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41.
Eleni Oikonomidoy Lynda R. Wiest 《International Journal of Research & Method in Education》2017,40(1):53-65
Drawing on insights from reflective research accounts in the social sciences, this paper attends to the complexities of conducting cross-boundary educational research. Cross-boundary research is defined as any type of inquiry that is conducted across cultural and/or structural boundaries, including but not limited to race, class, gender, language, religion, age, sexual identity, and national origin. The authors present dilemmas they have faced in conducting educational research and offer three intersecting recommendations for those who wish to conduct research across boundaries. 相似文献
42.
The pictorial representation of physical activity and gender over three time periods is investigated in Caldecott Medal winning children's literature. Relational analysis and recent national position documents on physical activity are used to frame an interdependent relationship between current levels of physical activity among children and the various institutionalized forms of physical culture with which they interact. Fifty-seven Caldecott Medal winning books were analyzed. Frequency counts were recoded for each book in four categories: (1) females engaged in sedentary roles, (2) females engaged in active roles, (3) males engaged in sedentary roles and (4) males engaged in active roles. A 2 (gender) 2 2(activity level) 2 3 (time period) factorial ANOVA adjusted for nonormally distributed data was used to test frequency of pictorial representation. Results indicate the illustrations in Caldecott Medal literature are a poor media for communicating a physically active lifestyle to children while at the same time have consistently underrepresented females. Males were significantly more likely to be portrayed than females (p < 0.05) and, regardless of gender, sedentary roles were significantly more likely to be portrayed than active roles (p < 0.05). This condition did not change significantly over the three time periods tested (1940-1959, 1960-1979 and 1980-1999). With recent national position documents identifying young people as largely inactive and unfit researchers and practitioners are (1) encouraged to rethink the seemingly innocent relationship between picture books and the trend of inactivity currently seen in the United States and (2) develop skills related to critical media literacy as part of a pedagogy for new times. 相似文献
43.
Lynda Prescott 《Open Learning》2016,31(2):152-162
AbstractFor students new to higher education, the task of developing their academic writing skills, and particularly the principles and practices of source-referencing, can be daunting. Although institutions and teachers can and do provide positive guidance on this score, all too often students veer into inadvertent plagiarism through lack of confidence and confusion. This case study identifies opportunities through collaborative work to help students approach referencing with greater clarity and confidence. A project with first-year Arts students engaged in collaborative writing encouraged them to attend to their recording and writing-up of source references using individual ‘reading and referencing’ logs and then passing on completed references to their group’s designated bibliographer. Checks on later, solo, assignments by these students indicated that they were less likely to stray into inadvertent plagiarism, whilst feedback from the students themselves pointed towards improved confidence in their academic writing skills and development of study habits conducive to effective self-monitoring. 相似文献
44.
Lynda Graham 《Literacy》1999,33(3):106-113
The paper describes the design and implementation of an action research project that set out to raise standards of reading at KS2. Changes to teaching developed by project teachers are outlined, and quantitative and qualitative findings relating to children’s progress are analysed. A particular analysis is made of patterns of teaching in those classes in which boys, as well as girls, made significant progress in their reading. 相似文献
45.
Numerous attempts to develop short forms of Wechsler scales of measurement have been proposed in the psychological literature over the last three decades. In this paper, the three major strategies for development of short forms are described, and an overview of the available validity data is presented. Cautions for the clinical use of short forms and related recommendations for future validity research are offered. It is concluded that while Wechsler short forms may be useful as research instruments, their clinical applications are extremely limited at this time. 相似文献
46.
This article considers ethnographic data collected during undergraduate students’ transition to higher education. Drawing on communities of practice theory, the research focuses on the psychological process of identity as a trajectory, considering how reconciliation and negotiation of identities across and between communities influence transition. We aimed to explore the ways in which incoming identity influences participation and higher education learner identity, consider the academic practices which construct the transition experience and analyse those practices in terms of learner identity and participation. The data sources included observations, informal social interactions, one-to-one interviews and document analysis. Data collection took place over the first term of an undergraduate course. A theoretical thematic analysis was undertaken investigating the ways in which identity shaped participation, the practices that influenced participation and how participation subsequently influenced learner identity. We argue that the reconciliation of past, present and future identities is psychologically challenging for students during educational transition and this influences individual trajectories. Some practices assumed an already autonomous learner rather than enabling development of autonomy. Inability to participate in valued (and often implicit) academic practice was seen to negatively influence learner identities, delaying full participation. The focus for transition research could therefore consider enabling systems and practices which acknowledge differences and fully support successful changes in learner identity. 相似文献
47.
Courtney Collins Ilse Corkery Sean McKeown Lynda McSweeney Kevin Flannery Declan Kennedy 《Environmental Education Research》2020,26(7):1008-1026
AbstractThere is increasing evidence that zoos and aquariums do, as intended, educate their visitors. However, even though most zoos offer a wide array of educational experiences, few studies have considered if the duration of an educational experience affects learning or whether learning lasts beyond the immediate visit. The current study used matched-pairs surveys to investigate children’s knowledge, attitude and knowledge of positive behavior during both a five-day zoo camp and six months after an aquarium visit. The participants of the study included children aged 9–12?years some of whom had participated in a purposefully designed educational intervention. First, the impact of a five-day zoo camp experience on children’s learning was investigated. Second, learning retention was investigated six months after a school tour at an aquarium. Results showed that during the camp learning was positively affected by participation in the educational intervention and by previous zoo experience. Girls were more likely than boys to have an increase in learning six months after an aquarium visit. The study demonstrates that learning persists, but that education can be enhanced with longer programs. Thus, zoos can play an increasingly important role in igniting pro-environmental behavior. 相似文献
48.
Lynda C. Lin Eva M. Pomerantz Lucy R. Zheng Richard W. Robins 《Child development》2021,92(4):1223-1237
Although Latinx parents’ perceptions of the climate of their children’s schools may play a role in their children’s academic adjustment, research examining this idea is sparse. Every 2 years beginning when children were in fifth grade (Mage = 10.86 years) until they were in 11th grade, Mexican-origin mothers (N = 674) reported on their perceptions of the climate of their children’s schools; information on children’s academic adjustment was collected from children and mothers. Multilevel modeling indicated that when mothers had more positive school climate perceptions, their children valued school more and performed better in school, but did not necessarily hold higher educational expectations. The findings suggest the importance of schools in creating welcoming environments for Mexican-origin parents. 相似文献
49.
50.
Christine M. Rubie-Davies Penelope W. St J. Watson Annaline Flint Lynda Garrett Lyn McDonald 《Educational Research and Evaluation》2018,24(3-5):221-240
ABSTRACTOver the past 50 years, research has shown that teacher expectations can influence student outcomes. Many studies have examined within-year effects. There is, however, a paucity of research that has investigated the stability of teachers’ expectations across a single year, and there are no studies that have examined stability beyond 1 year. The current study examined the stability of 94 teachers’ expectations within 3 separate years and across 3 years in mathematics and reading. In both subject areas, teachers’ expectations remained relatively stable from beginning to end-of-year for each separate year and also across 3 years. Additionally, teachers who under- or overestimated their students by more than half a standard deviation continued to do so across all periods in the study. This was despite the teachers having different students each year. The study suggests that teachers view students’ capabilities similarly despite having different student cohorts. 相似文献