The social role in promoting cognitive growth over the life-span     

Milton Schwebel  Charles A. Maher  Nancy S. Fagley 《Prospects》1990,20(3):263-275

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The Other Half of the Story: Effect Size Analysis in Quantitative Research     

Jessica Middlemis Maher  Jonathan C. Markey  Diane Ebert-May 《CBE life sciences education》2013,12(3):345-351

Statistical significance testing is the cornerstone of quantitative research, but studies that fail to report measures of effect size are potentially missing a robust part of the analysis. We provide a rationale for why effect size measures should be included in quantitative discipline-based education research. Examples from both biological and educational research demonstrate the utility of effect size for evaluating practical significance. We also provide details about some effect size indices that are paired with common statistical significance tests used in educational research and offer general suggestions for interpreting effect size measures. Finally, we discuss some inherent limitations of effect size measures and provide further recommendations about reporting confidence intervals.  相似文献   

The knowledge economy and academic capitalism     

Frances A. Maher  Mary Kay Tetreault 《British Journal of Sociology of Education》2008,29(6):733-740

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Women's Studies in England: Mature women students and their educational vision     

F. A. Maher 《Gender and education》2001,13(1):7-23

In this article the author takes the vantage points of a group of mature women's studies students at the University of East London to explore the meanings they gave to their education. What kinds of knowledge did they discover and appropriate; what kinds did they resist? How do their stories illuminate the ongoing workings of the academy today? Their perspectives reveal a series of dichotomies taken for granted throughout the university: dichotomies such as those of experience versus theory, research versus teaching, and general and 'objective' versus 'subjective' and particular knowledges. Rather than being inherent in the process of acquiring advanced knowledge about the world, such binaries are structurally embedded in the current organization and practices of higher education. They are socially constructed ideological devices to keep some subjects, students and teaching faculty continually 'at the margins', leaving the dominant disciplines, their practices, and their practitioners, fundamentally intact. This article explores these contradictions.  相似文献   

'Goslob is a Boy's Name'     

Anne Maher  Barrie Wade  Maggie Moore 《English in Education》1997,31(1):24-35

This class-based case study explores how firmly established are primary school children's gender expectations and how far a primary school environment serves to reinforce or challenge their expectations. Children of differing ages responded to a specially written story framework. Their responses indicated a gender stereotyping which influenced interpretation. Implications for teaching are discussed.  相似文献   

Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge     

Maher Z. Hashweh 《Teachers and Teaching》2013,19(3):273-292

A brief review of the history of pedagogical content knowledge reveals various definitions and conceptualizations of the construct, as well as some conceptual problems. A new conceptualization—teacher pedagogical constructions—is offered to address some of the problems associated with PCK. Seven assertions that comprise the new conceptualization are presented, explained and defended. These are: (1) PCK represents personal and private knowledge; (2) PCK is a collection of basic units called teacher pedagogical constructions; (3) teacher pedagogical constructions result mainly from planning, but also from the interactive and post‐active phases of teaching; (4) pedagogical constructions result from an inventive process that is influenced by the interaction of knowledge and beliefs from different categories; (5) pedagogical constructions constitute both a generalized event‐based and a story‐based kind of memory; (6) pedagogical constructions are topic specific; and (7) pedagogical constructions are (or should ideally be) labeled in multiple interesting ways that connect them to other categories and subcategories of teacher knowledge and beliefs. The proposed definition results from a reconceptualization of the nature of PCK as originally proposed, taking the results of major later studies and conceptualizations of PCK into consideration, appropriating new ideas about the structure of memory, and undertaking a reanalysis and presentation of data from a previous study. The article calls for viewing PCK as neither a subcategory of subject matter (subject matter knowledge for teaching) nor as a general generic form of knowledge. It presents a view of PCK as a collection of teacher professional constructions, as a form of knowledge that preserves the planning and wisdom of practice that the teacher acquires when repeatedly teaching a certain topic. Viewing PCK as a collection of TPCs, more precisely defining it, clarifying its relations to other knowledge and beliefs entities, and speculating about its development should facilitate future investigations of PCK.  相似文献   

Case‐writing as border‐crossing: describing,explaining and promoting teacher change     

