Effects of race and social class on preschool performance on the developmental test of visual-motor integration

The visual-motor integration of preschool children who varied in terms of race, sex, and socioeconomic status was assessed using the Beery-Buktenica Test of Visual-Motor Integration (VMI). An analysis of covariance revealed that there were significant main effects for race, sex, and socioeconomic status. Since, at the three- and four-year level, the VMI was normed only on white suburban children, the results of this study seemed to indicate the need for norms for black children at the preschool level. Thus, the second part of this paper reports normative data for black preschool children on the VMI.     

Writing for Social Scientists: How to Start and Finish Tour Thesis,Book, or Article.

Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations.     

Supporting teachers in making innovative changes in the use of computer‐aided practical work to support concept development in physics education

There continues to be a gulf between what have been identified from the literature as the potential benefits of using computer‐aided practical work and the difficulties of realizing them as reported by practising teachers, even from those who are committed to the use of Information and Communication Technology (ICT). This article reports on a pilot study that aimed to explore ways in which teachers could be supported as they explore the extent to which this approach could enhance the development of pupils’ understanding of physics concepts. The study was based on a collaborative partnership between a researcher and a classroom teacher. The indications are that there is the potential for considerable benefits from such an approach, with the need for further development of materials and teaching methods being identified.