Help will be welcomed from every quarter: the work of William Boyd and the Educational Institute of Scotland’s Research Committee in the 1920s     

Caroline Elizabeth Brett  Martin Lawn  David J. Bartholomew  Ian John Deary 《History of education》2013,42(5):589-611

This paper discusses evidence, collected during an ESRC‐funded project (‘Reconstructing a Scottish School of Educational Research, 1925–1950’), of a remarkable vision to involve teachers in educational research in Scotland by the Educational Institute of Scotland in the 1920s through the work of its Research Committee. Led by William Boyd, the Committee thought that involvement in research was a crucial stepping stone towards achieving professional status for teachers. It conducted a number of detailed investigations involving teachers, thereby introducing research into the consciousness and practice of teachers. This paved the way for Scotland to make significant contributions to educational research on the international stage.  相似文献   

Spelling of Deaf Children Who Use Cochlear Implants     

Heather Hayes  Brett Kessler  Rebecca Treiman 《Scientific Studies of Reading》2013,17(6):522-540

The spellings of 39 profoundly deaf users of cochlear implants, aged 6 to 12 years, were compared with those of 39 hearing peers. When controlled for age and reading ability, the error rates of the 2 groups were not significantly different. Both groups evinced phonological spelling strategies, performing better on words with more typical sound–spelling correspondences and often making misspellings that were phonologically plausible. However, the magnitude of these phonological effects was smaller for the deaf children than for hearing children of comparable reading and spelling ability. Deaf children with cochlear implants made the same low proportion of transposition errors as hearing children. The findings indicate that deaf children do not rely primarily on visual memorization strategies, as suggested by previous studies. However, deaf children with cochlear implants use phonological spelling strategies to a lesser degree than hearing peers.  相似文献   

Influences of volitional and forced intentions on physical activity and effort within the theory of planned behaviour     

Nikos L. D. Chatzisarantis  Christina Frederick  Stuart J. H. Biddle  Martin S. Hagger  Brett Smith 《Journal of sports sciences》2013,31(6):699-709

Abstract

In the present study, we examined the utility of volitional and forced intentions in predicting participation in physical activities and effort within the theory of planned behaviour. Four hundred and forty-four participants (184 males, 260 females) aged 19.1 ± 3.3 years (mean ± s) completed self-report measures of intentions, attitudes, subjective norms, perceived behavioural control, volitional intentions, forced intentions, and past behaviour in a physical activity context. Six weeks later, they completed self-report measures of physical activity behaviour and effort. Results indicated that volitional intentions and forced intentions contributed to the prediction of effort over and above intentions, attitudes, subjective norms, perceptions of control, past behaviour, and the product terms of attitudes×intentions and subjective norms×intentions. Volitional intentions and forced intentions did not predict participation in physical activities over and above effort. We concluded that volitional intentions and forced intentions assist in the explanation of effort in the context of physical activity behaviour.  相似文献   

The Validity of Relative Fat Mass and Body Adiposity Index as Measures of Body Composition in Healthy Adults     

Michael V. Fedewa  Brett S. Nickerson  Michael R. Esco 《Measurement in physical education and exercise science》2020,24(2):137-146

ABSTRACT

Higher relative adiposity is independently associated with adverse health consequences. As such, accurate estimates of body composition in field settings are of utmost importance. The aim of this study was to examine the validity of the Body Adiposity Index (BAI) and Relative Fat Mass (RFM) as measures of total body adiposity. BAI and RFM were assessed in young adults (n = 188, 48.4% female, 21.8 ± 4.8 years, 24.4 ± 4.6 kg/m²). Adiposity was assessed using the 4C model (%Fat_4C) and derived from underwater weighing for body density, dual-energy X-ray absorptiometry for bone mineral content, and bioimpedance spectroscopy for total body water. Bivariate correlations between BAI, RFM, and %Fat_4C were assessed using Pearson’s r. Differences between measures were assessed using a repeated-measures ANOVA. BAI and RFM were associated with %Fat_4C (r = 0.668 and 0.827 respectively, both p < .001). BAI and RFM overestimated %Fat_4C (+4.3 ± 6.1 versus +4.3 ± 4.6, respectively, p < .001). The large error limits the practical utility of these anthropometric indices.

