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Showing 1 to 12 of 2614 entries
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Mixed methods single case study research (MMSCR): Challenges in WP evaluation

Broadening participation informal stem education

Jay T.
GSID: T7IayXw0usMJ
R Zivtins, T Jay, R Winston… - Widening Participation …, 2020 - search.ebscohost.com

Evaluating widening participation (WP) interventions is complex. Early efforts at WP evaluation were criticised for lacking rigour. These criticisms were accompanied with suggested approaches to research, typically favouring randomised control trials. Yet these recommendations have, in turn, become the...

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Zivtins, R., Jay, T., Winston, R., & Alexander, A. (2020). Mixed methods single case study research (MMSCR): Challenges in WP evaluation. Widening Participation & Lifelong Learning, 22(2).
Zivtins, Roberts, et al. "Mixed methods single case study research (MMSCR): Challenges in WP evaluation." Widening Participation & Lifelong Learning 22.2 (2020).
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The magnitude, destinations, and determinants of mathematics and science teacher turnover

Science teachers

Ingersoll RM, May H.
GSID: h82v0AXGKswJ
RM Ingersoll, H May - Educational Evaluation and Policy …, 2012 - journals.sagepub.com

This study examines the magnitude, destinations, and determinants of mathematics and science teacher turnover. The data are from the nationally representative Schools and …

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Ingersoll, R. M., & May, H. (2012). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis, 34(4), 435-464.
Ingersoll, Richard M., and Henry May. "The magnitude, destinations, and determinants of mathematics and science teacher turnover." Educational Evaluation and Policy Analysis 34.4 (2012): 435-464.
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Process evaluation of the Bristol girls dance project

after-school interventions

May T.
GSID: DXTWkmLSwqMJ
SJ Sebire, MJ Edwards, JM Kesten, T May… - BMC public health, 2016 - Springer

The Bristol Girls Dance Project was a cluster randomised controlled trial that aimed to increase objectively measured moderate-to-vigorous physical activity (MVPA) levels of Year …

Exploring poverty traps and social exclusion in South Africa using qualitative and quantitative data

Asset based approaches STEM training

Carter MR, May J.
GSID: uSbkXG3-hboJ
M Adato, MR Carter, J May - The Journal of Development Studies, 2006 - Taylor & Francis

… social capital stems precisely from … asset base in 1998 was firmly above the 1998 asset poverty line. The fact that they were observed to be poor in 1998 despite being above the asset …

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Adato, M., Carter, M. R., & May, J. (2006). Exploring poverty traps and social exclusion in South Africa using qualitative and quantitative data. The Journal of Development Studies, 42(2), 226-247.
Adato, Michelle, Michael R. Carter, and Julian May. "Exploring poverty traps and social exclusion in South Africa using qualitative and quantitative data." The Journal of Development Studies 42.2 (2006): 226-247.
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Estimating the effects of interventions that are deployed in many places: Place-randomized trials

Educational trials

May H.
GSID: GqTdip6FvyAJ
R Boruch, H May, H Turner… - American …, 2004 - journals.sagepub.com

… Place-randomized trials have been mounted in a variety of countries to estimate the relative effects of interventions that are intended to … trials are outlined. The scientific value added includes better evidence on what works at the macro...

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Boruch, R., May, H., Turner, H., Lavenberg, J., Petrosino, A., De Moya, D., ... & Foley, E. (2004). Estimating the effects of interventions that are deployed in many places: Place-randomized trials. American Behavioral Scientist, 47(5), 608-633.
Boruch, Robert, et al. "Estimating the effects of interventions that are deployed in many places: Place-randomized trials." American Behavioral Scientist 47.5 (2004): 608-633.
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Professional development on the science of learning and teachers' performative thinking—a pilot study

discipline specific instruction (e.g., engineering curriculum, social science teachers, geology pedagogy)

Jay T.
GSID: pSx77qhWJLoJ
PA Howard‐Jones, T Jay… - Mind, Brain, and …, 2020 - Wiley Online Library

This pilot study investigated how a brief professional development session on the science of learning impacted teachers' attributions of usefulness to both scientific and performative …

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A Howard‐Jones, P., Jay, T., & Galeano, L. (2020). Professional development on the science of learning and teachers' performative thinking—A pilot study. Mind, Brain, and Education, 14(3), 267-278.
A Howard‐Jones, Paul, Tim Jay, and Laura Galeano. "Professional development on the science of learning and teachers' performative thinking—A pilot study." Mind, Brain, and Education 14.3 (2020): 267-278.
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Lessons learnt from the Bristol Girls Dance Project cluster RCT: implications for designing and implementing after-school physical activity interventions

after-school interventions

May T, Bird EL.
GSID: 4fLNq1XjKOwJ
MJ Edwards, T May, JM Kesten, K Banfield, EL Bird… - BMJ open, 2016 - bmjopen.bmj.com

… This study provides information on factors associated with BGDP delivery and identifies lessons which may be applied to future after-school PA interventions. Although after-school PA interventions hold promise in increasing PA levels among adolescent girls, there is a...

