THE LINDA CRANE MEMORIAL LECTURE: Striving for Excellence: Thursday February 18, 2010: APTA's CSM San Diego,CA     

Sherrill H Hayes 《Cardiopulmonary Physical Therapy Journal》2010,21(2):22-28

Historically, invited lecturers have often challenged us to define excel lence in physical therapy practice, or in our academic programs. While some have addressed different char acteristics of excellence, our profession has not really come together to address 2 very important questions: what does “quality” mean in physical therapist education? And how do we measure it? Using 3 elements of Friendship, Leadership, and Mentoring, and Defining Excellence and juxtaposing these with Linda Crane and her life, a vision of excellence in physical therapy educational programs was explored in this invited lecture. The text of that lecture ensues.Open in a separate windowGood afternoon everyone. I would first like to thank Dr. Frese, and the Awards Committee of the Cardiovascular and Pulmonary Section for selecting me for this great honor. I would also like to thank Drs. Meryl Cohen and Carol Davis (both previous Linda Crane Lecturers) for nominating me, making me the third person from the University of Miami, on the 10th anniversary of this Lecture.I would also like to assure the cardiopulmonary physical therapists in the audience that while I teach neuroanatomy, I am really an acute care person at heart. I learned a lot from two very notable cardiopulmonary people—(1) The first person was while at Columbia Presbyterian Medical Center in New York City as a new graduate in 1970. We could work overtime on weekends doing chest physical therapy, but we all had to be trained first by the superb pulmonary physical therapist, Micah Rie; and (2) later at Hartford Hospital (in CT) in 1977, where I first met Linda Crane. Thus, I feel I have probably learned from two of the very best.I also have something to share with this audience. We are all familiar with the bumper stickers that say “I Love NY,” or something similar, with the red heart in the middle. The University of Miami is often called simply “the U.” Well, one of my students came to class with this t-shirt (see Figure ​Figure1).1). Linda would have loved it!Open in a separate windowFigure 1“I Heart U(M).”When trying to decide what to speak about today, I tossed around many ideas. But I realized that I knew Linda most as a teacher. I found this poem that really captured so much of Linda as a teacher:

Teaching is a Lifelong Journey – Donna Bulgur¹To teach is to touch the lives of manyand to help us learn life''s lessons.But to teach well is to make a differencein all the lives you touch.

To teach is to be a parent, nurse, friend, and confidant;

to be a supporter, a leader, and a motivator.But to teach well is to be all of these things,yet not lose sight of who you are.You share a part of yourselfwith all whose livesyou have touched.

To teach is to be tender,loving, strong, and giving,to all who rely upon you;to encourage and praise.But to teach wellis to believe in whatand whom you teach.

A teacher comes to masterthese many jobs throughout the years.But those who teach wellrecognize that therewill always be moreto learn in life''s journey,and they never hesitateto strive to learn it.

“Friend, Supporter, Leader, Motivator; Believe in what and whom you teach; Always more to learn.” Linda was all of these things. She was one of those inspiring teachers who always strived for excellence. I was Linda''s Chair for 11 years. We''ve all heard of Linda''s good qualities, especially in this forum. Somehow, however, this quote seemed perfect:

“Most great men and women are not perfectly rounded in their personalities, but are instead people whose one driving enthusiasm is so great it makes their faults seem insignificant.” (Charles A. Cerami)

As her Chair, I can tell you that Linda had a few faults. She was stubborn, impatient, demanding, and a perfectionist; but she was also dedicated, extremely loyal, caring, and fun-loving. She was a good friend. She was my friend. I felt that if Linda were here today, there are a few things she would expect me to say. I am going to focus on excellence; specifically, leadership and excellence in physical therapy education.I have chosen 3 main themes: (1) educators love to use stories, so I have a little story about friendship and my history with Linda to share with you; (2) the importance of leadership (and mentoring) in our profession; and (3) excellence in physical therapist professional programs –where we are now, and where we need to be. For me, all 3 are intertwined and inseparable, as you will soon see.In short, my goal is to enlighten and entertain, as well as to challenge you.  相似文献   

The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year     

Susan Capel  Sid Hayes  Will Katene  Philippa Velija 《欧洲师范教育杂志》2009,32(1):51-62

There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one‐year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching.  相似文献   

