement of behavior state, American Journal on Mental Retardation, 102: 54–66.  [Google Scholar], 1999 Mudford, OC, Hogg, J and Roberts, J. 1999. Behavior states: Now you see them, now you don't, American Journal of Mental Retardation, 104: 385–391.  [Google Scholar]) concerns with the pooling of participant data. The results of Stage 2 also suggest, however, that most categories of behaviour state can be reliably distinguished once definitions of behaviours for each state are clearly defined.  相似文献   

Collaborative research in contexts of inequality: the role of social reflexivity     

Brenda Leibowitz  Vivienne Bozalek  Jean Farmer  James Garraway  Nicoline Herman  Jeff Jawitz  Wendy McMillan  Gita Mistri  Clever Ndebele  Vuyisile Nkonki  Lynn Quinn  Susan van Schalkwyk  Jo-Anne Vorster  Chris Winberg 《Higher Education》2017,74(1):65-80

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.  相似文献   

Students' Understanding of the Descriptive and Predictive Nature of Teaching Models in Organic Chemistry     

Treagust  David F.  Chittleborough  Gail D.  Mamiala  Thapelo L. 《Research in Science Education》2004,34(1):1-20

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Professors’ Expectations of Students’ Ability to Think     

Janet Gail Donald 《高等教育研究与发展》1988,7(1):19-36

Recent evaluations of the state of higher education have suggested that students must not only learn subject matter content but must be able to think with it. Professors in tertiary education expect that their students will come equipped to handle certain kinds of information and certain kinds of learning tasks. To describe their expectations, faculty use phrases such as the ability to think logically, or to do independent work, or to use abstract terms. But to what extent do they suppose that their students will be able to think? In a study of some learning tasks in the university, professors from three universities and six different disciplines, representatives of the natural sciences, the social sciences, and the humanities, pure and applied, were interviewed. Faculty expectations of students’ ability to think logically, independently, and abstractly were analysed to show consistencies and differences across disciplines.  相似文献   

Moving Technical Communication into the Post-Industrial Age: Advice from 1910     

Gail Lippincott 《Technical Communication Quarterly》2003,12(3):321-342

This article examines advice from a century ago that anticipates current calls to relocate the value of technical communication. Chemist Ellen Swallow Richards coined euthenics, the science of controllable environment, and then discussed communication technologies to teach scientific principles to the public. She emphasized women's pivotal role as audience and communicator, helping us understand how to enact the practices of symbolic analysis that give value to our work.  相似文献   

The Use of Trait Labels in Making Psychological Inferences   总被引：7，自引：0，他引：7  

Gail D. Heyman  & Susan A. Gelman 《Child development》1999,70(3):604-619

Three studies investigated children's capacity to use trait labels as tools for making inferences about mental states. For example, knowledge that a story character is "nice" as opposed to "mean" could lead to predictions that the character would respond with greater negative affect upon discovering that his or her action had made someone upset. Study 1 (N = 48) examined whether participants (kindergartners, second graders, fifth graders, and adults) would make different psychological inferences based on whether a character was labeled as "nice" versus "mean." Study 2 (N = 30) examined the same issue with 4-year-olds using a simpler methodology. Study 3 (N = 30) extended the results of Study 2, by examining whether describing characters as "shy" versus "not shy" would lead 4-year-olds to make different mental state inferences. Taken together, these findings suggest that even for young children, trait labels can serve as a basis for making nonobvious inferences. Developmental differences are discussed.  相似文献   

Communicating Mathematics on the Internet: Synchronous and Asynchronous Tools     

Charles B. Hodges  Gail M. Hunger 《TechTrends》2011,55(5):39-44

Communicating and collaborating online are becoming common requirements in education. The specialized notations and symbols necessary for some content areas where mathematical expressions are part of the conversation require that users select appropriate communication tools. The purpose of this article is to describe tools that can be used for online, asynchronous or synchronous communication involving mathematical expressions.  相似文献   

Diversity training for community aged care workers: An interdisciplinary meta-narrative review     

Claudia Meyer  Rajna Ogrin  Hamzah Al-Zubaidi  Arti Appannah  Sally McMillan  Elizabeth Barrett 《Educational gerontology》2017,43(7):365-378

Population ageing signals the need for a responsive community aged care workforce respectful of older people’s diverse healthcare needs. Person-centered care premises individual needs and preferences to enhance participation in health care. Training for diversity does not yet exist for this workforce, but is necessary to ensure appropriate care for diverse community-dwelling older people. This article aims to review the range of research traditions for conceptualizing diversity training, theoretical approaches, and empirical findings to understand the relevance for the community aged care sector. Using a meta-narrative approach, research from health, education, psychology, sociology, and business literature was reviewed for meaningful contribution to supporting training for community aged care workers. Meta-narrative review principles included: planning, searching, mapping, appraisal/synthesis, and recommendations. Six meta-narratives were identified, consolidated into three areas: person-centered and culturally competent health care; human rights approach; and psychological approaches to diversity training. The meta-narratives highlighted diversity within diversity and a move toward intersectionality. Meta-narratives were linked through concepts of inclusion, reduction in bias, and access and equity healthcare policy and practice. Training for community aged care workers is challenging, with this synthesis providing new understandings of diversity training, paramount for provision of responsive and equitable health care for older people.  相似文献   

Big ideas in social science     

Gail Edwards 《International Journal of Research & Method in Education》2017,40(2):221-222

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