Committee on science and the arts     

R.B. Owens 《Journal of The Franklin Institute》1921,191(2):290-291

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Abstract of proceedings of stated meeting held Wednesday,January, 3, 1923     

R.B. Owens 《Journal of The Franklin Institute》1923,195(2):283-284

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The Module An alternative to the present pattern of teacher education     

Graham Owens 《Higher Education Quarterly》1970,25(1):20-27

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Prioritizing teacher emotions: shifting teacher training to a digital environment     

Owens  Julie K.  Hudson  Alida K. 《Educational technology research and development : ETR & D》2021,69(1):59-62

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Do, Show, and Tell: Children's Event Memories Acquired through Direct Experience, Observation, and Stories     

Tamar Murachver  Margaret-Ellen Pipe  Rachael Gordon  J. Laurence Owens  Robyn Fivush 《Child development》1996,67(6):3029-3044

To investigate how source of event information influences children's event representations, 5- and 6-year-old children were exposed to a novel event through direct experience, observation, or a story. 2 of the 4 scenes comprising the event contained actions that were logically organized, and the remaining 2 scenes contained actions that were arbitrary in their organization. Children received either 1 or 3 exposures to the event. For children receiving multiple exposures, 2 scenes contained actions that varied across exposures. A few days following their last exposure, children were asked to verbally recall and reenact the event. Reports were generally more complete, organized, and accurate when the event was directly experienced compared to when it was observed or heard about through a story. However, the impact of information source interacted with interview (recall, reenactment) and number of event exposures. Furthermore, children's sensitivity to event structure was dependent on information source and exposure. These results highlight the importance of information source in the formation of children's event representations.  相似文献   

Making it Happen: a personal account of a teacher education aid project in the Solomon Islands     

Bob Phillips  Lee Owens 《Asia-Pacific Journal of Teacher Education》1994,22(1):81-91

Secondary teacher education in the Solomon Islands has been non‐existent since an early attempt was abandoned a decade ago. An international aid project now has attempted to implement a carefully wrought plan. This article outlines the plan, describes what actually happened when the plan was implemented, and proposes some principles which might be useful in guiding the efforts of future project managers charged with the responsibility of making things happen in a culture other than their own.  相似文献   

The literature of educational psychology and the literature used by writers in educational psychology     

F. W. Lancaster  K. Konopasek  Tina Owens 《Contemporary educational psychology》1985,10(4):314-328

Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified.  相似文献   

Interpersonal communication skills of deaf adolescents and their relationship to communication history     

Musselman C  Tane Akamatsu C 《Journal of deaf studies and deaf education》1999,4(4):305-320

As part of a longitudinal study, the conversational skills of 67 deaf adolescents were assessed in spoken English, simultaneous communication (SimCom) and American Sign Language (ASL). Two groups of students were identified on the basis of the communication used in their current educational program: a small group of 16 students in programs using spoken English (oral) and a larger group of 51 students in programs using sign communication (bimodal). Students in spoken English programs had good spoken English skills and limited ASL skills, whereas the reverse was true for students in bimodal programs. Most students demonstrated sufficient skill in one or more systems to meet basic interpersonal communications needs, but not those required for advanced academic discourse. In neither group was spoken English related to ASL skill. SimCom skills were strongly related to spoken English in the oral program group and to ASL in the bimodal program group. Spoken English in adolescence was highly predictable from spoken English in early childhood. Within the bimodal program group, students with deaf parents had better SimCom and ASL skills than those with hearing parents. Among bimodal program students with hearing parents, better SimCom skills (but not ASL skills) were associated with earlier introduction to sign communication in school and to mothers' use of sign communication.  相似文献   

A Determination of Velocities and Angles of Projection for the Tennis Serve     

Mary Seymour Owens  Hong Y. Lee 《Research quarterly for exercise and sport》2013,84(4):750-754

Abstract

The purpose of this study was to determine the minimum and maximum velocity of the tennis ball for selected heights of contact and angles of projection and wall impact points during the tennis serve. By use of a ballistics formula, a number of variables which determine the trajectory of the tennis ball were programed for the computer. Tables were tabulated and are available for all data gathered. Angles of projection from the horizontal were selected to range from ?5° to 15° in increments of 1°. Velocity of the serve ranged from a low of 30 ft. per second to a high of 176 ft. per second. Finally, the height of the contact point ranged from a low of 6.0 ft. to a high of 9.0 ft. in increments of .5 ft. Height of the ball when crossing the net (impact point on the practice court) ranged from a low of 3.01 ft. to a high of 8.47 ft. The minimum height at crossing was achieved at 6.5 ft. service height, a ?3° angle of projection and time from baseline of .30 sec. This is a relatively high velocity serve. In contrast, the maximum height over the net of 8.47 ft. was achieved at an 8.5 ft. service height, a 15° angle of projection, and time of .79 sec. to point of impact. These data indicate that at higher service heights and slower velocities, a ball can hit the impact area as much as 8.47 ft. from the floor, 4.47 ft. above the net and still remain in the service court.  相似文献   

Elementary school teachers’ preferences for school‐based interventions for students with emotional and behavioral problems     

Theresa E. Egan  Frances A. Wymbs  Julie Sarno Owens  Steven W. Evans  Chelsea Hustus  Darcey M. Allan 《Psychology in the schools》2019,56(10):1633-1653

Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three intervention packages with experimentally manipulated characteristics, and (c) teacher characteristics related to the above preference profiles. Intervention outcomes were the most important characteristics in teachers’ intervention decisions. Most teachers’ responses suggested preference for a social and emotional learning program (57.9%) or school‐based consultation for behavioral interventions (35.8%); a small group of teachers preferred a general support intervention (5.8%). Teachers preferring the general support intervention reported greater mental health symptoms, lower mental health literacy and lower confidence in program effectiveness than peers preferring other interventions. Implications for intervention development and future directions are discussed.  相似文献