Critically engaged learning: connecting to young lives     

Debra Hayes 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):276-278

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Fitting Structural Equation Model Trees and Latent Growth Curve Mixture Models in Longitudinal Designs: The Influence of Model Misspecification     

Satoshi Usami  Timothy Hayes  John McArdle 《Structural equation modeling》2017,24(4):585-598

When conducting longitudinal research, the investigation of between-individual differences in patterns of within-individual change can provide important insights. In this article, we use simulation methods to investigate the performance of a model-based exploratory data mining technique—structural equation model trees (SEM trees; Brandmaier, Oertzen, McArdle, & Lindenberger, 2013)—as a tool for detecting population heterogeneity. We use a latent-change score model as a data generation model and manipulate the precision of the information provided by a covariate about the true latent profile as well as other factors, including sample size, under the possible influences of model misspecifications. Simulation results show that, compared with latent growth curve mixture models, SEM trees might be very sensitive to model misspecification in estimating the number of classes. This can be attributed to the lower statistical power in identifying classes, resulting from smaller differences of parameters prescribed by the template model between classes.  相似文献   

A Case Study of Elementary Science Teaching as Mediated Action: Transformations of Context,Meaning, and Action     

Hayes  Michael T. 《Learning Environments Research》2002,5(2):167-183

The research described in this article is a case study of a fifth grade teacher's (Melissa) efforts to construct a teaching and learning environment within her science teaching. Qualitative research methods were used to examine and analyze Melissa's science teaching practice. Drawing from socio-cultural theories, I argue that her teaching and learning environment was constructed as a form of mediated action through which she articulated and transformed the context, meaning, and action of her science teaching. In particular, she forged links between a number of factors, such as historically recognizable forms of pedagogy, perceptions of her students' socio-economic positions, knowledge of appropriate science teaching, and her experiences in a preservice teacher education program. Through her pedagogical work, the teaching and learning environment was articulated into a complex network of meanings, physical spaces, and concrete actions in which each element transformed the other. I suggest that mediated action is a form of transformation that constitutes context, meaning, and action into a dynamic and constantly-shifting teaching and learning environment. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Updating formulae for the sample covariance and correlation     

Kevin Hayes 《Teaching Statistics》2012,34(2):65-67

This article provides an easy derivation of updating formulae for the sample covariance and, by extension, for the Pearson product–moment correlation coefficient.  相似文献   

Optimising Storage and Access in UK Research Libraries     

John Fielden  Colin Harris  Helen Hayes  Allan Schofield 《New Review of Academic Librarianship》2013,19(2):97-152

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‘We’re from the generation that was raised on television’: a qualitative exploration of media imagery in elementary preservice teachers’ video production     

Michael T. Hayes  Gina Mikel Petrie 《International journal of qualitative studies in education》2013,26(4):499-517

In this article the authors present their analysis of preservice teachers’ video production. Twenty‐eight students in the first authors’ Social Foundations of the Elementary Curriculum course produced a 5‐ to 10‐minute video as the major assignment for the class, interviews were conducted with six of the seven video production groups and the videos were analyzed with regard to the interviews and theories of visual culture. The authors suggest that in the video products and in the production process the students exhibited a cultural logic of media imagery. The particular logics of audience and entertainment served as a concealed organizing principle for how the students thought about their videos and the processes involved in making them. Embedded in this logic was an overarching concern that their work occupy a public space, thus troubling the boundaries of consumption and production that frame how we consider the role media culture plays in the processes of human meaning‐making.  相似文献   

Trust versus control: the impact of school leadership on teacher reflection     

Lynda Fender Hayes  Dorene Doerre Ross 《International journal of qualitative studies in education》2013,26(4):335-350

As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role that school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the leadership styles, school organizational structures and resources, faculty‐administration communication processes, and curriculum decision‐making practices that promoted or hindered the teacher's ability to reflect. Data analysis revealed striking contrasts between the two schools. These differences had an impact on the curriculum provided by the teacher, her ability and willingness to accept responsibility for her professional decisions, and her self‐confidence and job satisfaction. The study concludes with suggestions for teacher educators interested in helping their graduates find and maintain contexts supportive of reflective practice.  相似文献   

Our Contribution to the War     

W. Hayes Yeager Chairman  War Committee 《Quarterly Journal of Speech》2013,99(3)

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