Abbreviation: ANOVA: Analysis of Variance; BAI: Body Adiposity Index; BM: Body Mass; BMI: Body Mass Index; CM: centimeter; DXA: Dual X-ray Absorptiometry; HC: Hip Circumference; KG: kilogram; RFM: Relative Fat Mass; SPSS: Statistical Package for the Social Sciencesp; WC: Waist Circumference; %Fat: Body Composition.  相似文献   

Attachment Security Priming Decreases Children's Physiological Response to Threat     

Brandi Stupica  Bonnie E. Brett  Susan S. Woodhouse  Jude Cassidy 《Child development》2019,90(4):1254-1271

Ninety 6- and 7-year-olds (49.3% White, mostly middle class) from greater Washington, DC were randomly assigned to a subliminal priming condition (secure, happy, or neutral) to determine if attachment security priming decreases physiological, expressive, and self-reported fear reactions to threatening stimuli. Dispositional attachment security was also assessed. Secure priming and attachment security each decreased electrodermal reactivity, increased vagal augmentation, and decreased fearful facial expressions compared to control conditions. Examination of a statistical interaction between security priming and child attachment indicated that, although secure children had increased vagal augmentation and fewer fearful expressions than insecure children, the effects of priming were constant across secure and insecure children. There were no priming or attachment effects associated with children's self-reported fear.  相似文献   

The Role of Language &; Discourse in the Investigation of Privilege: Using Participatory Action Research to Discuss Theory,Develop Methodology, &; Interrupt Power     

Brett G. Stoudt 《The Urban Review》2009,41(1):7-28

Rooted in feminist philosophy, critical race theory, and participatory action research (PAR), I partnered with four faculty and four students at an elite, private, college preparatory day school for boys in order to examine bullying. In this article I closely examine the role of language and discourse when conducting counter hegemonic research with people who are predominantly privileged and within institutions designed to reproduce those privileges. I briefly describe the co-construction of our theory and instrument to illustrate that our close attention to language in regards to bullying both helped us understand our work and changed how we went about conducting the study. I describe how our strategic use of language to broadly define bullying helped us capture interesting data and interrupt power. And finally, I discuss our political use of language to others and suggest that while it paved a safer space for us to conduct our work it also may have restricted our work from having the power to resist co-optation and promote sustainable, systemic change.  相似文献   

The program risks of work-integrated learning: a study of Australian university lawyers     

Craig Cameron  Brett Freudenberg  Jeff Giddings  Christopher Klopper 《Journal of Higher Education Policy & Management》2018,40(1):67-80

Work-integrated learning (WIL) is a risky business in higher education. The strategic opportunities that WIL presents for universities cannot be achieved without taking on unavoidable legal risks. University lawyers are involved with managing the legal risks as part of their internal delivery of legal services to universities. It is important to identify the risks that potentially arise, so these can then be managed. A case study involving Australian university lawyers reveals the ‘program risks’ of WIL. Program risk is a type of legal risk that relates to the conduct of universities, host organisations and students before, during and after a WIL placement, as well as the personal characteristics of students that can expose the university to legal risk. The research findings may be applied by university lawyers, academic disciplines and university management to evaluate and improve risk management in WIL programs.  相似文献   

Visual perspectives within educational computer games: effects on presence and flow within virtual immersive learning environments     

Jon Scoresby  Brett E. Shelton 《Instructional Science》2011,39(3):227-254

  相似文献   

Young children's knowledge about printed names   总被引：2，自引：0，他引：2  

Treiman R  Cohen J  Mulqueeny K  Kessler B  Schechtman S 《Child development》2007,78(5):1458-1471

Four experiments examined young children's knowledge about the visual characteristics of writing, specifically personal names. Children younger than 4 years of age, even those who could read no simple words, showed some knowledge about the horizontal orientation of English names, the Latin letters that make them up, and their left-to-right directionality. Preschoolers also had some familiarity with the shapes of the letters in their own first name, especially the leftmost letter. Knowledge of the conventional capitalization pattern for English names emerged later, after a period during which children preferred names in all uppercase letters. When tested with personal names, the kind of word they know best, young children are surprisingly knowledgeable about the visual characteristics of writing.  相似文献   

Reflections on the need for continued research on writing     

Brett Miller  Peggy McCardle 《Reading and writing》2011,24(2):121-132

A focused scientific research effort on writing research and its relationship to language development and reading is needed to address the writing and broader literacy needs of today’s and tomorrow’s learners and workers. In the United States, as well as in many other nations, research on writing has been neglected in relation to the emphasis on reading and oral language more generally. The authors argue first for why there is a need for this refocused effort, what should be focused on, and how as a field we should consider moving forward and addressing this imperative. In addressing the why, the authors argue that need is not limited to a particular age or developmental range but rather is broad-based, beginning with our youngest learners and continuing through those transitioning into post-secondary and the workplace. The clear message is that the picture is surprisingly similar across age ranges with a demonstrated need beginning with those coming from less advantaged backgrounds into formal education to the majority of students transitioning from twelfth grade into the workplace or post secondary settings. The authors suggest next steps for research addressing both what and how: what areas of science are areas of high need and how the field may consider moving forward to address these needs. Interdisciplinary research on writing is needed that addresses and integrates cognitive, biological, and social-cultural traditions, contributions, and methods.  相似文献