Special educational needs in mainstream secondary school physical education: learning support assistants have their say     

Anthony John Maher 《Sport, Education and Society》2016,21(2):262-278

Learning support assistants (LSAs) gained more political and academic attention in Britain after Estelle Morris announced that schools of the future would include more trained staff to support learning to higher standards. LSAs, thus, should form an integral part of the culture of all school departments in Britain, including physical education (PE). The paper uses Antonio Gramsci's concept of hegemony to explore the processes and practices that shape the views and experiences of LSAs and ultimately the extent to which they facilitate an inclusive culture in PE. A web survey gathered the views and experiences of LSAs vis-à-vis the inclusion of pupils with special educational needs (SEN) in mainstream secondary school PE in North-West England. A modified version of the tailored design method participant contact strategy resulted in 343 LSAs starting the web survey, with 154 (45%) following it through to completion. All quantitative data were analysed using Microsoft Excel whilst qualitative data were subjected to thematic analysis. This entailed the identification of recurring themes and patterns present in the data. The findings highlight the hegemonic status of English, maths and science when it comes to the allocation of SEN resources, which most LSAs support and often reinforce. PE is particularly disadvantaged in this hierarchy of subject priority. The majority of LSAs have not received PE-specific training, which brings into question their ability to facilitate inclusion in PE. Moreover, many schools do not appear to value the involvement of LSAs in the planning of differentiated lessons, which could have a negative impact on the PE experiences of some pupils with SEN given that LSAs are perhaps most aware of the specific learning needs of the pupils they support.  相似文献   

Toward an explanation of conceptual change     

Maher Z. Hashweh 《International Journal of Science Education》2013,35(3):229-249

In this paper, an alternative ‘explanation’ of conceptual change is offered. It is argued that the problem of explaining conceptual stability and change can be divided into three parts; accounting for conceptual change entails specifying some factors affecting each of the following: old conceptions’ persistence, new conceptions’ acquisition, and cognitive restructuring. Some factors affecting each sub‐problem are discussed, and the literature is reviewed to support the significance of these factors.  相似文献   

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development     

Diane Ebert-May  Terry L. Derting  Timothy P. Henkel  Jessica Middlemis Maher  Jennifer L. Momsen  Bryan Arnold  Heather A. Passmore 《CBE life sciences education》2015,14(2)

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course.  相似文献   

Using the multimodal affordances of the interactive whiteboard to support students’ understanding of texts     

Damian Maher 《Learning, Media and Technology》2011,36(3):235-250

The purpose of the study reported on here was to explore ways in which the interactive whiteboard (IWB) can support students’ understanding of texts. A Year 3 and a Year 4 primary school class in New South Wales, Australia, is the focus of the research. A qualitative case study was carried out using multimodal analysis focusing on the use of an e‐book displayed via the IWB. The results of the study indicate that the IWB can support students’ understanding of a narrative to prepare them to write a whole‐class response through providing increased access to a range of resources that are multimodal in nature. The way the interactive features of the IWB can facilitate access to multimodal resources to cater for student needs is also discussed.  相似文献   

Analysing senior secondary mathematics teaching using the Knowledge Quartet     

Maher  Nicole  Muir  Tracey  Chick  Helen 《Educational Studies in Mathematics》2022,110(2):233-249

Educational Studies in Mathematics - The multi-faceted nature of mathematics knowledge for teaching, including pedagogical content knowledge (PCK), has been studied widely in elementary classrooms,...  相似文献   

Consultation,negotiation and compromise: the relationship between SENCos,parents and pupils with SEN     

Anthony Maher 《Support for Learning》2016,31(1):4-12

One outcome of the UK Government's commitment to inclusive educational policies was an increase in the number of pupils with special educational needs (SEN) being taught in mainstream schools. From the perspective of SENCos, this article analyses whether parents and pupils are able and willing to influence the development of SEN provision and distribution of SEN resources, both of which aim to ensure that pupils have more meaningful experiences of mainstream education. The findings of the study cast light on the power and influence of parents when it comes to SEN provision and resources, the importance of consulting parents and the ways in which parents empower SENCos to make decisions on behalf of themselves and their children. The importance of negotiating and attempting to seek a compromise with pupils was another key issue identified in the article. Ultimately, however, the power to decide where resources go and what is done with them appears to reside with SENCos.  相似文献   

Membrane-integrated microfluidic device for high-resolution live cell imaging     

Epshteyn AA  Maher S  Taylor AJ  Holton AB  Borenstein JT  Cuiffi JD 《Biomicrofluidics》2011,5(4):46501-465016

The design and fabrication of a membrane-integrated microfluidic cell culture device (five layers,≤500 μm total thickness) developed for high resolution microscopy is reported here. The multi-layer device was constructed to enable membrane separated cell culture for tissue mimetic in vitro model applications and pharmacodynamic evaluation studies. The microdevice was developed via a unique combination of low profile fluidic interconnect design, substrate transfer methodology, and wet silane bonding. To demonstrate the unique high resolution imaging capability of this device, we used oil immersion microscopy to image stained nuclei and mitochondria in primary hepatocytes adhered to the incorporated membrane  相似文献   

Encountering others: The Meeting of Cultures in Scott O'Dell'sIsland of the Blue Dolphins andSing Down the Moon     

Susan Naramore Maher 《Children‘s Literature in Education》1992,23(4):215-227

Her published articles include pieces on Victorian boys' books, Frances Hodgson Burnett, Frederick Marryat, Thomas Mayne Reid, as well as others on narratives of the American West. She is currently at work on a booklength study of women adventure writers.  相似文献   

Faculty perceptions of common challenges encountered by novice doctoral writers     

Michelle A. Maher  David F. Feldon  Briana E. Timmerman  Jie Chao 《高等教育研究与发展》2014,33(4):699-711

Although learning to write for publication is an important outcome of doctoral education, it has received surprisingly little scholarly attention. Within a socialization and supervisor pedagogy framework, this study uses narratives of faculty who regularly write with their doctoral students for publication to expose challenges students commonly encounter in the writing process. Common challenges include international students' ‘writing problem’, misconstruing the nature of disciplinary writing and not realizing that ‘public’ is part of publication.  相似文献   

‘Becoming and being writers’: the experiences of doctoral students in writing groups   总被引：3，自引：3，他引：0  

Damian Maher  Leonie Seaton  Cathi McMullen  Terry Fitzgerald  Emi Otsuji  Alison Lee 《Studies in Continuing Education》2013,35(3):263-275

The use of writing groups to support students undertaking post-graduate research within universities has begun to receive attention from academic supervisors and doctoral researchers. Very little has been written by doctoral students themselves on the benefits of working within such writing groups. In this article, the experiences of working within a doctoral writing group at an Australian University are presented, primarily from the perspective of students. The authors identify two main benefits they have experienced through participating in a writing group using a ‘multi-voiced’ approach. First, they discuss the kind of learning that they achieved through working in a writing group. They do this with reference to key principles of peer learning and of peer review. Second, they focus on the ways the group worked as a community of discursive social practice. An overarching message for them in participating in the group and now writing this article is the shift in their thinking and experience of writing from seeing writing as an essentially private and implicit process to writing becoming a matter of public and shared work. These two notions are bound by the concept of identity building, drawing from the literature on communities of practice.  相似文献