Learning from participants in field based research     

Dawn Francis 《Cambridge Journal of Education》2004,34(3):265-277

This paper takes a critically reflective look at field research done in the early career of an academic and in so doing uncovers the dilemmas of a novice researcher that are rarely acknowledged in texts that address qualitative methods. It addresses issues of power in research associations surrounding different paradigms and the ways in which the study changed as boundaries were increasingly blurred. It also examines lessons learned about interviewing and challenges the notion of an un‐analytical informant as being necessary to quality and depth of data.  相似文献   

Farewell to Peter Lang     

Colleen McLaughlin  Executive Editor 《Pastoral Care in Education》2003,21(4):4-4

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When Librarians Hit the Books: Uses of and Attitudes Toward E-Books     

Katherine Hanz  Dawn McKinnon 《The Journal of Academic Librarianship》2018,44(1):1-14

Librarians offer a unique perspective on e-books: on one hand they collect these resources and train users as part of their jobs, while on the other hand, they may be users of e-books themselves. With recent increases in research expectations for Canadian academic librarians, this study aimed to discover: when librarians do research, do they use e-books and how often are they using them? This study examines the results of a survey of 392 academic librarians from across Canada. The survey generated data on librarians' use of, and attitudes towards, e-books. While a number of studies examine the use and opinions of e-books among other user groups, this study examines how librarians search for or use e-books differently than other user groups. Results will help librarians to improve their liaison work and make more informed collection development decisions at their own institutions.  相似文献   

Review 2     

Margaret J. McLaughlin 《欧洲特需教育杂志》2017,32(2):289-291

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Exertional heat illness risk factors and physiological responses of youth football players     

Susan W. Yeargin  John J. Dickinson  Dawn M. Emerson  Jessica Koller  Toni M. Torres-McGehee  Zachary Y. Kerr 《运动与健康科学(英文)》2021,10(1):91

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Learning in landscapes of practice: boundaries,identity, and knowledgeability in practice-based learning     

Dawn Gilmore 《高等教育研究与发展》2016,35(2):415-417

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Beyond stacking in American football towards an understanding of cultural transmission,social identity and self-categorization     

Kent Kaiser  Dylan Williams  Dawn Norwood 《Sport in Society》2016,19(10):1573-1595

Relying on cultural transmission, social identity and self-categorization theories, this study uses an innovative two-part photo-pasting and survey method to investigate quantitatively and qualitatively non-fans’, fans’ and players’ assumptions about what positions black and white players should occupy in American football. Both white and black players and fans showed evidence of being cultural transmitters of racial ideologies associated with the quarterback position in American football. Overall, the respondent choices for quarterback diverged significantly from equality but not significantly from the reality of the National Football League. Players and fan and non-fan participants alike showed evidence of being cultural consumers and transmitters of racial ideologies associated with the quarterback position. Narrative reasons for player choices aligned with past literature about racial stereotypes. On most measures, the findings did not differ greatly among the institutions from which study participants were drawn, their diversity in geography, racial composition, ideology, athletic division and public–private status notwithstanding.  相似文献   

Factors which comprise salary     

Gerald W. McLaughlin  John C. Smart  James R. Montgomery 《Research in higher education》1978,8(1):67-82

A linear causal model is postulated and path analysis procedures are used to examine the direct, indirect, and total influence of 39 variables (grouped into eight general measures) on the salaries of 24.461 faculty members associated with virtually every discipline and type of postsecondary institution in the academic community. The results show wide variation in the relative influence of characteristics of postsecondary institutions and the personal and professional characteristics of faculty members on faculty salaries. The implications of these findings are discussed and specific guidelines are provided to assist those interested in examining the external and internal consistency of the faculty salary structures of their respective institutions.  相似文献   

ANALYSIS OF FOURTH GRADE TESTING     

R. G. Cochrane  J. Elkins  Dawn M. Richmond 《International Journal of Disability, Development & Education》1969,16(3):131-142

Three hundred and ninety‐nine Grade 4 Brisbane children were given a battery o1 general ability and achievement tests. Means and standard deviations allowed construction of 15‐point scales for a Queensland Grade 4. A correlation matrix included indices concerning sub‐tests of general ability and achievement tests. Comparisons with original A.C.E.R. co‐efficients were made. The matrix was factor sub‐tests of general ability and achievement tests. Comparisons with analysed and rotated, three factors emerging ‐‐ verbal, performance and computational. A canonical correlation was performed and three significant elements emerged ‐‐ a verbal, a computational (or integrative or automatic sequential) and a problem‐solving element.  相似文献   

Curriculum Design of a Flipped Classroom to Enhance Haematology Learning     

Pauline?A.?Porcaro  Denise?E.?Jackson  Patricia?M.?McLaughlin  Cindy?J.?O’MalleyEmail authorView author&#;s OrcID profile 《Journal of Science Education and Technology》2016,25(3):345-357

A common trend in higher education is the “flipped” classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology ‘major’ class and the students’ attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56–65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %).  相似文献