排序方式： 共有29条查询结果，搜索用时 671 毫秒
11.
Leslie Etienne 《Peabody Journal of Education》2013,88(4):449-463
The civil rights movement of the late 1950s and 1960s had a transformational effect on American society and on grassroots movements for social justice at home and abroad during that era and beyond. But much of the history of the push for racial equality in America is often told as if it is on a constant repetitive loop, when other accounts are given less attention. One less talked about story is the innovative way that the youthful Student Nonviolent Coordinating Committee (SNCC) carried out major campaigns in the south, and particularly Mississippi, when other groups were hesitant to do so. During and long before the movement, Mississippi was a stronghold of racial prejudice and violence against African Americans. Despite the dangers associated with engaging in civil rights work in Mississippi, the SNCC workers, many of them only college students, planned a massive campaign to confront the system of injustice in the state during the summer of 1964. This undertaking came to be known as the “Freedom Summer.” Significantly, the organization established summer “Freedom Schools” as a compliment to the summer project that would address the severe lack of attention school-aged Black children received as a result of Mississippi's intentional neglect. It is within this story that we find a compelling case for the need to identify alternative means of providing academic support for marginalized youth. 相似文献
12.
In this study, we aimed to determine whether mentor intervention styles influence benefits gained by novice entrepreneurs through their mentoring relationship. An empirical study conducted with 360 mentees who had received mentoring services shows that an intervention style which combines a maieutic approach with mentor involvement produced the best results. This style made it possible for the mentor to play a more decisive role with the mentee and also fostered the development of certain mentee outcomes. Mentoring program directors can make their mentors aware of the importance of their mentoring style to maximize outcomes for novice entrepreneurs. 相似文献
13.
L. Etienne Y. Khaled S.Di Gennaro J.P. Barbot 《Journal of The Franklin Institute》2017,354(1):372-391
In this paper we investigate the observation and stabilization problems of a linear plant subject to network constraints and partial state knowledge, making use of the event-triggered technique. In order to address these problems, an impulsive observer is designed. Sufficient conditions are given to ensure a milder version of separation principle for linear systems controlled via an event-triggered controller. The proposed observer ensures practical state estimation, while the corresponding dynamic controller ensures practical stabilization. The sampling and the transmission of the output and the input are done asynchronously. The dynamic controller is tested in simulation on the linearized inverted pendulum. 相似文献
14.
Gérard Chasseigne Caroline Giraudeau Peggy Lafon Etienne Mullet 《European Journal of Psychology of Education - EJPE》2011,26(1):1-19
The study examined the knowledge of the functional relations between potential difference, magnitude of current, and resistance
among seventh graders, ninth graders, 11th graders (in technical schools), and college students. It also tested the efficiency
of a learning device named “functional learning” derived from cognitive psychology on the knowledge of these relations. A
total of 73 participants were confronted with pictorial electrical circuits. Their task was to learn to infer resistance from
potential difference and magnitude of current information, without any recourse to formal computations. It was possible to
characterize, in a simple way, each student’s initial conceptualizations about the relationships between potential difference,
magnitude of current and resistance. These initial conceptualizations were very diverse, from the correct one to completely
different ones to completely opposite ones. Learning was, to a certain extent, possible; but the learning sessions were more
effective among students that had already been exposed to Ohm’s law at school. Learning had durable effects, at least in the
medium term (5 weeks), and mainly among the older students. There was a good correspondence between the state of learning
of the relationships and the ability to solve classical physics problems related to these relationships. 相似文献
15.
Veselin Jungic David Creelman Ann Bigelow Etienne Côté Sara Harris Steve Joordens 《International Journal for Academic Development》2020,25(1):31-42
ABSTRACTIn this article, 10 award-winning post-secondary instructors use narrative inquiry to explore failure individually by reflecting on their own definition and framework of failure, by giving examples of their experience with failure, and by elaborating how they deal with and learn from failure. The outcome of this collective exploration is an article that reflects the reality of life in academia where members of the academic community face failures, their own and those of others, on a daily basis. 相似文献
16.