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Edwards, M. J., May, T., Kesten, J. M., Banfield, K., Bird, E. L., Powell, J. E., ... & Jago, R. (2016). Lessons learnt from the Bristol Girls Dance Project cluster RCT: implications for designing and implementing after-school physical activity interventions. BMJ open, 6(1), e010036.
Edwards, Mark J., et al. "Lessons learnt from the Bristol Girls Dance Project cluster RCT: implications for designing and implementing after-school physical activity interventions." BMJ open 6.1 (2016): e010036.
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Implementing, embedding, and integrating practices: an outline of normalization process theory

Theoretical frames STEM

Finch T, May C.
GSID: EbwaxCM_htMJ
C May, T Finch - Sociology, 2009 - journals.sagepub.com

… From these stem a set of knowledge claims that, in turn, offer the potential for hypotheses or … Within the frame of the theory, human action is not assumed to be reducible to individual …

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May, C., & Finch, T. (2009). Implementing, embedding, and integrating practices: an outline of normalization process theory. Sociology, 43(3), 535-554.
May, Carl, and Tracy Finch. "Implementing, embedding, and integrating practices: an outline of normalization process theory." Sociology 43.3 (2009): 535-554.
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Digital health interventions for adults with type 2 diabetes: qualitative study of patient perspectives on diabetes self-management education and support

education interventions

Dack C, Ross J, Michie S, May C.
GSID: MMqv80ACAIkJ
K Pal, C Dack, J Ross, S Michie, C May… - Journal of medical …, 2018 - jmir.org

… User engagement with interventions can be influenced by user perceptions [14] and intervention design [13]. User perceptions have both … with higher levels of education, being older, and a positive affective user experience [21]. Effective interventions therefore need...

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Pal, K., Dack, C., Ross, J., Michie, S., May, C., Stevenson, F., ... & Murray, E. (2018). Digital health interventions for adults with type 2 diabetes: qualitative study of patient perspectives on diabetes self-management education and support. Journal of medical Internet research, 20(2), e8439.
Pal, Kingshuk, et al. "Digital health interventions for adults with type 2 diabetes: qualitative study of patient perspectives on diabetes self-management education and support." Journal of medical Internet research 20.2 (2018): e8439.
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Retaining teachers: How preparation matters

Science teachers

Ingersoll R, May H.
GSID: cDKXu2l-h58J
R Ingersoll, L Merrill, H May - Educational leadership, 2012 - repository.upenn.edu

… In2004, about 10 percent of al1 incoming teachers obtained their bachelor's degrees from such colleges and universities; in contrast, … teachers and20 percent ofnew science teachers. Beglnning mathematics and science teachers were also more likely than other new...

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Ingersoll, R., Merrill, L., & May, H. (2012). Retaining teachers: How preparation matters. Educational leadership, 69(8), 30.
Ingersoll, Richard, Lisa Merrill, and Henry May. "Retaining teachers: How preparation matters." Educational leadership 69.8 (2012): 30.
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Guidance and accountability in a diploma school.

NLN publications

May C.
PMID: 1047252
NLN Publ. 1976;(16):61-3.

No abstract available.

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May C. Guidance and accountability in a diploma school. NLN Publ. 1976;(16):61-3
May, C. (1976). Guidance and accountability in a diploma school. NLN publications, (16), 61-3.
May, C. "Guidance and accountability in a diploma school." NLN publications vol. ,16 (1976): 61-3.
May C. Guidance and accountability in a diploma school. NLN Publ. 1976;(16):61-3. PMID: 1047252.
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Organization and function of an intensive care unit in a children's hospital.

Anesthesia and analgesia

Bachman L, Downes JJ, Richards CC, Coyle D, May E.
PMID: 6069526
Anesth Analg. 1967 Sep-Oct;46(5):570-4.

No abstract available.

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Bachman L, Downes JJ, Richards CC, et al. Organization and function of an intensive care unit in a children's hospital. Anesth Analg. 1967;46(5):570-4
Bachman, L., Downes, J. J., Richards, C. C., Coyle, D., & May, E. (1967). Organization and function of an intensive care unit in a children's hospital. Anesthesia and analgesia, 46(5), 570-4.
Bachman, L, et al. "Organization and function of an intensive care unit in a children's hospital." Anesthesia and analgesia vol. 46,5 (1967): 570-4.
Bachman L, Downes JJ, Richards CC, Coyle D, May E. Organization and function of an intensive care unit in a children's hospital. Anesth Analg. 1967 Sep-Oct;46(5):570-4. PMID: 6069526.
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Showing 1 to 12 of 2614 entries