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71.
During the research reported in this article, differences in perceived stress and coping between adolescents with and without autistic spectrum disorders (ASD) were examined by a series of interviews. Emphasis was placed on examining the issue with regard to the prospective transition at the point of leaving secondary education. Ten pupils with autism and seven without any identified disorder were interviewed. The participants with ASD indicated worry about specific objects and social relations; demonstrated a lack of external expression of their stress; and indicated a reliance on self, rather than others, for help. Those with ASD also indicated more concerns regarding items not affecting their education and were self-admittedly poor at dealing with both current and future stress. Participants without a disorder were far more concerned with their education and outlined different methods of stress management. James Browning, an Educational Psychologist in training, Dr Lisa A. Osborne, a Research Fellow in the Learning and Adaptive Behaviour Group, in the Department of Psychology at Swansea University, and Professor Phil Reed, the Director of the Learning and Adaptive Behaviour Group, in the Department of Psychology at Swansea University, suggest that these differences should be addressed and argue that the further incorporation of techniques to improve coping with stress may ease the transition from school for students with ASD. 相似文献
72.
Jonathan Osborne 《Research in Science Education》2009,39(3):397-403
73.
Christopher T. Brennan David G. Jenkins Mark A. Osborne Michael Oyewale 《Journal of sports sciences》2018,36(20):2273-2281
This study examined the changes in running performance, maximal blood lactate concentrations and running kinematics between 85%BM anti-gravity (AG) running and normal over-ground (OG) running over an 8-week training period. Fifteen elite male developmental cricketers were assigned to either the AG or over-ground (CON) running group. The AG group (n = 7) ran twice a week on an AG treadmill and once per week over-ground. The CON group (n = 8) completed all sessions OG on grass. Both AG and OG training resulted in similar improvements in time trial and shuttle run performance. Maximal running performance showed moderate differences between the groups, however the AG condition resulted in less improvement. Large differences in maximal blood lactate concentrations existed with OG running resulting in greater improvements in blood lactate concentrations measured during maximal running. Moderate increases in stride length paired with moderate decreases in stride rate also resulted from AG training. The use of AG training to supplement regular OG training for performance should be used cautiously, as extended use over long periods of time could lead to altered stride mechanics and reduced blood lactate. 相似文献
74.
75.
Enhancing the quality of argumentation in school science 总被引:1,自引:0,他引:1
The research reported in this study focuses on the design and evaluation of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over 2 years, between 1999 and 2001, in junior high schools in the greater London area. The research was conducted in two phases. In phase 1, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom, and to support and assess teachers' development with teaching argumentation. Data were collected by video‐ and audio‐recording the teachers' attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin's argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher‐specific, as is the nature of the change. In phase 2 of the project, the focus of this paper, teachers taught the experimental groups a minimum of nine lessons which involved socioscientific or scientific argumentation. In addition, these teachers taught similar lessons to a comparison group at the beginning and end of the year. The purpose of this research was to assess the progression in student capabilities with argumentation. For this purpose, data were collected from 33 lessons by video‐taping two groups of four students in each class engaging in argumentation. Using a framework for evaluating the nature of the discourse and its quality developed from Toulmin's argument pattern, the findings show that there was improvement in the quality of students' argumentation. This research presents new methodological developments for work in this field. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 994–1020, 2004 相似文献
76.
Sarah P. McGeown Cara Osborne Amy Warhurst Roger Norgate Lynne G. Duncan 《Journal of Research in Reading》2016,39(1):109-125
This study examined the extent to which a range of child characteristics (sex, age, socioeconomic status, reading skill and intrinsic and extrinsic reading motivation) predicted engagement (i.e., time spent) in different reading activities (fiction books, factual books, school textbooks, comics, magazines and digital texts). In total, 791 children (aged 8–11 years) participated. There was considerable variation in the factors predicting engagement in different reading activities. Although intrinsic reading motivation was a good predictor of recreational book reading, age was a stronger predictor of engagement with digital texts. Furthermore, specific dimensions of motivation predicted engagement in different reading activities; being motivated to read challenging texts predicted recreational book reading, whereas being motivated to achieve good grades predicted schoolbook reading. On the other hand, social reasons predicted engagement with magazines and comics. Implications for education and the relationship between child characteristics and choice of reading activities are discussed. 相似文献
77.
Jason W. Osborne 《教育心理学》2008,28(2):151-160
Methodologists have written for years about the importance of attending to important details in quantitative research, yet there has been little research investigating methodological practice in the social sciences. This study assessed the extent to which innovations and practices are adopted by researchers voluntarily. In particular, I use the case of power analysis and effect size reporting as the primary example, but I also examine other reporting behaviours. Results show that while observed power and effect sizes in the educational psychology literature tend to be strong, researchers do not seem eager to adopt practices such as reporting effect sizes and power, and neither do they tend to report their testing assumptions or the quality of their measurement. There is room for much improvement in how we attend to the basics of quantitative research, and it does not appear that persuasion and professional communication are effective in changing practice. 相似文献
78.
79.
This article analyses how one institution, the London School of Economics under Anthony Giddens’s directorship, sought to occupy the ‘condition of publicity’ that is increasingly a prerequisite for university success in ‘knowledge‐society’ contexts. In particular, we illustrate how the LSE has sought to develop a brand and practice that is policy‐relevant, close to society, media‐savvy and think‐tank‐like, whilst at the same time remaining impeccably academic. Whilst one goal of the paper is the relatively modest one of giving local texture to some of the general tendencies identified in wider debates about ‘academic capitalism’, ‘the postmodern university’, and the like, we also develop some initial considerations that are intended as a contribution to the assessment of those theoretical themes. 相似文献
80.
W. D. Halls Stewart Redman Andreas Ziegenbein T. V. Sathyamurthy A. Harry Passow C. H. Dobinson Denis G. Osborne Philip H. Phenix G. W. Parkyn Nicholas Hans Victor Garcia Hoz y Rosales Gerhard Pause John Biggs G. F. Peaker R. P. Clark Rolf Muuss Peter W. Kahl Franz Hilker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(2):228-256