Multidisciplinary graduate training in social research methodology and computer-assisted qualitative data analysis: a hands-on/hands-off course design     

Claude Julie Bourque  Sylvain Bourdon 《Journal of Further & Higher Education》2017,41(4):475-491

Drawing on the experience of training graduate students and researchers in qualitative and mixed-methods analysis since the mid-1990s, the authors reflect on the evolution of a multidisciplinary graduate course developed in a Canadian university since 2007. The hands-on/hands-off course design based on the use of NVivo was developed in parallel with a conceptual and reflexive position on methodology and multidisciplinarity in the context of an action research supported by their institution. This article exposes the four basic components of the course and the constructivist assessment model based on a term-long team analysis of original data created specifically for this purpose. The balance between collective and individual work, in-class and online exchanges, hands-on experience with the software and hands-off reflection is described and compared to recent pedagogical literature on the subject. The interest of this blended approach in fostering the development of the methodological expertise expected from researchers and graduate students, as well as the main issues and challenges facing this type of training in a research environment characterised by new approaches and tools, are discussed.  相似文献   

Azilian pebbles: an unsolved mystery     

Paul G Bahn  Claude Couraud 《Endeavour》1984,8(4):156-158

The end of the Ice Age (c. 9–8000 BC) in the French Pyrenees and other European areas is characterised by, among other things, the production of enigmatically decorated pebbles. Many theories concerning their function have been put forward. A recent analysis indicates that the decoration is non-random, and may represent some sort of notation.  相似文献   

Group-Based Emotions: Evidence for Emotion-Performance Relationships in Team Sports     

Mickaël Campo  Stéphane Champely  Benoît Louvet  Elisabeth Rosnet  Claude Ferrand  Janet V. T. Pauketat 《Research quarterly for exercise and sport》2019,90(1):54-63

Purpose: In team sports, players have to manage personal interests and group goals, emphasizing intricacies between personal and social identities. The focus of this article was to examine the effect of identity mechanisms on appraisal processes, based on the following research question: Does the level of self-abstraction (low [personal identity] versus high [social identity]) lead to group-based emotions and influence performances? Method: An experimental design was used in which the level of self-abstraction was manipulated through the induction of a self- versus a team-oriented goal. Thirty elite male rugby players (M_age = 19.06, SD = 0.78, randomly split) participated in a match reproducing conditions similar to those of official games. Individual and perceived team-level emotions and performance were measured 17 times during the match. Results: Linear Mixed Effects models showed that a high level of self-abstraction: (a) led to more positive and less negative individual (variances explained: 52% and 46%) and perceived team-referent (variances explained: 57% and 40%) emotions; (b) reduced the correlation of team-referent emotions with individual ones; and (c) positively influenced team and individual performances (variances explained: 50% and 19%). Moreover, after controlling for potential effects of the level of self-abstraction, only positive team-referent emotions influenced performance. Conclusions: This study is the first to experimentally manipulate athletes’ social identity to examine group-based emotions in sport. Challenging the usual intrapersonal approaches, these findings suggested that social identity and its association with team-referent emotions could be one of the key dimensions of emotion-performance relationships in team sports.  相似文献   

A 1982 president's page: Of models,management, and money     

Claude Lineberry 《Performance Improvement》1987,26(2):17-17

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The president's message     

Claude S. Lineberry 《Performance Improvement》1982,21(3):1-1

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The president's message     

Claude Lineberry 《Performance Improvement》1981,20(9):1-1

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Teacher attitudes and personality     

James A. Wakefield  Claude H. Cunningham  Donald D. Edwards 《Psychology in the schools》1975,12(3):345-347

The Minnesota Teacher Attitude Inventory (MTAI), the Edwards Personal Preferences Schedule (EPPS), and the Vocational Preferences Inventory (VPI) were administered to 183 undergraduate students enrolled in teacher education courses. The MTAI was compared with each of the two personality instruments by canonical analysis. The MTAI shared 20% of its variance with the EPPS and 17% with the VPI. It was concluded that teachers' attitudes are partially determined by measurable personality variables.  相似文献   

A study of programed instruction in an introductory psychology class     

William A. Hunt  Claude Mathis 《Psychology in the schools》1966,3(2):140-143

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The Recreation Center     

Claude F. Turner 《Clearing house (Menasha, Wis.)》2013,86(1):47-48

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Moral attention: A comparative philosophical study     

Claude Gendron 《Journal of moral education》2016,45(4):373-386

The notion of moral attention allows the recognition of fundamental aspects of ethical life ignored or neglected by mainstream ethical theories. It is central to the theories of several notable female ethicists and many of them identify the French philosopher Simone Weil as the source of the contemporary use of this concept which invites questioning of crucial categories in the domain of ethics and moral education, such as the importance of the will as well as the definition of the moral sphere itself. The meanings given to the notion of moral attention are examined in the work of three ethicists: Iris Murdoch, Nel Noddings and Joan Tronto with the object of bringing out points of agreement and disagreement between their respective conceptions of this subject. The way they have addressed the complex problem of educating for moral attention is analyzed and important implications for moral education are discussed.  相似文献