甘油的TG—DTA定性定量测定法

本文报道了使用TG—DTA联用技术定性、定量测定甘油的简单原理和方法,该方法简便、快速、准确、具有一定的应用价值。     

‘I have a love–hate relationship with ATLAS.ti’™: integrating qualitative data analysis software into a graduate research methods course

While research on teaching qualitative methods in education has increased, few studies explore teaching qualitative data analysis software within graduate-level methods courses. During 2013, we required students in several such courses to use ATLAS.ti? as a project management tool for their assignments. By supporting students’ early experiences with ATLAS.ti?, we anticipated that they might continue using the tool in their future research work. Using a case study and reflective practice approach, we reviewed course materials, including student and instructor reflections, to understand what happened when data analysis software was integrated into an advanced methods course. We identified five major themes: (1) a needed push out of their comfort zones; (2) various forms of support working together; (3) keys to motivation; (4) a new generation educating the current one and (5) use of the software beyond coursework. Implications for practice include ensuring adequate access and support for learning the software, balancing methodological and technical instruction, and creating meaningful student assignments and feedback opportunities.     

‘I’m more confident now,I was really quiet’: exploring the potential benefits of child-led research

This article explores whether child-led research (CLR) benefits the well-being of the children and young people involved. The article draws upon evaluation data from a pilot CLR programme facilitated by a non-government organisation that supports disadvantaged children, young people and families. Nine participants (aged 10–14 years old) volunteered for the CLR programme, conducted over 18 weeks, which involved learning about and undertaking their own research on a topic of their choosing. The programme was externally evaluated both in terms of process and outcomes so as to gain insights into what is involved in CLR and any potential benefits it might offer for participants. The discussion explores a range of positive benefits for children whilst also signalling the challenges involved in planning, implementing and evaluating such initiatives, not least of which is the difficulty in scaling up this kind of research, given its resource-intensive nature.     

Tending School: A Forum on the Experiences of Refugee and Immigrant Students in the United States System

This article contributes to the investigation of refugee and immigrant education. As one part of a comprehensive qualitative study, it showcases the school experiences of three students: Quincy, a refugee from Afghanistan who came to the United States at age thirteen; Emily, an immigrant from Poland who arrived at age six; and Maung, a political refugee from Burma who arrived at age eighteen. The school experiences of these students mirror those of many children who come from countries and communities outside the dominant culture of the United States.The framework of investigation is based on the notion that school life for minority children, in this case, refugee and immigrant students, can be examined from a critical and political perspective; that is, contextualized socially, economically, and politically (Apple, 1990). Students who are not grounded in the mainstream culture struggle to get along in school settings that are institutionalized according to the moral, social, and cultural dimensions of society. Critical theorists contend that student voice can become an organizing force to negotiate and construct multiple interpretations of school life within the reality of institutionalized ways of being in school. In this study, a focus on finding and developing student voice offers the possibility of passages between private and public (Miller, 1990) to permit the sharing and envisioning of multiple interpretations of school life for students and for those with whom they interact with in school settings.     

教育研究者在质化研究中的“关系”——一种反思社会学的思考

量化研究和质化研究存在诸多方面的差异 ,其中之一便是研究者在研究中所处位置和建立的关系不同。质化研究者必须置身于研究情景中去接近、体验、理解 ,从而解释他人的行动及其建构的意义。马克思·韦伯、格尔顿、皮埃尔·布迪厄的反思社会学使教育研究者能够深入检讨与反思在质化研究中所建立的关系。     

Peer Teachers With Autism Teaching 3D Modeling

ABSTRACT

Few autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16–25) in the development and evaluation of a peer teaching programme where they taught three-dimensional modelling to other students with autism spectrum disorder. The methodology was participant-oriented research where the students with autism were co-designers and programme evaluators in the research. This approach highlighted their unique strengths and abilities and shifted the power such that they were leaders and not simply the recipients of knowledge from instructors. Four themes emerged through the qualitative analysis of the students’ perceptions of the peer teaching programme: 1) the meaning of peer teaching, 2) motivations for peer teaching, 3) challenges and 4) coping with the challenges of the role.     

Using multiple methods to investigate eleven-year-olds’ experiences of preparing for a high-stakes public examination in Trinidad and Tobago

This study was designed to uncover and evaluate unintended and indirect consequences of using the Secondary Entrance Assessment (SEA) in Trinidad and Tobago for high-stakes selection and placement. A major argument is that the test-taker is central to consequences, both intended and unintended. Data were obtained from eleven-year-olds preparing and taking the examination using multiple qualitative methods, which privilege agency and personal and social consciousness. Methods capturing the test-takers’ experience included diaries, focus groups, drawings, photovoice, and photo-elicitation. The findings were summarised by a theory of action and reported in integrated themes. Test preparation was mostly drill and practice. Both test preparation and test-taking were emotion-eliciting events requiring significant investment in positive social relationships to buffer negative impact. The costs and impact of early high-stakes examinations in Trinidad and Tobago might be higher than anticipated.     

Re-inventing researcher identity: when the individual interacts with the contextual power dynamics

This article is about being and becoming a qualitative researcher in Turkey, a context with a distinctive quantitative tradition shaped by the post-positivist paradigm where qualitative research has not yet reached the mature stage it enjoys elsewhere. Exploring the challenges of swimming against the tide unattended and keeping going, it argues learning to do research is more about crafting an identity than it is about learning a set of tools and techniques. Rather, it is a process largely influenced by the context in which the researcher’s identity is shaped, one that is characterized by power dynamics and identity negotiations. These issues are largely neglected in the literature.     

审美态度在当代大众艺术形式上的蜕变

在当代社会，由于科技的高度发展、政治的民主化、思想化的宽容和多元化及市场经济和化工业的影响，导致了审美态度在当代大众艺术中发生了蜕变，这在艺术形式方面表现得尤其突出。这种蜕变主要表现为：当代艺术开放性和可参与性、结构的无机性、艺术各门类的模糊性。这种蜕变对当代社会人们的思想化观念、心理及关学等方面都产生了影响，特别是对当代学艺术的影响尤为直接和深刻。