Symposium on Molecules, Machines and Networks 6–9 January 2004     

Mark C. Williams  L. James Maher 《Resonance》2003,8(10):99

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如何有效安排青少年足球训练     

Alan Maher  李震 《中国体育教练员》2007,(2):64-64

对于足球教练员来说,一次训练课的好坏对于运动员的练习水平有重要影响。因此,安排一次训练课需要教练员认真、细心地备课,一些简单的上课原则有助于帮助教练员更好地安  相似文献   

Effects of mental imagery and oral and print stimuli on prose learning of intermediate grade children     

John H. Maher  Howard Sullivan 《Educational technology research and development : ETR & D》1982,30(3):175-183

Two studies investigated the effects on prose learning of oral vs, written presentations of text and the use of mental imagery. Sixth graders (Study 1) and fourth graders (Study 2) listened to or read a text. Some students were asked to imagine pictures of the material. Oral presentations produced better results than written-only forms. Fourth graders benefited more from mental imagery than did sixth graders.  相似文献   

Child Care Quality and Children's Engagement     

Melissa J. Raspa  R. A. McWilliam  Stephanie Maher Ridley 《Early education and development》2001,12(2):209-224

The goal of this study was to understand the relationship between child care quality and children's engagement behavior. Seventy-eight toddlers from 17 child care centers were individually observed to determine the percentage of time they spent in sophisticated, unsophisticated, or differentiated engagement, or focused attention. The percentage of group engagement in classroom activities was recorded as well. Program quality ratings consisted of measures of the classroom environments, including the teachers. All the contextual quality measures but 1 were associated with unsophisticated engagement. Only global classroom quality was related to sophisticated engagement. The percentage of toddlers engaged in activities was associated with other program quality measures but not with observations of individual child engagement conducted at different times.  相似文献   

Palestinian science teachers' epistemological beliefs: A preliminary survey     

Maher Z. Hashweh 《Research in Science Education》1996,26(1):89-102

The purpose of the study was to determine what percentage of Palestinian science teachers held beliefs about knowledge and learning that are congruent with the recent constructivist/conceptual change epistemological basis of science education, what factors influence these beliefs, and if the beliefs about knowledge and learning were related. Two questionnaires were developed to probe teachers' beliefs in these two areas, and a sample consisting of 91 teachers with varying educational background and teaching levels responded to these questionnaires. The study showed that only a small percentage of Palestinian teachers subscribed to the recent views of learning and scientific knowledge (25% and nine percent respectively). With regard to the views of learning, this was mainly due to very few teachers believing or realising that students hold alternative preconceptions and that science learning entails conceptual change. Very few teachers also believed that science itself develops through conceptual change. Indeed, more than 80% believed that science develops through accretion and about 40% preferred the inductive model of science to the hypothetico-deductive one which only 11% preferred. It was found that these views were not related to the teachers' years of schooling, years of experience, level at which they taught, or teacher specialisation. The two views of learning and knowledge were moderately related. The results and implications for future studies are discussed.  相似文献   

Using videotapes to study the construction of mathematical knowledge by individual children working in groups     

Robert B. Davis  Carolyn A. Maher  Amy M. Martino 《Journal of Science Education and Technology》1992,1(3):177-189

Videotaping small groups of students in a regular classroom environment makes it possible to study individual student cognitive growth in a social setting. The present report deals with student development of some new mathematical ideas over an extended period of time.  相似文献   

Statements of special educational needs and mainstream secondary physical education in north‐west England     

Anthony Maher 《British Journal of Special Education》2013,40(3):130-136

This article, by Anthony Maher of the University of Central Lancashire, explores, from the perspective of SENCos and learning support assistants (LSAs) in north‐west England, the perceived adequacy of Statements of special educational needs as they relate to physical education (PE). The findings, generated via online surveys, suggest that most SENCos and some LSAs believe that Statements are appropriate for all curricular subjects, with PE being no different. Thus, two groups who play an integral role in facilitating the inclusion of pupils with special educational needs in mainstream secondary schools in England do not differentiate between classroom based and more physically orientated subjects such as PE, which could have a negative impact on the experiences of pupils with special educational needs in PE because of the contextual and dynamic nature of special educational needs. Indeed, because most Statements do not provide PE‐specific information or learning targets, teachers and LSAs are often unable to collaboratively plan and deliver inclusive lessons or monitor and evaluate the progress made by Statemented pupils in PE.  相似文献   

Clinical Trial Registration in Physiotherapy Journals: Recommendations from the International Society of Physiotherapy Journal Editors     

O P Costa Leonardo  Christine Chung-Wei Lin  Debora Grossi Bevilaqua  Marisa Cota Mancini  Anne K Swisher  Chad Cook  Dan Vaughn  Mark R Elkins  Umer Sheikh  Ann Moore  Gwendolen Jull  Rebecca L Craik  Christopher G Maher  Rinaldo Roberto de Jesus Guirro  Amélia Pasqual Marques  Michele Harms  Dina Brooks  Guy G Simoneau  John Henry Strupstad 《Cardiopulmonary Physical Therapy Journal》2013,24(1):4-6

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Child Abuse: the Educational Perspective     

Peter Maher 《Pastoral Care in Education》2013,31(3):164-176

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Training special service teams to develop IEP's     

C A Maher 《Exceptional children》1980,47(3):206-211

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