L'enseignant-ressource en Milieu Urbain Défavorisé: une Intervention éducative Efficace     

Manuel Crespo  Nicole Carignan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,27(3):31-58

Studies on the efficacity of educational interventions among disadvantaged groups are contradictory. This article is part of the continuing debate on this topic. It reports the results of an empirical study of 1,567 pupils from the first and sixth grades, attending 20 primary schools in disadvantaged areas of Montréal, Canada. The aim of the study was to assess the effects of using "teachers as resource persons". The results indicate that intervention by "teachers as resource persons" has a positive effect on pupils' achievements. Furthermore, financial input is also positively linked with pupils' performance. The article interprets the main results of the study and comes to a positive conclusion about the usefulness of "teachers as resource persons" in disadvantaged urban areas.  相似文献   

Book reviews     

Maureen Woodhall  M. Baritsch  Lionel Elvin  Tessa Blackstone  A. J. Cropley  Manuel Zymelman  Joachim H. Knoll  R. Stock  Dieter Mohrhart  G. W. Maslany  Robert Koehl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(2):249-266

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Technologies of disciplinary power in action: The norm of the ‘Good student’     

José Manuel Coronel Llamas 《Higher Education》2006,52(4):665-686

We have completed a piece of research into the process of production of speech on the part of students as regards their idea of ‘the good student’, taking social postmodern theories as a conceptual reference and within the university context. The study tries to show how disciplinary technologies are a major influence in the make-up of particular types of students. It is an exploration of the discourses used by students reflecting their vision of university, teaching and learning. The aim is to understand their reasoning by means of the view they have of academic activity and life. Starting from Michael Foucault’s thoughts on power relations in the context of educational practices we present a plan of discourse analysis based on accounts made by the students themselves.  相似文献   

L'enseignant-ressource en Milieu Urbain Défavorisé: une Intervention Éducative Efficace     

Crespo  Manuel  Carignan  Nicole 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(1-2):31-58

Studies on the efficacity of educational interventions among disadvantaged groups are contradictory. This article is part of the continuing debate on this topic. It reports the results of an empirical study of 1,567 pupils from the first and sixth grades, attending 20 primary schools in disadvantaged areas of Montréal, Canada. The aim of the study was to assess the effects of using "teachers as resource persons". The results indicate that intervention by "teachers as resource persons" has a positive effect on pupils' achievements. Furthermore, financial input is also positively linked with pupils' performance. The article interprets the main results of the study and comes to a positive conclusion about the usefulness of "teachers as resource persons" in disadvantaged urban areas.  相似文献   

Teaching STEM education through dialogue and transformative learning: global significance and local interactions in Mexico and the UK     

Catherine Montgomery  Juan Manuel Fernández-Cárdenas 《师资教育杂志》2018,44(1):2-13

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Characterisation of VOCs Surrounding Naum Gabo’s Construction in Space ‘Two Cones’, (Tate) by in situ SPME GC-MS Monitoring     

Mark Kearney  Ivan Parkin  Joyce H. Townsend  Manuel Hidalgo  Katherine Curran 《文物保护研究》2018,63(5):369-371

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A model of the role of error detection and self-regulation in academic performance     

Ángela Zamora  José Manuel Súarez  Diego Ardura 《The Journal of educational research》2018,111(5):595-602

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The situated aspect of creativity in communicative events: How do children design web pages together?     

Juan Manuel Fernández-Cárdenas 《Thinking Skills and Creativity》2008,3(3):203-216

This paper looks at the collaborative construction of web pages in History by a Year-4 group of children in a primary school in the UK. The aim of this paper is to find out:

(a)

How did children interpret their involvement in this literacy practice?

(b)

How the construction of web pages was interactionally accomplished? and

(c)

How can creativity be identified in interaction?

Using an ethnographic approach to the study of communication, it is argued that the collective and creative construction of meaning can be understood in terms of relationships amongst components of communicative acts. The analysis of these components reveals how participants shape their utterances as they are engaged in the pursuit of shared goals in a situated activity system. It is argued that participants strive to become members of a community of practice designing web pages. Members of this community showed their understanding in relation to the way they interpreted the design rules for a multimodal text, the means for working together in collaboration and distributing roles, as well as their interpretation of what counts as historical knowledge. Also, in terms of creativity, participants managed to communicate and negotiate their intentions by using several figures of speech and language games, as well as contextually framing their positions as participants in a dialogue. That is, children and teacher demonstrated their creative abilities in a textual, contextual and critical level. It is concluded that creativity is not a gifted capacity; it is an everyday act which is interactionally accomplished in the context of social participation as members of a community. Members creatively display their intentions and negotiate new alternatives for the interpretation of actions in situated activity systems.  相似文献   

The Contemporary Professoriate: Towards a Diversified or Segmented Profession?   总被引：2，自引：0，他引：2  

Nelly P. Stromquist  Manuel Gil-Antón  Carol Colatrella  Reitumtse Obakeng Mabokela  Anna Smolentseva  Elizabeth Balbachevsky 《Higher Education Quarterly》2007,61(2):114-135

On the empirical basis of six national studies (Mexico, Brazil, Peru, Denmark, Russia and South Africa), this paper examines the phenomenon of segmentation, defined as the solidification of deep hierarchies with little crossover between categories of institutions or individuals. The massification of higher education has brought about a great diversity of institutions and, concomitantly, stark differences among the professoriate. While the public sector has to some extent been able to protect its academic personnel, the for‐profit sector is moving towards an unstable professoriate, poorly paid, hired mostly on a per‐hour basis, and for whom sharing in academic governance is a distant dream. Some of this differentiation is emerging also within institutions and a new kind of academic who could be termed ‘just‐in‐time knowledge worker’ is on the rise.  相似文献   

The role of attitudes in the TAM: A theoretically unnecessary construct?     

Luis Miguel López‐Bonilla  Jesús Manuel López‐Bonilla 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):E160-E162

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