Attitudes of Parents and Teachers toward Mainstreaming     

Karen Hayes  Pat Gunn 《International Journal of Disability, Development & Education》1988,35(1):31-38

A questionnaire measuring attitudes toward mainstreaming was completed by teachers and parents at two primary schools, one of which had initiated a mainstreaming program in Year 1 classes. Results indicated that attitudes of parents and teachers at this school were more negative than those of their counterparts at the school with no mainstreaming program. Despite this apparent relationship between contact with disabled children and a negative attitude towards mainstreaming, a significant association was found between amount of experience with disabled children and a positive attitude towards mainstreaming. Among explanations proposed for these discrepant findings is the suggestion that attitudes expressed prior to experience with mainstreaming may not be an accurate guide to views held after its implementation.  相似文献   

Factors that Affect Student Motivation in a Dairy Products Elective Course     

Baraem Ismail  Kirby Hayes 《Journal of Food Science Education》2005,4(1):15-17

ABSTRACT: Student motivation is influenced by instructional approach. Motivation is a function of initiating and sustaining goal-directed behavior. The objective of this study was to identify factors (positive and negative) that affect motivation in a junior-level dairy products elective course. Student attitudes were surveyed each year half-way through the semester over the past 4 y using an open-ended instrument. Data obtained showed that environmental factors such as instructor enthusiasm, use of humor, and positive attitude all significantly ( P = 0.068) and positively influenced goal-directed behavior. Significant negative influential factors mainly included course topic choices. Overall, these findings were consistent with motivational theory and highlighted the significance of environmental influences in the classroom and potential connection to self-efficacy and ultimately motivation.  相似文献   

Cracking with affect: relationality in young people’s movements in and out of mainstream schooling     

Jennifer Skattebol  Debra Hayes 《Critical Studies in Education》2016,57(1):6-20

This paper focusses on the schooling stories of two young women who moved from mainstream schooling into alternative learning program set up for Indigenous students and back into mainstream schooling to complete their Year 12 education. The manner in which these young women narrated their stories is understood through the prism of Indigenous notions of relatedness and affect theory and is as revealing as the actual reporting of the events and rationales in these young women’s schooling trajectories. Young people’s insights into the challenges of mainstream pedagogies and promises of relational pedagogies invite us to consider what could be different in structures and processes which aim to deliver educational equity. We argue there is a need for more research which offers rich accounts of the emotional and relational fields which underpin student subjectivities and engagement.  相似文献   

Ask and you will receive: how question type influences quantity and quality of online discussions     

Megan E. Bradley  Lindsay R. Thom  Jennifer Hayes  Cindy Hay 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):888-900

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BOOK REVIEWS     

Chris Nield  Ben Hayes  Andrea Dennison  Chris Boyle  Louise Sharrocks 《Educational Psychology in Practice》2008,24(2):155-167

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An examination of knowledge prioritisation in secondary physical education teacher education courses     

Sid Hayes  Susan Capel  Will Katene  Philippa Cook 《Teaching and Teacher Education》2008

A number of terms have been used to describe knowledge needed for teaching, one of which is subject knowledge. How knowledge for teaching is conceptualised in teacher education prioritises some knowledge bases over other knowledge bases. Further, knowledge prioritised by student teachers is influenced by socialisation prior to and during an initial teacher education course and priorities for student teachers as they develop as teachers. Previous research in physical education teacher education points to the pre-eminence of content knowledge above other knowledge bases. The purpose of this study was to look at what knowledge is prioritised by student teachers, school-based mentors and university tutors working on three secondary physical education initial teacher education courses in England. Results showed that content knowledge was seen as having greater importance for student teachers and mentors, but university tutors generally conceptualised subject knowledge more broadly, suggesting that it should be seen as covering a number of knowledge bases needed for teaching. These results are discussed in relation to socialisation processes in education and phases of development. Although there is a clear physical education focus to this work, it is possible that student teachers learning to teach other subjects may also focus excessively on subject content knowledge above other knowledge bases.  相似文献   

Inferring Longitudinal Relationships Between Variables: Model Selection Between the Latent Change Score and Autoregressive Cross-Lagged Factor Models     

Satoshi Usami  Timothy Hayes  John J. McArdle 《Structural equation modeling》2016,23(3):331-342

This research focuses on the problem of model selection between the latent change score (LCS) model and the autoregressive cross-lagged (ARCL) model when the goal is to infer the longitudinal relationship between variables. We conducted a large-scale simulation study to (a) investigate the conditions under which these models return statistically (and substantively) different results concerning the presence of bivariate longitudinal relationships, and (b) ascertain the relative performance of an array of model selection procedures when such different results arise. The simulation results show that the primary sources of differences in parameter estimates across models are model parameters related to the slope factor scores in the LCS model (specifically, the correlation between the intercept factor and the slope factor scores) as well as the size of the data (specifically, the number of time points and sample size). Among several model selection procedures, correct selection rates were higher when using model fit indexes (i.e., comparative fit index, root mean square error of approximation) than when using a likelihood ratio test or any of several information criteria (i.e., Akaike’s information criterion, Bayesian information criterion, consistent AIC, and sample-size-adjusted BIC).  相似文献   

Academic Freedom in an Age of Conformity: confronting the fear of knowledge. By Joanna Williams     

Dennis Hayes 《British Journal of Educational Studies》2017,65(2):272-273

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The Reference Guide to Data Sources     

Sheila Hayes 《Journal of the Medical Library Association》2015,103(3):160-161

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Functional data analysis of joint coordination in the development of vertical jump performance     

A.J. Harrison  W. Ryan  K. Hayes 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):199-214

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