Diversification in Higher Education: Differences and Commonalities     

Kogan  Maurice 《Minerva》1997,35(1):47-62

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Lifelong Learning and Power Relations and Structure     

Maurice Kogan 《European Journal of Education》2001,36(3):351-360

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Democratizing a Dutch sociology institute     

Maurice Punch 《Higher Education Quarterly》1974,29(1):1-6

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Solitary and Collaborative Pretense Play in Early Childhood: Sources of Individual Variation in the Development of Representational Competence   总被引：1，自引：0，他引：1  

Marc H. Bornstein  O. Maurice Haynes  Anne Watson O'Reilly  Kathleen M. Painter 《Child development》1996,67(6):2910-2929

This study evaluates sources of individual variation in child pretense play as an expression of emerging mental representation. Family sociodemographic characteristics, maternal personological characteristics, and maternal affective and cognitive play behaviors, as well as children's gender, language competence, and play, were examined simultaneously. Naturalistic child solitary play and child collaborative play with mother were videorecorded in 141 20–month-olds. Child solitary play, child-initiated and mother-initiated collaborative play with mother, and maternal demonstrations and solicitations of play were then coded into nonsymbolic and symbolic acts. Zero-order relations obtained between child play and, respectively, child gender and language, family SES, and maternal verbal intelligence, personality, physical affection, and play demonstrations and solicitations. Structural equation modeling supported the following unique predictive relations: Child language and mothers' symbolic play positively influenced child collaborative play, and child gender and mothers' verbal intelligence predicted child solitary play. Child gender and mothers' verbal intelligence and physical affection influenced mothers' play and so influenced child collaborative play indirectly. The cognitive advantages of child play and maternal influences on child play are placed in an adaptive parenting framework.  相似文献   

Emotional Determinants of Infant-Mother Attachment   总被引：1，自引：0，他引：1  

Carroll E. Izard  O. Maurice Haynes  Gail Chisholm  Katherine Baak 《Child development》1991,62(5):906-917

The present study examined the assumption that emotion-related characteristics of mothers and infants contribute to the development of infant-mother attachment in the first year of life. Mothers' emotion and personality characteristics were assessed with expressive-behavior ratings and self-report scales. Infant characteristics were measured by emotion and temperament questionnaires (mother report) and objective coding of facial expressions of emotions. Attachment classifications were determined by means of the Strange Situation procedure, and a continuous-variable index of attachment security was derived by a discriminant function procedure. Mothers' emotion experiences, expressive behaviors, and personality traits were significant predictors of the level of security of the infant-mother attachment. Infants' expressive and temperamental characteristics as rated by their mothers were also significant predictors of attachment security.  相似文献   

Book reviews     

Hans-Ulrich Grunder  F. O. Passi  Maurice Piéron  Ulrich Baumann  R. Murray Thomas  Michael Crossley  Christos Theophilides 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(4):337-350

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THE USE OF ACHIEVEMENT AND ABILITY TEST AVERAGES     

Robert W.  Heath David R.  Janssen  Richard O.  Fortna  John C.  Bianchini Maurice R.  Young 《Journal of Educational Measurement》1967,4(2):81-86

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Participation in an intergenerational service learning course and implicit biases     

Lori R. Kogan  Regina M. Schoenfeld-Tacher 《Educational gerontology》2018,44(2-3):90-98

Biases against the elderly and people with disabilities can lead to discriminatory behaviors. One way to conceptualize attitudes toward the elderly and people with disabilities is through the differentiation of explicit (conscious) and implicit (unconscious) factors. Although both explicit and implicit attitudes and biases contribute to the full picture of peoples’ attitudes, explicit ideas alone may not accurately reflect people’s attitudes. This may be due to societal pressure to conceal explicit biases or the fact that often times, people are not aware they hold prejudiced views. The Implicit Association Test is a computer-based categorization task designed to assess implicit or unconscious attitudes. This test was used in in the current study to assess the impact of an intergenerational service-learning course. We designed this study to determine if greater exposure or contact with the elderly or people with disabilities might influence college students’ implicit attitudes. Pre- and post-assessment of participating students, using the Wilcoxon signed-rank test, found statistically significant decreased biases after participation. Results from this study that suggest participating in an intergenerational service-learning course can positively affect implicit attitudes. This is encouraging, especially because these attitudes are developed over a long period of repeated exposure, are consistently reinforced by cultural factors, and are notoriously difficult to change.  相似文献   

Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy?     

Moses W. Ngware  Njora Hungi  Maurice Mutisya 《Assessment in Education: Principles, Policy & Practice》2019,26(2):222-244

This paper examines a procedure measuring student competencies in numeracy using school-based assessments, and demonstrates how the procedure informs the school system on quality improvement. The sample consisted of 7648 students, attending three different types of urban schools including government, formal private and low cost private in poor informal settlements in Kenya. The numeracy tool measures six curriculum outcome areas. Each outcome area is defined by 2–11 measured items based on the emphasis given to an area in the curriculum. Within each of the outcome areas, items are also hypothesised to measure categories of the cognitive domain of learning. Using the Rasch, we examine the item difficulties, person location and differential item functioning. The paper provides important implications to provision of evidence to inform teaching in poor urban informal settlements in Kenya and this can also be replicated in other sub-Saharan African countries.

Abbreviations: APHRC: African Population and Health Research Center; CTT: Classical Test Theory; DIF: Differential Item Functioning; ICC: Item Characteristics Curve; INMS: Infit Mean Square; IRT: Item Response Theory; PASEC: Programme d’Analyse des Systèmes Educatifs de la Confemen/ The Programme for the Analysis of Education Systems; QUEST: The interactive test analysis system (software); RUMM: Rasch Unidimensional Measurement Models (software); SACMEQ: Southern and Eastern African Consortium for Monitoring Education Quality; SSA: Sub-Saharan Africa  相似文献   

Reviews     

Ivan Crozier  Patricia Fara  Jon Hodge  Brendan Kitts  Robin Knight  Sverre Myhra  David Oldroyd  Elizabeth A. Wilson  Rosemary Robins  Stephen Dovers  John Forge  Harshi Gunawardena  Jenny Tannoch-Bland  Loet Leydesdorff  David Oldroyd  David Oldroyd  David Oldroyd  Nicolas Rasmussen  Greg Restall  Helaine Selin  Michael Shortland  E. E. Sleinis  Fiona Solomon  Scott McQuire  Maurice Crosland  David Farrier  Roslynn Haynes  Sverre Myhra  Colin Russell  Libby Robin  Karin Garrety  Stephen Gaukroger  Stephen Ames  Wendy Varney  Vojislav Bozickovic  Phil Dowe 《Metascience》1996,5(2):71-192

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