Is ADHD a ‘real’ disorder?     

Michael Quinn  Andrea Lynch 《Support for Learning》2016,31(1):59-70

In many western countries, attention deficit hyperactivity disorder (ADHD) has achieved celebrity status, such that it probably no longer requires introduction. The disorder is a global phenomenon, spreading rapidly as result of the increasing dominance internationally of US psychiatric models, the need for new markets for major pharmaceutical companies, increasing use of the internet by parents and professionals and changing approaches to schooling. There is a broad consensus among international experts and organisations that ADHD is a genuine neurodevelopmental disorder based on empirical research. However, many critics have questioned the legitimacy of ADHD. This paper reviews the arguments for and against the ADHD construct. First, the review examines the literature and research endorsing ADHD as a ‘real’ disorder. Second, the criticisms levelled against the ADHD construct are examined.  相似文献   

Enacting a place-responsive research methodology: walking interviews with educators     

Jonathan Lynch  Greg Mannion 《Journal of Adventure Education & Outdoor Learning》2016,16(4):330-345

Place-based and place-responsive approaches to outdoor learning and education are developing in many countries but there is dearth of theoretically-supported methodologies to take a more explicit account of place in research in these areas. In response, this article outlines one theoretical framing for place-responsive methodologies for researching outdoor learning and education. We exemplify how this might work in practice with data and analysis from one suggested place-responsive research method: the walking interview. Implications and consequences are explored for how outdoor learning might be researched more widely.  相似文献   

Supporting and Evaluating Learning Outcomes Assessment through Academic Program Reviews          下载免费PDF全文

Ingrid Novodvorsky  Debra Tomanek  Ryan M. Foor  Gail D. Burd 《Assessment Update》2015,27(4):4-16

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Residential assessment and treatment of abused children and their families     

J. Roberts  M. Lynch 《Child abuse & neglect》1977,1(2-4)

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Choice and Diversity: The Politics of Culture     

Debra Myhill 《English in Education》1993,27(3):17-23

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Roles of Supervisors in School Experience     

Greg Duck  Debra Cunningham 《Asia-Pacific Journal of Teacher Education》1985,13(2):19-29

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Public choice in the tertiary art market     

Leslie Singer  Gary Lynch 《Journal of Cultural Economics》1994,18(3):199-216

InMaking the Mummies Dance, Thomas Hoving, former director of the Metropolitan Museum of Art, articulates a blistering defense of his, admittedly minority, view; namely, that trading directly with dealers when selling deaccessioned works of art or adding to museum collections is preferable to buying and selling in the open auction market (Hoving, 1992). Hoving has been severely criticized for his trades during his tenure at the Metropolitan, as well as for his assessment of the market for fine arts, which runs counter to the prevailing views held by many American public officials, professional art critics and museum boards. We shall present a theoretical model in support of Hoving's argument that trades made at auctions may not serve the public interest. We shall also statistically investigate the stochastic processes which characterize the tertiary art market.  相似文献   

Children's play: Piaget's views reconsidered     

Kenneth H. Rubin  Debra J. Pepler 《Contemporary educational psychology》1982,7(3):289-299

Piaget's theoretical contributions to the study of children's play are described. The Piagetian notions of play as representing pure assimilation and as serving a consolidative function are examined. Contemporary research in which these and other Piagetian premises have been studied empirically is reviewed.  相似文献   

Wait-time in college classes taken by education majors     

Orpha K. Duell  Douglas J. Lynch  Randy Ellsworth  Christopher A. Moore 《Research in higher education》1992,33(4):483-495

Professors teaching education classes differed little from professors teaching noneducation classes in terms of the questions they asked and how long they paused after questions and students' responses. Fewer professor questions went unanswered in the education courses. Professors ask on average about 25 questions each class hour, the majority of which are higher-level. They pause about 2.25 seconds after questions and .45 seconds after student responses. These pauses suggest many students are effectively shut out of responding and are not provided the opportunity to elaborate their answers, even those to complex, divergent questions.  相似文献   

Piloting autism intervention research with teachers in mainstream classrooms     

Libby Macdonald  Jill Ashburner  Debra Costley  Kaaren Haas  David Trembath 《International Journal of Inclusive Education》2017,21(12):1228-1244

Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decades to translate into mainstream classroom practice. Thus, current recommendations are that, rather than presenting mainstream school teachers with interventions developed and tested in clinical or special education settings, a participatory research process should be used to facilitate implementation in real-world mainstream classrooms. This article reports on a case study that aimed to refine a structured teaching intervention package for use in mainstream classrooms, while at the same time tailoring research methods for evaluating the package in these settings. The outcomes of the project are presented with respect to (a) the development and refinement of the intervention package in consultation with a mainstream classroom teacher and (b) the lessons learned during the process that other clinical researchers, teachers, and clinicians could apply when implementing educational interventions in mainstream settings.  相似文献