Perspectives on Uncertainty for Technical Communication Scholars     

Lynda Walsh  Kenneth C. Walker 《Technical Communication Quarterly》2016,25(2):71-86

Technical communication scholars have tended to treat uncertainty as a lack of certainty rather than as a diverse range of strategies for talking about risk. This review employs Goodnight’s argument spheres to comprehend treatments of uncertainty in technical communication and closely related fields. The advantages of such an approach are demonstrated via a reanalysis of a recent risk communication study. The review finishes by identifying hybrid forums as productive sites for future research.  相似文献   

Break with Tradition: Marshall's contribution to a Foucauldian philosophy of education     

Lynda Stone 《Educational Philosophy and Theory》2005,37(3):441-447

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The effect of question format in revealing the quality of student learning of some biological concepts     

Dr. Lynda J. Creedy 《Research in Science Education》1992,22(1):406-407

Specializations: science and technology, biology teacher education.  相似文献   

The Strategic Teaching Framework: The use of multimedia in teacher education     

Dr. Lynda J. Creedy 《Research in Science Education》1994,24(1):366-367

Conclusion Teaching needs to be studied in context, as a whole. This approach would require the student to spend much time in classrooms and in reflection. The STF is a learning environment which while not replacing actual teaching experience, can support that experience and allow students to maximise the benefit of the time they do have in the classroom. Students can learn about instructional strategies in a classroom context, tapping into an experienced teacher's knowledge and experience. The motivation for creating the STF was not to ‘teach’ the students the ‘correct’ strategies to use in the classroom, but to support them in constructing and testing their own understanding of the instructional strategies in a classroom context. The next phase of the project will be trials of the STF with pre-service primary teaching students. A copy of the prototype will be installed at Newling Primary School so that the teachers there can become familiar with the project and offer comment. After this exposure to the concept, a survey will be conducted to determine the structure and content of an STF which would support in-service training. Specializations science education, senior secondary students' understanding of biological concepts, applications of multimedia.  相似文献   

Youth representations of environmental protest     

Lynda Dunlop  Lucy Atkinson  Denise Mc Keown  Maria Turkenburg-van Diepen 《British Educational Research Journal》2021,47(6):1540-1559

A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions, because these decisions can have intergenerational consequences. In this article we examine young people’s beliefs about one form of political participation—protest—in the context of communities affected by fracking and associated anti-fracking protest, and discuss the implications of these representations for education. Drawing on focus groups with 121 young people (aged 15–19) in five schools and colleges near sites which have experienced anti-fracking protest in England and Northern Ireland, we find young people well-informed about avenues for formal and non-formal political participation against a background of disillusionment with formal political processes and varying levels of support for protest. We find representations of protest as disruptive, divisive, extreme, less desirable than other forms of participation and ineffective in bringing about change but effective in awareness-raising. These representations are challenging, not least because the way protest is interpreted is critical to the way people think and act in the world. These representations of environmental protest must be challenged through formal education in order to safeguard the UN Convention on the Rights of the Child and ensure that the spirit of Article 11 of the UK Human Rights Act is protected.  相似文献   

The Embase UK filter: validation of a geographic search filter to retrieve research about the UK from OVID Embase     

Lynda Ayiku  Paul Levay  Thomas Hudson  Jenny Craven  Amy Finnegan  Rachel Adams  Elizabeth Barrett 《Health information and libraries journal》2019,36(2):121-133

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Controversies in Science     

Dunlop  Lynda  Veneu  Fernanda 《Science & Education》2019,28(6-7):689-710

Science & Education - Controversies in science are an essential feature of scientific practice: defined here as current problems that are unresolved because there are no accepted procedures by...  相似文献   

Children's Peer Relationships: Longitudinal Prediction of Internalizing and Externaliziing Problems from Middle to Late Childhood     

Shelley Hymel  Kenneth H. Rubin  Lynda Rowden  Lucy LeMare 《Child development》1990,61(6):2004-2021

In this longitudinal study, the predictive relations between social difficulties in early childhood (grade 2) and subsequent internalizing as well as externalizing problems in middle childhood (grade 5) were examined. Of particular interest was whether early indices of social isolation would predict internalizing problems 3 years later. A longitudinal sample of 87 children were assessed in both grades 2 and 5 on a variety of measures, including sociometric ratings, peer assessments of aggression and isolation, and self-appraisals of social competence. In the second grade, observations of isolated and aggressive behavior were made, as well, and teacher ratings of internalizing and externalizing difficulties were obtained. In the fifth grade, teacher ratings of shy-anxious and acting-out behavior and self-reports of loneliness and self-esteem were collected. Consistent with previous research, results demonstrated predictive links between early peer rejection (unpopularity) and aggression and subsequent externalizing difficulties. Internalizing problems in middle childhood were significantly related to early social difficulties, particularly those of an internalizing sort, including poor peer acceptance, social isolation, and perceptions of social incompetence. Social isolation, then, may indeed be a risk factor in early development.  相似文献   

From Tyrannosaurus to Pokemon: autonomy in the teaching of writing     

Lynda Graham 《Literacy》2001,35(1):18-26

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Implementing curriculum evaluation: case study of a generic undergraduate degree in health sciences     

Lynne Harris  Peter Driscoll  Melinda Lewis  Lynda Matthews  Cherry Russell  Steven Cumming 《Assessment & Evaluation in Higher Education》2010,35(4):477-490

This case study presents a longitudinal, evidence‐based approach to health science curriculum reform and evaluation. Curriculum in higher education must meet the needs of diverse stakeholders and must respond to dynamic local, national and international contexts, and this creates challenges for evaluation. The long lead time prior to the introduction of new or revised university curriculum (at least two years), the length of degree programmes (three to five years) and the lag time in the availability of objective indicators of degree outcomes (at least one year post‐graduation) mean that findings may be obsolete before an evaluation can be completed. Few would argue that evaluation is important and methods and approaches for conducting curriculum evaluation are proposed in the literature, although few published reports of the outcomes of comprehensive evaluations are evident. This paper discusses potential for evaluation to establish responsive communication between students, teaching staff and programme administrators, ensuring a match between the intended, implemented and attained curriculum.  相似文献