The detection of psychiatric illness by questionnaire

What can computer simulation contribute to the social sciences? Which of the many approaches to simulation would be best for my social science project? How do I design, carry out and analyse the results from a computer simulation? This is a practical textbook on the techniques of building computer simulations to assist understanding of social and economic issues and problems. Interest in social simulation has been growing rapidly worldwide as a result of increasingly powerful hardware and software and also a rising interest in the application of ideas of complexity, evolution, adaptation and chaos in the social sciences. This authoritative book details all the common approaches to social simulation, to provide social scientists with an appreciation of the literature and allow those with some programming skills to create their own simulations.New for this edition is a chapter on how to use simulation as a tool. A new chapter on multi-agent systems has also been added to support the fact that multi-agent modelling has become the preferred approach to simulation. Social scientists in a wide range of fields will find this book an essential tool for research, particularly in sociology, economics, anthropology, geography, organizational theory, political science, social policy, cognitive psychology and cognitive science. It will also appeal to computer scientists interested in distributed artificial intelligence, multi-agent systems and agent technologies.

Simulation for the Social Scientist

Research on teacher stress has become a major area of international research interest. This paper reviews research findings on teacher stress and suggests five directions for future research: (i) monitoring the extent to which particular educational reforms are generating high levels of teacher stress; (ii) exploring why some teachers are able to successfully negotiate periods of career reappraisal and retain a positive commitment to the work, whilst others are not; (iii) clarifying the nature of the stress process in term of two types of triggers' one based on excessive demands and the other based on a concern with self-image; (iv) assessing the effectiveness of particular intervention strategies to reduce teacher stress; (v) exploring the impact of teacher-pupil interaction and classroom climate on teacher stress.

Teacher Stress: Directions for future research

The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in current research and in conceptualizations of the sources are identified. Although mastery experience is typically the most influential source of self-efficacy, the strength and influence of the sources differ as a function of contextual factors such as gender, ethnicity, academic ability, and academic domain. Finally, suggestions are offered to help guide researchers investigating the psychological mechanisms at work in the formation of self-efficacy beliefs in academic contexts.

Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions

http://acmd615.pbworks.com/f/MotivatedTerminology.pdf

A Motivated Exploration of Motivation Terminology.

Introduction The Proposal: Readers, Expectations and Functions A General Framework for Developing Proposals The Role of Theory and Dealing with the Literature Methods Writing the Proposal Tactics Examples of Proposals Appendix 1 - Disentangling the Terms 'Perspective','Strategy' and 'Design' Appendix 2: Questions to Guide Proposal Development Notes Glossary References Index

Developing Effective Research Proposals

1 The case for students' accounts of qualitative educational research in action Thomas A O'Donoghue & Keith E Punch 2 Grounded theory illuminates interpersonal relationships: an educator's perspective Elizabeth Tuettemann 3 Reflecting on the value and use of the edited topical life history: a research approach Beverley Ward 4 Phenomenology: the quest for meaning Lisa Catherine Ehrich 5 Methodological framings for a policy trajectory study Lesley Vidovich 6 Reflections on a qualitative investigation of critical literacies and the teaching of English Peter Stewart & Marnie O'Niell 7 Meaning and method: using metaphors in qualitative research Helen Wildy 8 A research narrative: confronting the tensions of a methodological struggle Tania Aspland 9 Reflections on a social semiotic approach to discourse analysis in educational research Anne Chapman 10 The route less travelled: reflections on research for the Phd by publication Anthony Potts

Qualitative educational research in action : doing and reflecting

Introduction and Purpose Relationships between Variables Elements of the Survey Description Elements of the Survey Implementation The Survey Report Examples Generalizing the Simple Model

Survey Research: The Basics

This review examines studies relating to the implementation of systemwide educational change and, in particular, focuses on teacher receptivity to those changes. It provides a brief historical summary of this literature from the past 40 years and presents as well the general variables that seem to be related to teacher receptivity. It is assumed that there are fundamental generalizations common to all such changes and that these can be embodied in ideal-type models of implementing change. The important general variables that should be included in such models appear to be teachers’ personal cost appraisal of the change, practicality of the new educational system in the classroom, perceived support for teacher roles at school with respect to the main referents of the new educational system, alleviation of fears and uncertainties associated with the change, and perceived expectations and beliefs concerning the important aspects of the change. In addition, there are a number of other important general variabl...

Teacher Receptivity to Systemwide Change in the Implementation Stage

The relationship between affect and achievement in science was examined in two stages. First, a model was developed and tested for science-related affect, the complex of students' attitudes toward, interests in, and perceptions about science at school. The LISREL approach to path analysis was used to demonstrate the fit of the model to data collected from grade 8 students in two different schools on two different occasions. In the second stage of the research, multiple linear regression was used to examine the direction of the relationship between science related affect and achievement and to apportion variance common between previous and subsequent achievement and the components of science-related affect. It was found that affect is related more strongly to previous than subsequent achievement and that much of the common variance can be attributed to students' perceptions of their competence in science.

Keith F. Punch

Papers

Developing Effective Research Proposals

Qualitative educational research in action : doing and reflecting

Survey Research: The Basics

Teacher Receptivity to Systemwide Change in the Implementation Stage

The relationship between affect and achievement in science