Researcher vulnerability: implications for educational research and practice     

Lionel C. Howard  Shane P. Hammond 《International journal of qualitative studies in education》2019,32(4):411-428

This paper explores the concept of researcher vulnerability through a review of the extant research literature and each author’s feelings of vulnerability connected to their research with vulnerable populations while exploring both sensitive and seemingly innocuous, yet important, topics in education using qualitative methodology. Specifically, a reflection of our respective study of the academic and social transitions of student combat veterans, and the academic and gender socialization of adolescent African American males is presented as means of illustrating the phenomena of researcher vulnerability. Implications of vulnerability for research, practice, and theory are discussed.  相似文献   

THE EFFECT OF SOCIAL DESIRABILITY ON PERCEIVED MEDIA IMPACT: IMPLICATIONS FOR THIRD-PERSON PERCEPTIONS   总被引：1，自引：0，他引：1  

Eveland  William P.  Jr.; McLeod  Douglas M. 《Int. Journal of Public Opinion Research》1999,11(4):315-333

This study examines variations in perceptions of media influencebased on the locus of impact (self vs. other) and the valenceof the message (pro-social vs. anti-social). After reading oneof four versions of rap lyrics either advocating or condemningviolence or misogyny, 406 undergraduates filled out a surveymeasuring the perceived impact of songs with that type of lyricson themselves and on other students. Results replicated previousfindings of a third-person perception for the anti-social messages.Based on an ego-enhancement motivational explanation, it waspredicted that there would be a reverse third-person perceptionfor the pro-social messages. The findings did not support thishypothesis, and for the pro-social message regarding the treatmentof women, a Lraditional third-person perception was found. However,consistent with the ego-defensive motivational explanation,the size of the third-person perception differential was significantlygreater for anti-social than for pro-social messages. Implicationsof these findings for explanations of the third-person perceptionwere discussed.  相似文献   

Recovery of conditioned suppression after backward pairings     

Douglas A. Williams  Carla A. Sly 《Learning & behavior》1999,27(2):152-167

In four conditioned suppression experiments with rats (Rattus norvegicus), backward pairings of a shock unconditioned stimulus (US) and a tone conditioned stimulus (CS) eliminated an already established conditioned response (CR), but there was recovery of the CR if the shock was later withheld. In Experiment 1, there was recovery after backward pairings, regardless of whether the period after the US was normally shock free or not. In Experiment 2, the occurrence of recovery depended on the CS’s being presented closely after the US in response elimination. Levels of recovery were positively correlated with the resistance of the response to elimination during backward pairings (Experiments 3 and 4). Taken together, these data support the notion that recovery after backward pairings is a form of renewal (see, e.g., Bouton, 1991) and is not due toprotection from extinction.  相似文献   

Science Gone to Seed?     

Allchin  Douglas 《Science & Education》1999,8(1):63-66

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Values in Science: An Educational Perspective     

Allchin  Douglas 《Science & Education》1999,8(1):1-12

Science is not value-free, nor does it provide the only model of objectivity. Epistemic values guide the pursuit and methods of science. Cultural values, however, inevitably enter through individual practitioners. Still, the social structure of science embodies a critical system of checks and balances, and it is strengthened by a diversity of values, not fewer. Science also exports values to the broader culture, both posing new values- questions based on new discoveries, and providing a misleading model for rational decision-making. Science teachers who understand the multi-faceted relationship between science and values can guide students more effectively in fully appreciating the nature of science through reflexive exercises and case studies.  相似文献   

Factors influencing the career interest of SENCOs in English schools     

Graeme Dobson  Graeme Douglas 《British Educational Research Journal》2020,46(6):1256-1278

