Organization and Innovation in Schools: A Case Study of Team Teaching   总被引：1，自引：0，他引：1  

Martyn Denscombe 《School Leadership & Management》2013,33(3):195-210

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A sociology of truth?     

Martyn Hammersley 《British Journal of Sociology of Education》2011,32(3):483-490

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Some reflections on ethnography and validity 1     

Martyn Hammersley 《International journal of qualitative studies in education》2013,26(3):195-203

The question of what are appropriate criteria for assessing ethnographic research has become a matter of considerable debate in recent years. This paper identifies four philosophical positions that have influenced ethnographers’ thinking about this issue: realism, positivism#shmethodism, relativism, and instrumentalism. The implications of these ideas for judgements about the validity of ethnographic findings are sketched in the first half of the paper. In the second half, I argue that none of these positions is adequate and outline a more satisfactory view.

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Ensuring the criminological skills of the next generation: a case study on the importance of enhanced quantitative method teaching provision     

John Martyn Chamberlain 《Journal of Further & Higher Education》2017,41(4):448-459

Against the backdrop of contemporary debates surrounding the public role of criminology, this article argues that a key barrier to ensuring that the next generation of criminologists is equipped with the skills necessary to engage in critical forms of citizenship, is the quantitative ‘skills gap’ that undergraduate students possess as a consequence of the low curriculum profile afforded to numerically-informed forms of criminological practice. This article presents new empirical evidence examining students’ statistical anxiety, which reinforces the need to increase their exposure to quantitative method teaching. It concludes that pedagogic change is necessary if we are also to address associated broader concerns about the future direction and rigour of the discipline.  相似文献   

Book review     

Martyn Hammersley 《Higher Education》1996,32(3):365-367

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Interpreting Achievement Gaps: Some Comments on a Dispute     

Martyn Hammersley 《British Journal of Educational Studies》2001,49(3):285-298

This is a response to an article by Stephen Gorard in a previous issue of the journal. It addresses the issue of how achievement gaps in educational performance between ethnic and other groups, and changes in these, can best be measured. The approach recommended by Gorard is compared with that of the authors he criticises. The conclusion reached is that both approaches are of value: that they provide different kinds of information. Which is the most useful on any occasion depends on the purpose guiding the inquiry, and on the assumptions that can be made about the social processes being modelled.  相似文献   

Effects of Re-Using a Conceptual Examination Question in Physics     

Manjula?D.?SharmaEmail author  Ian?M.?Sefton  Martyn?Cole  Aaron?Whymark  Rosemary?M.?Millar  Andrew?Smith 《Research in Science Education》2005,35(4):447-469

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Inclusive Practice in English Secondary Schools: Lessons learned     

Lani Florian  Martyn Rouse 《Cambridge Journal of Education》2001,31(3):399-412

This paper considers how some secondary schools in England have been able to respond to the conflicting demands of school improvement policies, as measured by high academic standards and the inclusion of pupils with special educational needs. It begins with a discussion of the context in which all English schools are currently operating and a summary of the extent to which research on school effectiveness and school improvement has influenced research on inclusion and vice versa. Key findings from our work in secondary schools committed to inclusion are presented and discussed in light of teacher, subject department and whole school responses to pupil diversity. The paper concludes with a conceptualisation of inclusive schools as those that meet the dual criteria of enrolling a diverse student population and improving academic standards for all.  相似文献   

Drawings of Emotionally Characterised Figures by Children from Different Educational Backgrounds     

Esther Burkitt  Martyn Barrett  Alyson Davis 《The International Journal of Art & Design Education》2005,24(1):71-83

Previous research has shown that children systematically alter the size and colour of their drawings in response to the emotional character of the figures which they draw. However, these findings have been demonstrated only with children receiving mainstream Western education. This experiment was designed to investigate whether children receiving a different kind of education also use scaling and colour differentially for depicting figures of contrasting emotional significance. 76 children, 44 children from mainstream schools (21 boys, 23 girls) and 32 children from Steiner schools (15 boys, 17 girls) were divided into two age groups, with 38 children in the younger age group (mean age 4 years 7 months) and 38 in the older age group (mean age 6 years 8 months). All children completed three drawings of differentially characterized human figures: a neutral, a happy, and a sad figure. Children from the mainstream schools drew larger figures overall, but educational background did not interact with the specific emotional character of the figures in producing these scaling changes. However, there were differences between the two educational groups in relation to the colours used for the negatively characterised figures. The findings are discussed in terms of the need to further understand the role of the educational system in mediating children's depictions of emotional character in their drawings.  相似文献   

Biological maturity status,body size,and exercise behaviour in British youth: A pilot study     

Sean P. Cumming  Martyn Standage  Fiona B. Gillison  Thomas P. Dompier  Robert M. Malina 《Journal of sports sciences》2013,31(7):677-686

In this study we examined the performance during, and the physiological and metabolic responses to, prolonged, intermittent, high-intensity shuttle running in hot (～30 C, dry bulb temperature) and moderate (～20 C) environmental conditions. Twelve male students, whose mean (s x ) age, body mass and maximal oxygen uptake (V O 2m ax ) were 22 ± 1 years, 69.8 ± 01.8 kg and 56.9 ± 1.1 ml . kg ?1 . min ?1 respectively, performed intermittent high- and low-speed running involving five sets of ～15 min of repeated cycles of walking and variable speed running followed by 60 s run/rest exercise until fatigue. The total distance completed in the hot and moderate trials was 8842 3790 m and 11,280 214 m respectively (P < 0.01). This decrement in performance occurred even though no differences existed in the level of dehydration, rating of perceived exertion, blood glucose and lactate, plasma free fatty acid and ammonia concentrations between the two trials. However, water consumption was almost twice as great in the hot trial (hot vs moderate: 1.18 ± 0.12 vs 0.63 ± 0.07 l . h ?1 , P < 0.01). Rectal temperature (hot vs moderate: 39.4 ± 0.1 vs 38.0 ± 0.1 C, P < 0.01) and heart rate (hot vs moderate: 186 ± 2 vs 179 ± 2 beats . min ?1 , P < 0.05) were higher at the end of the hot condition than at the same point in time in the moderate condition. The correlation between the rate of rise in rectal temperature and the distance completed during the hot condition was -0.94 (P < 0.01); for the moderate condition it was -0.65 (P <0.05). The reduced performance in the hot condition was associated with high body temperature; the precise mechanisms by which the performance decrement was brought about are, however, unclear.  相似文献