Changes in physics students in three states over a two year period     

Lindsay D. Mackay 《Research in Science Education》1971,1(1):109-118

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A collegial quality development process for identifying and addressing barriers to improving teaching     

A. Carbone  S. Drew  B. Ross  J. Ye  L. Phelan  K. Lindsay 《高等教育研究与发展》2019,38(7):1356-1370

ABSTRACT

Challenges to ensuring teaching quality in higher education give ongoing impetus to invest in teaching quality improvement. While a significant body of literature has recognised challenges faced by academics seeking to improve teaching practices, processes for developing constructive responses to identified barriers have attracted less attention. A synthesis of literature on barriers to improvement of teaching is presented and used as a framework to assist an identification of barriers. This article reports on a national Australian trial of a collegial quality development process aimed at supporting academics to both identify and surmount barriers to improving teaching quality. Evidence of the nature and extent of barriers to improving teaching was collated from data provided by 28 academics across five Australian universities. Adopting a thematic analysis approach, a broad range of perceived barriers were identified, largely consistent with barrier categories defined in the extant literature internationally. Findings reveal that, with the support of peers, participants were able to implement effective solutions to their identified barriers to improving teaching quality. This article provides a synthesis of current barriers to improve teaching and offers a collegial quality development process as a strategy to overcome these barriers.  相似文献   

Psychoeducational Support for Parents of Children with Intellectual Disability: An Outcome Study     

Cynthia L. Schultz  Noel C. Schultz  Elizabeth J. Bruce  Kosmas X. Smyrnios  Lindsay B. Carey  Christa L. Carey 《International Journal of Disability, Development & Education》1993,40(3):205-216

The pressures frequently encountered by the parents of children with chronic conditions and the concomitant impact on family life have been well‐documented. Family‐focussed interventions have been advocated to address parents’ difficulties. The present evaluation study was undertaken to ascertain long‐term outcomes of the psychoeducational support program, Caring for Parent Caregivers. The aim of the program is to empower the individual and thereby strengthen family resources. Quantitative and qualitative analytical procedures, which included the written evaluations of treatment subjects, were employed to examine program effectiveness. For the fathers and mothers of children with disabilities, psychological health and well‐being was assessed on the General Health Questionnaire, using a pretest and follow‐up control group design. Results showed a statistically significant difference between groups, 12 months after treatment, with program participants displaying less emotional distress than control group subjects. The positive direction of behavioural and attitudinal outcomes, which emerged from evaluation of the small group intervention, were similar for both mothers and fathers. Overall satisfaction with the program was very high, with useful recommendations for program development and for future research and practice being identified.  相似文献   

Mathematics achievement and gender: A longitudinal study of selected cognitive and affective variables [grades 6–12]     

Lindsay Anne Tartre  Elizabeth Fennema 《Educational Studies in Mathematics》1995,28(3):199-217

This study examined the relationship of selected cognitive and affective variables to mathematics achievement for a random sample of 60 students as they progressed through 6th, 8th,10th and 12th grades. A consistent gender difference was found for stereotyping mathematics as a male domain. No consistent significant gender difference between means was found for spatial skills, verbal skill or mathematics achievement. Confidence, verbal skill and spatial visualization were each consistently positively correlated with mathematics achievement for both males and females. No gender difference was found for these correlations. However, spatial skills alone were found to be consistent significant predictors of mathematics achievement for females each year of the study, but not for males. Verbal skill was a consistent significant predictor of mathematics achievement for males, but not for females. The results of this study could lead to a reevaluation of the hypothesis that spatial skills help boys achieve in mathematics.  相似文献   

The influence of breed and environmental factors on social and solitary play in dogs (<Emphasis Type="Italic">Canis lupus familiaris</Emphasis>)     

Lindsay R. Mehrkam  Nathaniel J. Hall  Chelsea Haitz  Clive D. L. Wynne 《Learning & behavior》2017,45(4):367-377