A named professional with responsibility for overseeing and coordinating the educational inclusion of pupils with special educational needs and disabilities has become an important school role in many countries. In England, the SENCO (special educational needs coordinator) became a mandatory role in 1994, and associated mandatory training was introduced in 2009. A questionnaire survey of 618 in-training and actual SENCOs revealed that their motivating interest in becoming a SENCO varied. An exploratory factor analysis of 32 items covering different interests in the role yielded four interest factors in becoming a SENCO: outward-facing factors (‘inclusion’ and ‘high-quality provision’) and inward-facing factors (‘educational and professional development’ and ‘leadership voice and status’). The outward-facing factors were viewed as more important to respondents than the inward-facing factors. Interest factors did not interact with organisational variables, including age group taught and school quality. Nevertheless, younger SENCOs and those engaged in training were more motivated by educational and professional development. SENCOs holding school leadership contracts were more motivated in developing leadership voice and status compared with their classroom teacher peers. Moreover, there was a significant overall difference with women reporting a higher interest than men across all factors.  相似文献   

Skills for the 21st Century Supervisor: What Factory Personnel Think     

Douglas R. Hotek 《Performance Improvement Quarterly》2002,15(2):61-83

The study reported here is an attempt to fill a void in research regarding the opinions of people who actually work on the shop floor. In addition to providing historical and modern perspectives on the supervisory profession, its primary contribution is a prioritized set of 30 supervisory skills, synthesized from extant literature in the area of human performance. Factory personnel believe these skills are what are needed for leading and improving employee performance in the complex manufacturing environment of the 21st century. Using Likert‐type rating scales to serve as the data collection instrument, subject groups (sorted by employees, supervisors, and managers) representing manufacturing firms in the Waterloo/Cedar Falls, Iowa, metropolitan areas were asked to rate the importance of each of the 30 skills. Three data analyses were conducted: a Pareto analysis to determine which categories and skills were most important, a comparative analysis to measure how the groups differed in their ratings, and a one‐way analysis of variance F‐test to determine significant differences between the mean ratings of the groups. Where significant differences were discovered, apost hoc test was also conducted to assess pairwise differences. This study was successful in identifying a Taxonomy of Supervisory Skills for improving employee performance. Although the subject groups rated all 30 skills relatively high, six specific skills were found to be most important. In the rating of nine particular skills, significant pairwise differences were discovered.  相似文献   

Policy considerations based on a cost analysis of alternative test formats in large scale science assessments     

Frances Lawrenz  Douglas Huffman  Wayne Welch 《科学教学研究杂志》2000,37(6):615-626

This article compares the costs of four assessment formats: multiple choice, open ended, laboratory station, and full investigation. The amount of time spent preparing the devices, developing scoring consistency for the devices, and scoring the devices was tracked as the devices were developed. These times are presented by individual item and by complete device. Times are also compared as if 1,000 students completed each assessment. Finally, the times are converted into cost estimates by assuming a potential hourly wage. The data show that a multiple choice item costs the least, and that it is approximately 80 times as much for an open ended item, 300 times as much for a content station, and 500 times as much for a full investigation item. The very large discrepancies in costs are used as a basis to raise several policy issues related to the inclusion of alternative assessment formats in large scale science achievement testing. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 615–626, 2000  相似文献   

Needs assessment—a digest,review, and comparison of needs assessment literature     

Ryan Watkins  Douglas Leigh  William Platt  Roger Kaufman 《Performance Improvement》1998,37(7):40-53

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Assessment Focus in Studio: What is Most Prominent in Architecture,Art and Design?     

Barbara De La Harpe  J. Fiona Peterson  Noel Frankham  Robert Zehner  Douglas Neale  Elizabeth Musgrave  Ruth McDermott 《The International Journal of Art & Design Education》2009,28(1):37-51

What can be learned about assessment from what educators in the creative practices focus their studio publications on? What should form the focus of assessment in architecture, art and design studios? In this article we draw on 118 journal articles on studio published over the last decade in three disciplines; architecture, art and design to inform the focus of studio assessment. We believe that what is published by educators themselves in these disciplines reveals what matters most to them. In addition, we argue that regardless of the primary emphasis placed in each discipline, assessment in studio should encompass a broad set of indicators. Within the wider literature including in architecture, art and design, a view of assessment is emerging that recognises the process and the person, beyond a view that positions the product or art/design arte‐fact above all else. Therefore, drawing on what educators in architecture, art and design mentioned most in the journal publications analysed, as well as the literature on good assessment, we offer a holistic model to guide and take studio assessment in the creative disciplines further.  相似文献