Social process,social change,and english teacher education     

Maurice Craft 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(4):425-441

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Les probabilités à l'école élémentaire     

Maurice Glaymann 《Educational Studies in Mathematics》1976,6(4):389-393

Sans résumé  相似文献   

The role of work-related learning in the identity transformation of Canadian workers with low literacy skills     

Maurice C. Taylor  David L. Trumpower  Edward R. Purse 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):815-833

Workplaces are settings where power, knowledge and self are brought together in a complex social environment which includes various forms of struggle related to identity, agency, socio-cultural norms, political structures and functional practices. The purpose of this article is to uncover how formal and informal work-related learning processes influence the identity transformation of workers with low literacy and essential skills. Drawing on two recent Canadian data bases which serve as cases in this study, the position taken by the authors is that the organisational context can both facilitate and impede worker subjectivity. Various conditions, approaches to learning and training pathways are examined as they contribute to social cognitive and transformative learning theories.  相似文献   

The impact of various creative initiatives on wellbeing: a study of children in English primary schools     

Maurice Galton  Charlotte Page 《Cambridge Journal of Education》2015,45(3):349-369

The following paper builds uon a survey of primary students’ wellbeing in an attempt to assess the impact of various creative initiatives on this aspect of their lives. Three case studies were conducted in schools with some of the highest aggregate wellbeing scores, all three schools having also been engaged in various extended Creative Partnership programmes. Teachers, Creative Practitioners and students were interviewed and observed during both normal lessons and Creative Partnership activities. It is posited that the implementation of creative activities under the framework adopted by Creative Partnership enhances both hedonic and eudaimonic aspects of wellbeing and accords with theories of motivation which stress the value of promoting student competencies and autonomy and creating classroom climates which promote connectedness.  相似文献   

Attention Deficit Disorder as a factor in the origin of behavioural disturbance in schools     

Maurice Place  Jo Wilson  Elaine Martin  & Jessica Hulsmeier 《British Journal of Special Education》1999,26(3):158-163

The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments isbeing questioned and, at the same time, there is pressure to minimise the exclusion of disruptive pupils. The study reported in this article lookedat a group of children whose behaviour had prompted placement in a school for emotionally and behaviourally disordered (EBD) pupils. The results showed the overall rate of psychiatric disturbance in the group was 86% and, in particular, that the rate of Attention Deficit Hyperactivity Disorder (ADHD) was 70%. These findings suggest that a significant minority of disruptive pupils may have their difficulties compounded by the presence of ADHD, and raises the question of whether specific screening processes should be established for such pupils.  相似文献   

Higher Education Communities and Academic Identity     

Maurice Kogan 《Higher Education Quarterly》2000,54(3):207-216

The slippery use to which the word 'community' is applied in higher education studies and pronouncements makes it desirable that it should be better defined and related to more bounded assumptions about individual academic identity and relationships within academe. There is discussion of the academic communities of the invisible colleges and their modes of internal governance by elites and the communitarian implications of the changing pattern of institutional management. The relationship of academics and their institutions to the wider world of society and the economy is considered. It is concluded that external connections are not best pursued through assumptions of shared community but of acceptance of differentiation and exchange.  相似文献   

International Association for Physical Education in Higher Education (AIESEP)     

Maurice Piéron 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(1):103-103

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Book Data     

Maurice Long 《Learned Publishing》1990,3(1):56-56

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International Committee of Sport Pedagogy (ICSP)     

Maurice Piéron 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(1):108-108

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The education of vice-chancellors     

Maurice Peston 《Higher Education Quarterly》1976,30(2):177-186

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