The domestic dog is an ideal model species in which to study the genetic and environmental factors that influence play behavior. Dogs exist in a wide variety of breeds and frequently engage in multiple forms of play. In the present study, we investigated whether the levels of solitary and social play differed between dogs of three breed types with distinct predatory motor pattern sequences (herding dogs, retrievers, and livestock guarding dogs [LGDs]). Furthermore, we investigated how environmental factors (social and nonsocial contexts) influenced play in dogs of these breed types. Groups of breed-matched dyads with working experience and of equivalent age, sex, and neuter status ratios were exposed to four experimental test conditions and two control conditions in randomized orders. With respect to solitary play, environmental context did have a significant effect, with toys reliably producing the highest levels of solitary play across all breed types. Retrievers engaged in significantly higher levels of solitary play overall than LGDs, and there was a trend in comparison to herding dogs. In contrast, neither environmental context nor breed had a significant effect on social play levels; however, neuter status of the dyads did have a significant effect on social play, with mixed-status dyads engaging in significantly higher levels of social play than same-status dyads. Our findings provide experimental evidence for identifying proximate, environmental stimuli that reliably facilitate social and solitary play and discuss possible genetic (i.e., breed type) and lifetime influences on the form of play in domestic dogs.  相似文献   

Profiles of Childhood Maltreatment: Associations with Sexual Risk Behavior during Adolescence in a Sample of Racial/Ethnic Minority Girls     

Li Niu  Joshua Brown  Lindsay Till Hoyt  Anthony Salandy  Anne Nucci-Sack  Viswanathan Shankar  Robert D. Burk  Nicolas F. Schlecht  Angela Diaz 《Child development》2021,92(4):1421-1438

This study examines associations between childhood maltreatment and developmental trajectories of sexual risk behaviors (SRBs) in a sample of 882 sexually active adolescent girls, predominantly Hispanic or Black, assessed every 6 months between 13 and 23 years. Latent profile analyses revealed four distinct maltreatment profiles: Low Maltreatment (76%), Moderate Emotional Neglect Only (15%), Severe Physical/Emotional Abuse (3%), and Severe Sexual Abuse (6%). Multilevel growth analyses showed the Moderate Emotional Neglect Only and Severe Sexual Abuse profiles exhibited more SRBs starting in late adolescence, and the Severe Sexual Abuse profile also exhibited a faster increase than the Low Maltreatment profile. Understanding heterogeneity within maltreated populations may have important implications for healthy sexual development.  相似文献   

Ask and you will receive: how question type influences quantity and quality of online discussions     

Megan E. Bradley  Lindsay R. Thom  Jennifer Hayes  Cindy Hay 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):888-900

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Improving methods of consulting with young people: Piloting a new model of consultation     

Richard C. Woolfson  Donna Bryce  Lindsay Mooney  Michael Harker  Dorothy Lowe  Ellen Ferguson 《Educational Psychology in Practice》2008,24(1):55-67

National and international legislation has increasingly placed a duty on professionals to consult with young people about matters affecting their lives. Consequently, conducting consultation exercises with young people in order to improve the quality of services available is becoming established practice in many areas. Following on from previous research which asked children and young people about ways they prefer to be consulted, this study developed a new model of consultation to enhance the effectiveness of meetings that young people attend in order to discuss their additional support needs. This model was implemented in a series of consultation meetings in three secondary schools, and was evaluated by examining the views of the key stakeholders (pupils, parents, school staff, visiting professionals) through questionnaires and interviews. The findings suggest that this new model did have a positive impact on the young people who were involved and was perceived positively by all stakeholder groups. This model can provide guidance for EPs and other professionals who wish to effectively involve children and young people in the consultation process.  相似文献   

Factors affecting the placement of preschool-aged deaf children     

C R Musselman  A K Wilson  P H Lindsay 《American annals of the deaf》1989,134(1):9-13

The placement in and movement among preschool programs of 131 children with severe and profound hearing losses was monitored over four years. Longitudinal data were obtained on the children's linguistic and social development. In the first year of the study, most of the children were enrolled in auditory/oral (A/O) programs. By the final year, most were enrolled instead in total communication (TC) programs; similar movement occurred from individual to classroom programs. Children in A/O individual programs had the most hearing, highest intelligence and most favorable family profile, followed by children in A/O classes, TC individual programs, and TC classes. Scores on measures of spoken language followed the same pattern. On measures of receptive language and mother-child communication, children in A/O individual programs and those in TC classes had similar scores. Children in TC individual programs came next, and last were children in A/O classes. These findings have implications for the choice of programs for preschool deaf children.  相似文献   

Bottom line: The veteran student in 2010     

Dr. Anthony M. Hassan  Dr. Robert “Jeff” Jackson  Dr. Douglas R. Lindsay  Dr. Damian G. McCabe  Dr. Joseph E. Sanders III 《About Campus》2010,15(2):30-32

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