The untrained eye? A preschool child explores Felix Hoffmann'sRapunzel     

Hugh  Maureen Crago 《Children‘s Literature in Education》1976,7(3):135-151

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Observation and comparison tasks using ordinary and novel objects     

Maureen A. Dietz  James P. Barufaldi 《科学教学研究杂志》1975,12(2):193-198

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Unpacking MOOC scholarly discourse: a review of nascent MOOC scholarship     

Maureen Ebben  Julien S. Murphy 《Learning, Media and Technology》2014,39(3):328-345

The rapid rise of MOOCs (Massive Open Online Courses) signals a shift in the ways in which digital teaching and learning are engaged in and understood. Drawing upon a comprehensive search of nine leading academic databases, this paper examines the initial phase of MOOC scholarship (2009–2013), and offers an analysis of these empirical studies that conceptualizes themes in MOOC scholarship and locates them within a chronological framework. Two key phases of scholarship about MOOCs are identified, each with associated research imperatives and themes. Phase One: Connectivist MOOCs, Engagement and Creativity 2009–2011/2012. Themes of Phase One include: development of Connectivism as a learning theory, and technological experimentation and innovation in early cMOOCs. Phase Two: xMOOCs, Learning Analytics, Assessment, and Critical Discourses about MOOCs 2012–2013. Themes of Phase Two include: the rise of xMOOCs, further development of MOOC pedagogy and platforms, growth of learning analytics and assessment, and the emergence of a critical discourse about MOOCs.  相似文献   

The art and science of constructivist research in teacher thinking   总被引：1，自引：0，他引：1  

Maureen PopePam Denicolo 《Teaching and Teacher Education》1993,9(5-6)

There have been a number of studies on teacher thinking that have used Personal Construct Psychology theory and method. Many of these accounts have not fully articulated the procedures used. In this article we indicate a number of decisions that need to be addressed when using Repertory Grid techniques. We will argue that there is both an art and a science in the use of such techniques. Research on teacher thinking within a constructivist framework can be enhanced by the use of multi-method approaches. In this article we illustrate the use of Repertory Grid, “snake”, and the self-characterisation sketch as three methods we have used to help student teachers consider their views on teacher effectiveness.  相似文献   

Instructing Adolescents with Learning Disabilities: A Component and Composite Analysis     

H. Lee Swanson  Maureen Hoskyn 《Learning disabilities research & practice》2001,16(2):109-119

Instructional components that positively influence performance of adolescents are identified based on a comprehensive meta‐analysis of intervention studies for students with learning disabilities. Explicit practice and advanced organization are basic instructional components in a number of successful intervention programs. The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged. First, 8 instructional factors (Questioning, Sequencing and Segmentation, Explicit Skill Modeling, Organization and Explicit Practice, Small‐Group Setting, Indirect‐Teacher Activities (e.g., homework), Technology, and Scaffolding) captured the majority of intervention programs for adolescents with LD. Second, only the organization/explicit factor contributed significant variance (16%) to effect size. This factor included only 2 instructional components: advanced organization and explicit practice. Finally, the single most important instructional component related to high effect sizes was explicit practice (treatment activities related to distributed review and practice, repeated practice, sequenced reviews, daily feedback, and/or weekly reviews).  相似文献   

Education versus qualifications? : Edited by John Oxenham. London: George Allen and Unwin, 1984. pp. 246. $25.00 (cloth), $9.95 (paper).     

Maureen Woodhall 《Economics of Education Review》1986,5(4)

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Children''s Housework and Psychosocial Functioning: The Mediating Effects of Parents'' Sex-Role Behaviors and Attitudes   总被引：1，自引：0，他引：1  

Susan M. McHale  W. Todd Bartko  Ann C. Crouter  Maureen Perry-Jenkins 《Child development》1990,61(5):1413-1426

We examined sex-typed housework of children from dual- and single-earner families and its implications for children's adjustment as a function of congruencies between children's work and parents' sex-role behaviors and attitudes. Participants were 152 firstborn 9-12-year-olds (85 girls, 67 boys) and their parents. All fathers and 50% of mothers were employed. In home interviews parents rated their sex-role attitudes, and children rated their competence, stress, and parent-child relationships. In 7 nightly telephone interviews, children and parents described their household tasks for that day. Analyses revealed sex and earner-status differences in children's and parents' involvement in traditionally feminine and masculine tasks. Correlations between levels of parents' and children's task involvement were significant only in the case of fathers and sons in single-earner families. Regarding the connections between task performance and child adjustment, we found that incongruency between boys' sex-typed tasks and their fathers' sex-role behaviors and attitudes was linked to poorer psychosocial functioning, a pattern that did not hold for girls.  相似文献   

Identifying distinctive approaches to studying   总被引：2，自引：0，他引：2  

Noel Entwistle  Maureen Hanley  Dai Hounsell 《Higher Education》1979,8(4):365-380

Dimensions which have been used to describe various aspects of studying are reviewed. These draw attention to three distinctive approaches to studying which contain elements of both study processes and motivation. The development of an inventory of approaches to studying is reported which confirmed the importance of these three dimensions, but also drew attention to the importance of characteristic styles of learning in describing the processes through which students arrive at different levels of under-standing.  相似文献   

The reading experiences and interests of junior school children     

David Wray  Maureen Lewis 《Children‘s Literature in Education》1993,24(4):251-263

David Wray taught in primary schools for several years and is now Senior Lecturer in Education at the University of Exeter. He was President of the United Kingdom Reading Association for 1992–93 and is editor of the association's journalReading. He has written and edited many books on aspects of literacy development.  相似文献   

Does co-location matter for formal knowledge collaboration in the Swedish biotechnology-pharmaceutical sector?   总被引：2，自引：0，他引：2  

Maureen McKelvey  Håkan AlmMassimo Riccaboni 《Research Policy》2003,32(3):483-501

This article addresses the validity of assumptions about the importance of co-locality for innovation, by analyzing whether or not co-location matters for formal knowledge collaboration in the Swedish biotechnology-pharmaceutical sector, or biotech-pharma sector. The population of Swedish biotech-pharma firms has been defined, based on the three criteria of geographical location, their engagement in active knowledge development, and their specialized knowledge/product focus. The firms’ patterns of regional, national and international collaboration with other firms and with universities is analyzed, as well as the differing collaborative patterns of small versus large firm. In addressing the theoretical questions about the relative importance of co-location for innovation, the article also provides an empirical overview of the Swedish biotech-pharma sector, especially trends over time. This paper thus contributes to the literature by expanding our empirical knowledge about one European biotech-pharma sectoral system, e.g. Sweden, as well as addressing the theoretical question about the relative importance of co-location for formal knowledge collaboration.  相似文献