The McCauley Tetrahedron Test     

Leslie D. Hayes  Charles A. Drake 《Journal of Experimental Education》2013,81(3):206-209

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Speaking of books     

Archie C. Jordan  Clifton L. Hall  William A. Hayes  Allan S. Williams  Ruth Fulgham Walker 《Peabody Journal of Education》2013,88(5):316-321

Clinical Experiences in Teaching for the Student Teacher or Intern. Edgar M. Tanruther. New York: Dodd, Mead, and Company, Inc., 1967, 297 pp. Paper $4.50.

Education in a Free Society: An American History. S. Alexander Rippa. New York: David McKay Company, Inc., 1967. 369 pp. $3.75.

Education of the Disadvantaged. A. Harry Passow, Miriam Goldberg, and. Abraham J. Tannenbaum, editors. New York: Holt, Rinehart and Winston, Inc., 1967. 497 pp. $7.95.

Programmed Teaching: A Symposium on Automation in Education. Revised edition. Joseph S. Roucek, editor. New York: Philosophical Library, 1965. x, 195 pp. $10.00.

The Friend of the Singing One, E. C. Foster and Slim Williams. Illustrated by Fermin Rocker. New York: Atheneum, 1967. 122 pp. $3.75.  相似文献   

ACADEMIC FREEDOM AND THE DIMINISHED SUBJECT     

by Dennis  Hayes 《British Journal of Educational Studies》2009,57(2):127-145

ABSTRACT:  Discussions about freedom of speech and academic freedom today are about the limits to those freedoms. However, these discussions take place mostly in the higher education trade press and do not receive any serious attention from academics and educationalists. In this paper several key arguments for limiting academic freedom are identified, examined and placed in an historical context. That contextualisation shows that with the disappearance of social and political struggles to extend freedom in society there has come a narrowing of academic life and a new and impoverished concept of 'academic freedom' for a diminished idea of the human subject, of humanity and of human potential .  相似文献   

Technology and the politics of university reform: the social shaping of online education. By Edward C. Hamilton. Pp 237. New York: Palgrave Macmillan. 2016. £66.99 (hbk). ISBN: 978-1-137-50350-3     

Sarah Hayes 《British Journal of Educational Studies》2018,66(1):142-144

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韩国政府部门社交媒体的应用及其启示     

郭俊华  徐倪妮 《现代情报》2017,37(2):157-162

近年来,世界各国政府纷纷开始应用社交媒体,社会影响力日益增强。韩国政府部门从2009年开始积极应用多种社交媒体工具,有效提升了公共服务质量,增加了政府透明度及公众对政府的满意度。本文从应用动机、政策和举措3个方面分析韩国政府应用社交媒体的现状及效果,并提出对我国的启示。  相似文献   

Primary Teachers’ Recommendations for the Development of a Teacher-Oriented Movement Assessment Tool for 4–7 Years Children     

Tom van Rossum  Lawrence Foweather  David Richardson  Spencer J. Hayes  David Morley 《Measurement in physical education and exercise science》2019,23(2):124-134

To inform the development of a teacher-oriented movement assessment tool, this study aimed to explore primary school teachers’ perceptions of assessing fundamental movement skills (FMS) within Physical Education (PE) lessons. Thirty-nine primary school teachers of PE, located in the United Kingdom, participated in an individual or group in-depth interview. Findings signify that teachers perceive a need for a movement assessment tool that is simple for them to use, quick to administer and provides valuable feedback to guide future teaching and learning. This is vital as teachers indicated a lack of appropriate resources and a shortage of curriculum time restricts their use of assessment within PE. A movement assessment tool that was integrated on a digital technology platform could increase teachers’ understanding of assessing FMS and enhance children’s learning of FMS.  相似文献   

Test–retest reliability of physiological parameters in elite junior distance runners following allometric scaling     

Richard C. Blagrove  Glyn Howatson  Philip R. Hayes 《European Journal of Sport Science》2017,17(10):1231-1240

This study aimed to quantify the intra-individual reliability of a number of physiological variables in a group of national and international young distance runners. Sixteen (8 male, 8 female) participants (16.7?±?1.4 years) performed a submaximal incremental running assessment followed by a maximal running test, on two occasions separated by no more than seven days. Maximal oxygen uptake (V?O_2max), speed at V?O_2max (km?h^?1), running economy and speed and heart rate (HR) at fixed blood lactate concentrations were determined. V?O_2max and running economy were scaled for differences in body mass using a power exponent derived from a larger cohort of young runners (n?=?42). Running economy was expressed as oxygen cost and energy cost at the speed associated with lactate turnpoint (LTP) and the two speeds prior to LTP. Results of analysis of variance revealed an absence of systematic bias between trials. Reliability indices showed a high level of reproducibility across all parameters (typical error [TE] ≤2%; intra-class correlation coefficient >0.8; effect size <0.6). Expressing running economy as energy cost appears to provide superior reliability than using oxygen cost (TE ～1.5% vs. ～2%). Blood lactate and HR were liable to daily fluctuations of 0.14–0.22?mmol?L^?1 and 4–5?beats?min^?1 respectively. The minimum detectable change values (95% confidence) for each parameter are also reported. Exercise physiologists can be confident that measurement of important physiological determinants of distance running performance are highly reproducible in elite junior runners.  相似文献   

Demonstration as a rate enhancer to changes in coordination during early skill acquisition     

Horn RR  Williams AM  Hayes SJ  Hodges NJ  Scott MA 《Journal of sports sciences》2007,25(5):599-614

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What is modelled during observational learning?     

Hodges NJ  Williams AM  Hayes SJ  Breslin G 《Journal of sports sciences》2007,25(5):531-545

In this article, we examine the question of what information is processed during observational learning by evaluating a variety of methods, theories, and empirical data. Initially, we review work involving neuroimaging techniques and infant imitation. We then evaluate data from behavioural experiments involving adults, wherein a variety of attempts have been made to isolate the critical or minimal information constraining the acquisition of coordination. This body of research has included comparisons between video and point-light displays, manipulations to the amount and type of information presented in the display, the collection of point-of-gaze data, and manipulations to the task context in terms of outcome goals. We conclude that observational learning is governed by specific features of the model's action (i.e. motions of the end effector) and the task (i.e. outcome constraints) and, in contrast with traditional theoretical modelling, more global aspects of a model (i.e. the relative motions within and between joints) do not appear to be the primary method for constraining action execution.  相似文献   

Category-use effects in children     

Hayes BK  Younger K 《Child development》2004,75(6):1719-1732

Three experiments examined the changes in category representation that take place when children use exemplars for tasks other than classification. In Experiments 1 and 2, 6- and 10-year-old children learned to classify exemplars of a novel category and then used the same exemplars in an inferential prediction task. In a subsequent classification task, features that were predictive for both classification and inference were classified more accurately than features that were predictive only of category membership. Experiment 3 showed that features with multiple uses were also more likely to be retrieved in feature listing. The findings show that children's category representations are affected by the way exemplars are used after they have been categorized.  相似文献