Effect of a programmable calculator physics laboratory unit upon some attitudes to physics held by student science teachers     

R. B. Flanagan 《Research in Science Education》1976,6(1):15-26

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Editor's comments     

Timothy J. Flanagan 《Journal of Criminal Justice Education》2013,24(2):129-133

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Perceived influences on the career choices of children and youth: an exploratory study     

Kimberly A. S. Howard  Sean Flanagan  Eleanor Castine  Mary E. Walsh 《International Journal for Educational and Vocational Guidance》2015,15(2):99-111

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Ethical review and reflexivity in research of children's sexuality     

Paul Flanagan 《Sex education》2013,13(5):535-544

Research in the area of children's sexuality is largely based on observational and retrospective studies. Childhood studies literature increasingly calls upon the inclusion of children's voices, yet with sensitive topics ethical positions often close research possibilities in the territories of children's worlds. Children are perceived as a vulnerable group, especially when the investigation focuses on their sexual development and activity – and it is perceived that this research area is too sensitive and potentially harmful to children. Within the context of beginning a qualitative study on children's sexuality in New Zealand (including interviews with children), this paper reviews a number of studies of childhood research. These studies provide a glimpse at how research focusing on children has been conducted, and explores ethical issues arising in such research. The significance of researcher reflexivity is acknowledged for ethical research practice. The paper concludes that in research on children's sexuality a process of ethical review is limited, and that researcher competence in sensitive investigations is required. Among other difficulties for this researcher (with a professional background in child and family therapy) is the vulnerability of being a man choosing to research children.  相似文献   

Criminal justice doctoral programs in the United States and Canada: Findings from a national survey     

Timothy J. Flanagan 《Journal of Criminal Justice Education》2013,24(2):195-213

Characteristics of 13 doctoral programs in criminal justice and criminology are examined. Features described include the age and size of the programs, representation of women and minorities among faculty and graduate students, admissions requirements and admissions activity, financial support available to graduate students, and characteristics of the curricula. Criminal justice doctoral programs vary widely on each of these characteristics.  相似文献   

Stereotype threat in manual labor settings for African American and Caucasian participants     

Jennifer L. Flanagan  Raymond J. Green 《Performance Improvement Quarterly》2011,23(4):89-112

Stereotype threat has primarily been studied with regard to test performance in academic settings, testing aptitude, ability, and intelligence, and it has been found to cause both behavioral and cognitive decrements. Although there is research on stereotype threat in the workplace, this too is usually conducted in upper‐level or more academically based job tasks. This article concentrates on how stereotype threat affects those in manual labor workplace settings. This research, however, sought to test subjects on a behavioral task in a workplace setting to see if the results mirror those in academia. Stereotype threat in academic settings has been shown to cause both behavioral and cognitive decrements. It was theorized that stereotype threat would cause performance decrements for the African American participants. Participants were undergraduate students—60 Caucasian and 60 African American. All performed two manual labor tasks, sorting and assembling nuts and bolts, and a math test, half while under stereotype threat and half without stereotype threat manipulation. Results yielded significant differences between the two conditions for African Americans on both the academic and nonacademic/manual labor tasks.  相似文献   

A Prospective Study of the Effects of Marital Status and Family Relations on Young Children's Adjustment among African American and European American Families     

Daniel S. Shaw  Emily B. Winslow  & Clare Flanagan 《Child development》1999,70(3):742-755

The present study investigated the effects of divorce and family relations on young children's development prospectively, using an ethnically diverse sample of approximately 300 low-income families. We also were able to examine the moderating effects of ethnicity on child adjustment in always two-parent, to-be-divorced, already-divorced, and always single-parent families. Results indicated that to-be-divorced European American and African American families demonstrated higher rates of preschool-age behavior problems, and already-divorced families showed similar trends. Parental conflict and behavior problems accounted for predivorce differences in child behavior problems, whereas rejecting parenting accounted for differences in problem behavior between always single-parent and always two-parent families. The results are discussed in terms of the importance of ethnicity in influencing young, low-income children's adjustment to different family structures.  相似文献   

Morphing images: a potential tool for teaching word recognition to children with severe learning difficulties   总被引：1，自引：0，他引：1  

Kieron Sheehy 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):293-301

Children with severe learning difficulties who fail to begin word recognition can learn to recognise pictures and symbols relatively easily. However, finding an effective means of using pictures to teach word recognition has proved problematic. This research explores the use of morphing software to support the transition from picture to word recognition. Morphing software was used to teach word recognition to a group of eight children who were previously unable to recognise words. At the end of 16 teaching sessions, in a related design, the morphing technique was more effective than a word‐alone approach ( p < 0.05, one‐tailed). These results support the use of techniques such as symbol accentuation ( Miller & Miller, 1971 ) and challenge the concept that the use of pictorial information is inherently detrimental to learning in this context, in comparison to the repeated presentation of words alone. The recent advent of accessible morphing software removes previous barriers to this type of approach. The investigation highlights several useful avenues for future research, in particular, the use of mnemonic elements within morphing teaching methods.  相似文献   

How is technology seen in young people’s visions of future education systems?   总被引：1，自引：1，他引：0  

Kieron Sheehy  Sue Bucknall 《Learning, Media and Technology》2008,33(2):101-114

This research captured the views of young people regarding their views of ‘how learning should be in the future’. Four focus groups were run with different groups of school‐age pupils. The ways in which technology was seen within these discussions were analysed. The findings noted that the explicit use of technological innovations, and predicted innovations, was rarely seen as having a significant impact on learning, rather that the technology was used in line with the models of learning derived from the participant’s best current experiences of learning and education. Technology was, therefore, seen as something which could make current learning practices more efficient but did not transform the learning process.  相似文献   

A cross‐sectional study of prosodic sensitivity and reading difficulties     

Andrew J. Holliman  Clare Wood  Kieron Sheehy 《Journal of Research in Reading》2012,35(1):32-48

In this cross‐sectional study, we explore the relationship between prosodic sensitivity (suprasegmental phonology) and phonological awareness (segmental phonology) and investigate whether a group of poor readers display significant suprasegmental phonological deficits in comparison to chronological age‐matched controls and younger, reading age‐matched controls. Phonological awareness assessments were administered along with a battery of prosodic sensitivity assessments drawn from recent literature. The results showed that poor readers were outperformed by their chronological age‐matched counterparts on all measures of prosodic sensitivity. A significant main effect of group was found on the revised stress mispronunciations task and the stress assignment task from the prosodic assessment battery, the former of which remained even after controlling for individual differences in receptive vocabulary and measures of phonological awareness. Significant relationships were also found between measures of prosodic sensitivity and phonological awareness (especially phoneme awareness). These findings emphasise the importance of both segmental and suprasegmental phonological skills in children's reading development.  相似文献