Maher Z. Hashweh 《Teachers and Teaching》2013,19(3):229-246

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Assessing the learning of pupils with special educational needs and disabilities in mainstream school physical education     

Anthony Maher  Tom van Rossum  David Morley 《British Educational Research Journal》2023,49(1):110-125

In the UK, one consequence of neoliberalism has been the development of test cultures in schools and standardised assessment strategies used to judge all pupils against within and across curriculum subjects. Few studies to date have explored the influence of this on assessing the learning of pupils with special educational needs and disabilities (SEND), and none have centred physical education (PE). This study used the concept of ableism and semi-structured interviews to explore mainstream secondary school PE teachers’ views and experiences of assessing the learning of pupils with SEND. Based on the findings, we discuss the importance of schools disrupting hegemonic, ableist modes of thinking that cast pupils with SEND as being of inferior ability when compared with their peers and thus being disadvantaged by standardised, normative assessment practices. Specifically, we identify a need for senior leaders and teachers in schools to recognise the needs and capabilities of pupils with SEND, through more holistic assessment approaches that focus on social, affective, cognitive and physical learning and development. We end by discussing the significance of initial teacher education and teacher networks to support this endeavour and advocating for the amplification of the voices of pupils with SEND, given that they have expert knowledge about the perceived inclusivity of assessment in PE because they can draw upon their lived and embodied experiences.  相似文献   

Me,osteogenesis imperfecta,and my classmates in physical education lessons: a case study of embodied pedagogy in action     

Andrew C. Sparkes  Daniel Martos-Garcia  Anthony J. Maher 《Sport, Education and Society》2019,24(4):338-348

Pupils with disabilities have been found to experience a narrower physical education curriculum and participate less frequently than pupils without disabilities. A lack of knowledge, skills, relevant experiences and confidence amongst physical education (PE) teachers has been said to contribute to these differential educational experiences. This article adds to the paucity of research that analyses the PE experiences of pupils with disabilities while, at the same time, evaluating embodied pedagogy as a tool for better preparing PE teachers for their role as inclusive educators. Specifically, the article aims to: (1) explore the PE experiences of a university student named Violeta who lives with the condition of Osteogenesis Imperfecta (OI); (2) analyse the views of a group of prospective teachers who participated in a PE lesson (Experience 1) which included Violeta; and (3) examine the perceptions of a group of prospective teachers who participated in a simulated attempt at embodied pedagogy (Experience 2). Data were gathered using field notes, observations and interviews with Violeta and the prospective teachers who participated in Experience 1 and Experience 2. The findings suggest that in both Experience 1 and 2, the prospective teachers developed a greater aware of OI and a more positive attitude towards inclusive PE. That said, the nature of the student learning experience and their ability to empathetically imagine themselves in, and through, the bodies of others that were different from themselves varied significantly in Experience 1 and 2. Such a contrast, especially in relation to notions of alterity, related to the presence or absence of the other as a corporeal entity involved in the lessons. Neither Experience 1 or 2 was found to be ‘better’ than the other, they simply provided different contexts, resources and opportunities for learning to take place. We discuss some implications of these differences for those wishing to engage in embodied forms of pedagogy as a way of helping prospective teachers to have the knowledge, skills and experience to develop a more inclusive culture in school PE.  相似文献   

Fāṭimids,Crusaders and the Fall of Islamic Jerusalem: Foes or Allies?     

Dr Maher Y. Abu-Munshar 《Al-Masaq: Islam & the Medieval Mediterranean》2010,22(1):45-56

The fall of Islamic Jerusalem to the crusaders during the first Crusade created a sense of agitation and anger amongst Muslims as Islamic Jerusalem had been under their rule for centuries before. A considerable number of scholars have pointed at the Fā?imids as the main cause of the fall of Islamic Jerusalem, claiming that the region would not have fallen had it not been for the alliance and collaboration between the Fā?imids and the crusaders. This article is an attempt to present a critical analysis of the historical narratives of Muslim and non-Muslim historians who have continued to accuse the Fā?imids of collaborating with the crusaders and depict them as the main cause of the fall of Islamic Jerusalem during the first Crusade. It also tries to answer the following two questions. Did the Fā?imids really invite the crusaders to invade al-Sham? And is it true that the Fā?imids misunderstood the crusaders’ aims and targets?  相似文献