International educators’ perspectives on the purpose of science education and the relationship between school science and creativity     

Lindsay Hetherington  Kerry Chappell  Hermione Ruck Keene  Heather Wren  Mutlu Cukurova  Charlotte Hathaway 《Research in Science & Technological Education》2020,38(1):19-41

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Associations between Fine Motor and Mathematics Instruction and Kindergarten Mathematics Achievement     

Emily A. Lewis  Lindsay Bell Weixler 《Early education and development》2019,30(5):678-693

Research Findings: This study investigates the role of fine motor and mathematics instruction in mathematics achievement in an international sample of kindergarteners from the United States and China. Multilevel modeling was used to assess the interaction between students’ entering skills and classroom time spent on basic math, higher-order math and fine-motor instruction. For American children, the effect of basic math and higher-order math instruction on student achievement depended on entering skills; however, fine motor instruction had negative average effects on student achievement and did not depend on students’ entering skills. Instruction time was not a significant predictor of achievement for Chinese students. Practice or Policy: Though fine motor skills have a robust correlation with mathematics achievement, a causal link has not been established. Our study indicates that time spent in fine motor instruction does not advance mathematics achievement in kindergarten and in fact may weaken mathematics achievement, given the limited time in the instructional day. American teachers in our sample who spent more time in fine-motor instruction tended to spend less time on basic math and higher-order mathematics instruction. Educators should weigh instructional trade-offs carefully and work to tailor instruction to students’ skill levels.  相似文献   

Changes in pupils' perceptions of scientists,science teachers and self     

Lindsay D. Mackay  Richard T. White 《Research in Science Education》1977,7(1):231-237

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A wireless accelerometer node for reliable and valid measurement of lumbar accelerations during treadmill running     

Timothy R. Lindsay  James A. Yaggie  Stephen J. McGregor 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(1):11-22

This study investigated the reliability of a wireless accelerometer and its agreement with optical motion capture for the measurement of root mean square (RMS) acceleration during running. RMS acceleration provides a whole-body metric of movement mechanics and economy. Fifteen healthy college-age participants performed treadmill running for two 60-s trials at 2.22, 2.78, and 3.33 m/s and one trial of 150 s (five 30-s epochs) at 2.78 m/s. We assessed between-trial and within-trial reliability, and agreement in each axis between a trunk-mounted wireless accelerometer and a reflective marker on the accelerometer measured by optical motion capture. Intraclass correlations assessing between-trial repeatability were 0.89–0.97, depending on the axis, and intraclass correlations assessing within-trial repeatability were 0.99–1.00. Bland–Altman analyses assessing agreement indicated mean difference values between ?0.03 and 0.03 g, depending on the axis. Anterio-posterior acceleration had the greatest limits of agreement (LOA) (±0.12 g) and vertical acceleration had the smallest LOA (±0.03 g). For measuring RMS acceleration of the trunk, this wireless accelerometer node provides repeatable and valid measurement compared with the standard laboratory method of optical motion capture.  相似文献   

Public and higher education policies influencing African-American women     

Beverly Lindsay 《Higher Education》1988,17(5):563-580

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Student and school SES,gender, strategy use,and achievement          下载免费PDF全文

Gregory L. Callan  Gregory J. Marchant  W. Holmes Finch  Lindsay Flegge 《Psychology in the schools》2017,54(9):1106-1122

A multilevel mediated regression model was fit to Programme for International Student Assessment achievement, strategy use, gender, and family‐ and school‐level socioeconomic status (SES). Two metacognitive strategies (i.e., understanding and summarizing) and one learning strategy (i.e., control strategies) were found to relate significantly and positively to achievement. These strategies were used more by females and students attending higher SES schools. In contrast, males and students attending lower SES schools tended to use a greater number of learning strategies that did not relate to achievement, including memorization and elaboration. In addition, the strategies that did not relate to achievement were used more frequently by students from higher SES families. The findings suggest that schools, as opposed to families, may be the primary vehicle for developing effective strategy use practices for students and thus, targeted interventions may be particularly useful for male students attending low SES schools.  相似文献   

Linda Dorrington 1949–2006     

Peter Morgan  Maureen Forrest  Lindsay Curtis 《Health information and libraries journal》2006,23(4):306-307

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Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes     

Lindsay B. Wheeler  Jennifer L. Maeng  Jennie L. Chiu  Randy L. Bell 《科学教学研究杂志》2017,54(4):463-492

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A Comparison of Special,General and Support Teachers’ Controllability and Stability Attributions for Children’s Difficulties in Learning     

Lisa Woolfson  Elizabeth Grant  Lindsay Campbell 《教育心理学》2007,27(2):295-306

The study aimed to explore teachers’ attributions for learner difficulties in their schoolwork. In order to explore their attributions of controllability and stability, three groups of teachers, general mainstream class teachers (N = 39), mainstream learning support teachers (N = 35), and special school teachers (N = 25) were asked to rate vignettes about children’s difficulties. The results showed that the two groups of teachers working in the mainstream settings viewed learners with identified support needs as having less control over their performance than those with no specific support needs, while special school teachers viewed both learner groups similarly. Similar findings were found for teacher attributions of controllability in high‐ and low‐ability learners. Stability attributions across all conditions showed that special school teachers viewed children’s difficulties as more amenable to change than did the two groups of mainstream teachers. The implications of these findings for inclusion in mainstream schools are discussed.  相似文献   

Where are we at? An empirical study of levels and methods of evaluating continuing professional development     

Daniel Muijs  Geoff Lindsay 《British Educational Research Journal》2008,34(2):195-211

Continuing professional development (CPD) is increasingly becoming recognised as important for all professionals in order to maintain and develop their competence. Many professions, especially in the health field, require evidence of CPD in order for professionals to be granted continuing registration as practitioners. Given its accreditation as well as developmental uses, it is important that CPD is evaluated. The present study examines the usefulness of a hierarchical model for the evaluation of CPD for teachers. The data were derived from a sample of 223 CPD coordinators and 416 teachers from a randomly selected sample of 1000 schools in England. Questionnaire data were analysed using Rasch modelling. The results suggest a reasonable fit with the model, with participant satisfaction being the most commonly evaluated outcome while participants' use of new skills and student outcomes were the least likely to be evaluated, together with value for money according to teachers only. The implications for teachers' CPD are discussed.  相似文献