The second French Community Innovation Survey (CIS) indicates that 14% of R&D collaborating firms had to abandon or delay their innovation projects due to difficulties in their partnerships, an outcome which we term “cooperation failures”. Controlling for sample selection on the cooperation decision, our estimates show that firms collaborating with competitors and public research organizations (PROs), especially when they are foreign, are more likely to delay or stop an innovation project because of difficulties encountered in their R&D partnerships. More surprisingly, firms collaborating with their suppliers also face a higher risk of “cooperation failures”. At least for PROs, firms can reduce the risk of “cooperation failures” through previous experiences in partnerships. Larger firms and group subsidiaries are less likely to face “cooperation failures”, and so do firms in industries with a strong appropriability regime. 相似文献
17.
Michèle Bisson Florence Tremblay Etienne Pronovost Anne-Sophie Julien 《Journal of sports sciences》2019,37(3):298-305
Accelerometry is widely used to evaluate physical activity in toddlers however recommendations regarding wear time are needed to understand physical activity behaviours in this age group. This study aimed to determine the minimum wear time to reliably evaluate physical activity in toddlers. Children from the 3D Birth Cohort (n = 255, 49.8% boys, 2.1 ± 0.2 years) were asked to wear an accelerometer (GT3X+, ActiGraph) for 7 days. Physical activity was expressed in active time (min/day) and counts per minute (CPM). Single day intraclass correlation coefficients (ICCs) were calculated to assess the effect of varying minimal wear time on reliability estimates. The Spearman-Brown formula was used to determine wear time required to achieve reliability levels of 70%, 80% and 90%. For active time, a reliability of 72.1% was achieved with wearing the accelerometer for ≥ 4 days of ≥ 6 h, which comprised 85.9% of the sample. For CPM, ≥ 4 days of ≥ 6 h provided a reliability of 74.7% and comprised 85.9% of the children. Results differed slightly when girls and boys were analysed separately, but restricting analyses to children with a weekend day did not. In summary, a minimum of 4 days with ≥ 6 h of accelerometry data provides a reliable estimate of physical activity in 2-year toddlers. 相似文献
18.
Laurent Liégeois G′erard Chasseigne Sophie Papin Etienne Mullet 《International Journal of Science Education》2013,35(9):1129-1145
This paper reports two studies into the understanding of the concept of potential difference in the current-potential difference-resistance context among 8th-12th graders (Study 1), and the efficiency of a learning device derived from Social Judgment Theory (Study 2). These two studies showed that: (a) when asked to infer potential difference from resistance and current information, most participants only relied on current and ignored or greatly underestimated the importance of resistance information; (b) exposure to an electricity course did not much alter the way participants infer potential difference from resistance and current information; (c) a simple learning device considerably improved the way participants infer potential difference from resistance and current information; and (d) this observed improvement promised to be durable, at least in the short term. 相似文献
19.
20.
Maarten de Laat Victor Lally Robert-Jan Simons Etienne Wenger 《Educational Research Review》2006,1(2):99-111
In this paper, we have attempted two ambitious tasks. We have undertaken a wide-ranging survey of the Network learning (NL) literature, and tried to identify the emerging themes of this work. We have selected three of these themes, and in each case tried to identify the main theoretical perspectives in use, the main directions of the studies, and the key ideas being addressed and researched. We have also tried to indicate where the main research effort might be directed in order to help to ‘fill in the gaps’ and achieve some coherence for the theme. Our second major task has arisen from our assertion that the field of Networked Learning research is theoretically fragmented. We have argued that this situation arises because Networked Learning research is a new field, and is drawing upon a wide range of theoretical perspectives. However, unless we can achieve some synthesis of these perspectives we may find it difficult to establish a coherent research programme in the field. We argue that one way of developing some coherence is to make theory and praxis interact explicitly, in other words, to ‘converse’ with each other in our research. By this we mean, to use theory to interrogate praxis, and use praxis to modify and develop theory, thus moving towards perspectives that are changing theory, modifying and improving it. As part of this argument, we have briefly surveyed the current level of Theory–Praxis Conversation, either explicit, or implicit, in the thematic research we have described. It is clear that some outstanding work is being done to make theory work, and to modify it in the light of research into praxis. However, it is also the case that much current Networked Learning research does not interrogate the theory that it uses to contextualise it. We see Theory–Praxis Conversation as a way of thinking explicitly about how we might make the work of interrogating theory in our research more explicit and systematic. In this way, our ‘Quest for Coherence’ may, we hope, help Networked Learning research to climb up to the higher ground, and give us a wider ranging view of learning in networked environments. 相似文献