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Selznick Benjamin S. Mayhew Matthew J. Zhang Lini McChesney Eric T. 《Research in higher education》2022,63(4):567-588
Research in Higher Education - This study examines how collegiate climates and practices can promote innovation capacities among an international longitudinal sample of undergraduate women. Using a... 相似文献
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Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at Australian high schools) to examine the influence of the psychosocial school-level environment on students’ self-reported experiences of bully victimisation (i.e. being victims of bullying) and engagement in delinquent behaviours. Further, we examined whether bully victimisation mediated the relationships between school climate variables and delinquent behaviours. School connectedness and rule clarity were negatively associated with both bully victimisation and delinquency (p < 0.05), and teacher support was negatively associated with bully victimisation (p < 0.01), confirming the importance of these aspects of the school-level environment. However, affirming diversity and reporting and seeking help both had positive influences on bully victimisation (p < 0.05), raising concerns about the ways in which these aspects of the school-level environment might have been promoted. Importantly, bully victimisation was found to mediate the influence of five of the six school climate constructs on delinquent behaviours (p < 0.001). This study advance our understanding of how specific aspects of the school climate influence the prevalence of bullying and delinquent behaviour, adding weight to the call for educators to actively monitor and enhance psychosocial aspects of the school climate in order to improve student behavioural outcomes. 相似文献
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Katrina McChesney Jill Aldridge 《International Journal of Research & Method in Education》2019,42(3):225-238
ABSTRACTA recurring debate in mixed methods research involves the relationship between research methods and research paradigms. Whereas some scholars appear to assume that qualitative and quantitative research methods each necessarily belong with particular research paradigms, others have called for greater flexibility and have taken a variety of stances toward the integration of paradigms and methods in mixed-method studies. In this article, we review these arguments and stances, positioning ourselves in favour of flexible (but intentional) integration of any research method with any research paradigm. We then draw on a recent study of teachers’ experiences of professional development to provide an illustration of how a single paradigm can be used to inform the entirety of a mixed methods study, including study design, data collection, analysis and reporting. This illustration is particularly noteworthy since past mixed-method studies that have been grounded in a single paradigm have typically used the post-positivist paradigm, whereas our study involved an interpretive stance and a social constructivist epistemology. This article may, therefore, provide a useful resource for those considering the design of mixed methods studies as well as a practical demonstration to support theoretical claims in support of moving away from binary methods–paradigm associations and assumptions. 相似文献
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Learning Environments Research - Because adolescent life satisfaction is associated with important affective, behavioural and health-related outcomes during both adolescence and later life,... 相似文献
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Schools and education systems are being challenged to improve the evaluation of teacher professional development, yet there is a lack of practical tools for doing so. This article describes the development and validation of a new instrument to assess teachers’ perceptions of the impact of professional development. This instrument, designed to be time- and cost-effective, was theoretically grounded and, as evidenced by the results reported in this article, psychometrically sound. The instrument was completed twice (examining different types of professional development) by 393 teachers. The results for both data-sets demonstrated a strong factor structure with good internal consistency for all scales. Further data analysis indicated that the scales could effectively distinguish between the experiences of different groups of teachers. The finalised instrument, named the Impact of Teacher Professional Development Questionnaire, is presented in full, and the practical advantages and limitations of the instrument are discussed. 相似文献
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Conclusion In concluding this tentative account of our research we can note that the research questions about teachers' alternative frameworks
and their interaction with the curriculum and with classroom learning by students appear to be extremely important questions
for researchers in the area of energy teaching and learning and presumably in wider contexts.
There are also implications for science teacher education, both preservice and inservice. It is clearly necessary to address
the confusion in both teachers' and students' understandings of energy.
We would like to thank Mary and Jack, their Principals, and classes for allowing us to observe their teaching and learning,
SERU colleagues for their sustained support and in particular Mark Cosgrove for his editing of this paper's drafts. 相似文献
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Robert W. McChesney 《广播与电子媒介杂志》2013,57(4):566-572
Dennis, E. E., & Wartella, E. (Eds.). (1996). American communication research: The remembered history. Mulwah, NJ: Erlbaum. Lent, J. A. (Ed.). (1995). A different road taken: Profiles in critical communication. Boulder, CO: Westview Press. Schiller, D. (1996). Theorizing communication: A history. New York: Oxford. Signorielli, N. (Ed.). (1996). Women in communication: A biographical sourcebook. Westport, CT: Greenwood. 相似文献
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