Open Disclosures: Learning,Creativity and the Passage of Mental (III) Health     

Olivia Sagan 《The International Journal of Art & Design Education》2009,28(1):107-116

This article describes an ongoing research project at the University of the Arts, London, which investigates the learning and creativity of a group of students with mental health difficulties. It discusses emerging findings on one theme, that of motivation. Employing a longitudinal biographic narrative methodology, this research, now entering its second year, has triggered questions regarding the resilience and fortitude of a group of practising, aspiring artists. This article sketches the theoretical background used to explore this resilience and motivation, and draws on the Kleinian concept of reparation as a way to understanding the narrativised yearning for learning and the urge to create.  相似文献   

Interpretation and Experience: Two Pedagogical Interventions Observed1     

Olivia Fialho  Sonia Zyngier  David Miall 《English in Education》2011,45(3):236-253

In light of the hard times in which literary education has been finding itself, this paper evaluates the merits of two instructional interventions. It describes an experiment which contrasts interpretive and experiential approaches to reading carried out with 17 Comparative Literature Canadian university students. Two different sets of pre‐reading and reading instructions were prepared. The group working under the control condition followed a set of ‘interpretive instructions’ while the one working under the experimental condition followed ‘experiential instructions’. Participants in both conditions completed four measures: three questionnaires and a response essay. Video‐recording of small group discussions also occurred. Intervention effects were evaluated statistically. No differences were found in any of the measurements except for story‐driven reading, in which the control group scored higher than the experimental one. This means that participants preferred to focus on the plot or story‐line and showed interest for action and compelling conclusions. The video recording, however, indicated higher voluntary participation in the experimental condition. As regards class assessment, the results were rather contradictory and unexpected, leading to the conclusion that interpretation and experiencing may not present us with an either‐or situation but may most productively be regarded as complementary. Ultimately, this study advances the debate on the need to examine instructional interventions in literature classes empirically.  相似文献   

Rowing     

Bruce Elliott  Andrew Lyttle  Olivia Birkett 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):123-134

The purpose of this study was to compare rowing technique on the dynamic RowPerfect ergometer with a single scull. Eight national‐level rowers performed on both the RowPerfect ergometer and in a single scull over 500 m, at rates of 24, 26, and 28 strokes/minute. Blade force and oar angle (on‐water) and handle force and stroke length (on the ergometer) were measured. Both force and stroke angle/length were normalised from 0 to 100 (where 100 was the peak value). Body positions of the subjects at both the catch and finish of each of these rowing strokes were also compared for each stroke rate. The coefficient of multiple determination (CMD) was used to measure the consistency of force curves over a sample of five sequential strokes for each rower. Cross‐correlations were performed between the left‐ and right‐ side on‐water sculling force curves and a mean of these values with the ergometer curve for each rower. Stroke angle/length, which did not vary with rate, was similar for both forms of rowing. The CMDs showed a high consistency across the normalised strokes of each subject (≈0.98). Cross‐correlation values of 0.91, 0.92, and 0.93 were recorded between the force curves from the ergometer and on‐water trials for stroke rates of 24, 26, and 28 strokes/minute, respectively. The mean trunk, thigh and lower leg angles at the catch and finish of the stroke were also similar across the stroke rates as determined by t‐tests. Results indicate that technique used on the RowPerfect ergometer was similar to that for on‐water sculling, thus validating its use in off‐water training.  相似文献   

Re‐visioning Science “Love and Passion in the Scientific Imagination”: Art and science     

M. Lunn  A. Noble 《International Journal of Science Education》2013,35(6):793-805

The often portrayed media image of the scientist is a rather strange one, grim‐looking scientists, usually male, poised beside incomprehensible instruments. It is little wonder that we encounter the stereotype of the bespectacled scientist; thick black rims, coke bottle lenses, roman sandals, dressed in lab coats, trousers up to their necks. A qualitative study designed to produce a series of visual and oral narratives based on the everyday lived realities of “the contemporary scientist” was undertaken. The study was a participative project in which a research team, including the project leaders Anne Noble and Michelle Lunn, together with research assistants and documentary photography students, worked alongside scientists to produce contemporary and deliberately challenging stories of “the scientist” ¹ 1. Please see acknowledgements for details of the research team and the scientists involved in the project. . In this paper, the most pervasive theme to emerge from the research, the link between art and science, is discussed.  相似文献   

Anxious provision and discourses of certainty: the sutured subject of mentally ill adult learners     

Olivia Sagan 《International Journal of Lifelong Education》2013,32(5):615-629

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An investigation of prospective secondary mathematics teachers’ conceptual knowledge of and attitudes towards statistics     

Ailish Hannigan  Olivia Gill  Aisling M. Leavy 《Journal of Mathematics Teacher Education》2013,16(6):427-449

The development of statistical literacy is fast becoming the focus of a large part of mathematics instruction at primary, secondary and tertiary levels. This broadening of the mathematics curriculum to encompass a focus on statistics makes considerable demands on teachers. Most mathematics teachers acknowledge the practical importance of statistics and are willing to give more relevance to the teaching of statistics; however, many mathematics teachers do not consider themselves well prepared to teach statistics. The aims of this study were to investigate the conceptual understanding of statistics of prospective secondary mathematics teachers; the nature of their attitudes towards statistics and if there was a relationship between attitude towards statistics and conceptual understanding of statistics. Conceptual understanding was measured using a standard assessment instrument (comprehensive assessment of outcomes in a first statistics course) which allows comparison across other disciplines. Despite being very mathematically able and confident, the prospective mathematics teachers in this study do no better in the assessment than students from other (mostly non-quantitative) disciplines. This, perhaps, gives further evidence that statistical thinking is different from mathematical thinking and that a strong background in mathematics does not necessarily translate to statistical thinking. Conceptual knowledge was poor in some fundamental areas of statistics such as being able to properly describe the distribution of a quantitative variable and data production. The attitudes of these teachers towards statistics were measured using a widely used instrument (survey of attitudes towards statistics). The results indicate generally positive attitudes but an acknowledgement that statistics is not a subject quickly learned by everyone and requires discipline to learn. No strong correlation was found between attitudes and conceptual knowledge. It is recommended that in order to improve teacher knowledge, teacher education programmes must include tailored modules in statistics and highlight the differences between mathematical and statistical thinking.  相似文献   

The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions   总被引：2，自引：0，他引：2  

Jason T. Downer  Leslie M. Booren  Olivia K. Lima  Amy E. Luckner  Robert C. Pianta 《Early childhood research quarterly》2010

This paper introduces the Individualized Classroom Assessment Scoring System (inCLASS), an observation tool that targets children's interactions in preschool classrooms with teachers, peers, and tasks. In particular, initial evidence is reported of the extent to which the inCLASS meets the following psychometric criteria: inter-rater reliability, normal distributions and adequate range, construct validity, and validity. These initial findings suggest that the inCLASS has the potential to provide an authentic, contextualized assessment of young children's classroom behaviors. Future directions for research with the inCLASS are discussed.  相似文献   

New product     

David Hohler  Tom Ashwood  John Richardson  Lisa Olsen  Noble Hendrix 《TechTrends》2000,44(2):44-44

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Book reviews     

Donald P. Chvatal  Richard C. Rowson  J. Kendrick Noble  Thomas Fensch 《Publishing Research Quarterly》1997,13(3):124-130

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Continuity,containment, and coincidence: Leibniz in the history of the exact sciences     

Noble  Christopher P. 《Metascience》2020,29(3):523-526

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