谈欧洲教育史研究方法   总被引：6，自引：1，他引：5  

皮尔·卡斯巴  霍益萍 《华东师范大学学报(教育科学版)》2006,24(3):43-49

本文围绕近年欧洲教育史研究方法的变化这一主题,首先指出在国家众多、国情各异的欧洲,教育史学家在研究方法方面的差异和其文化专业背景及工作环境等不同有关;然后通过四个案例具体介绍欧洲教育史工作者如何运用新的史学研究方法来发掘新资料、提出新问题和拓展研究领域的;最后概要叙述史学方法最新的两大变革走向及教育史研究工作者在这种变革中应注意的问题。  相似文献   

Les expéditions militaires contre Chypre (1424–1426) d’après ṢāliḤ b. YāḤya: Quelques remarques sur la marine mamelouke     

Pierre Moukarzel 《Al-Masaq: Islam & the Medieval Mediterranean》2007,19(2):177-198

Le texte rédigé par Sālih b.Yahyā constitue une source primordiale pour létude des expéditions militaires mameloukes contre Chypre entre 1424 et 1426 car l’auteur a joué un rôle principal dans la deuxième et la troisième attaque. Â la différence d'autres chroniqueurs arabes, Sālih b.Yahyā fournit des informations importantes qui permettent de reconstruire les événements et de comprendre le fonctionnement de la marine mamelouke.  相似文献   

Editorial     

Pierre Luisoni 《Prospects》2005,35(3):249-251

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Utiliser la Dimension Europe´enne Pour Faire Sortir l'Ecole de ses Murs ou 'Extra Muros'     

Pierre Champollion 《欧洲师范教育杂志》2002,25(1):101-106

Five European Institutions devoted to head teacher training developed the Comenius Project 'Extra Muros' between 1996 and 1999. The general objectives were, on the one hand, understanding the importance of the educative action outside the school premises if we wanted to offer equality of opportunity to everybody, and, on the other hand, promoting the school to spread into its local area and to discover Europe. Thus, the integration of school in its territory is favoured, and the interaction of students with their peers is facilitated. The article describes in detail the organisation, development and evaluation of the project, and also the impact it caused in teachers and pupils.  相似文献   

Inequality in language achievement growth? An investigation into the impact of pupil socio‐ethnic background and school socio‐ethnic composition          下载免费PDF全文

Barbara Belfi  Mieke Goos  Maarten Pinxten  Jean Pierre Verhaeghe  Sarah Gielen  Bieke De Fraine  Jan Van Damme 《British Educational Research Journal》2014,40(5):820-846

This paper investigates how pupils' growth trajectories in three language domains (reading fluency, spelling, and reading comprehension) are related to their own socioeconomic and ethnic background and to the socioeconomic and ethnic composition of their primary school. Using multilevel piecewise growth curve analysis, the growth trajectories of approximately 5000 pupils from 170 primary schools were estimated. The results indicate that a pupil's socioeconomic and ethnic backgrounds have the largest impact on achievement and growth in reading comprehension and the smallest impact on reading fluency. Furthermore, school ethnic composition—but not socioeconomic composition—was related to pupils' achievement in all three language domains at the first measurement occasion, though none of the types of school composition was related to growth. The research findings therefore imply that to combat the deficits in language proficiency often found in ethnic minority pupils, priority should be given to investments in individual intervention programmes over policy plans to desegregate schools. Moreover, our study identifies the specific points in time during primary school at which intervention programmes are needed the most.  相似文献   

Teachers’ Conceptions About the Genetic Determinism of Human Behaviour: A Survey in 23 Countries     

Jérémy Castéra  Pierre Clément 《Science & Education》2014,23(2):417-443

This work analyses the answers to a questionnaire from 8,285 in-service and pre-service teachers from 23 countries, elaborated by the Biohead-Citizen research project, to investigate teachers’ conceptions related to the genetic determinism of human behaviour. A principal components analysis is used to assess the main trends in all the interviewed teachers’ conceptions. This illustrates that innatism is present in two distinct ways: in relation to individuals (e.g. genetic determinism to justify intellectual likeness between individuals such as twins) or in relation to groups of humans (e.g. genetic determinism to justify gender differences or the superiority of some human ethnic groups). A between-factor analysis discriminates between countries, showing very significant differences. There is more innatism among teachers’ conceptions in African countries and Lebanon than in European countries, Brazil and Australia. Among the other controlled parameters, only two are significantly independent of the country: the level of training and the level of knowledge of biology. A co-inertia analysis shows a strong correlation between non-citizen attitudes towards and innatist conceptions of genetic determinism regarding human groups. We discuss these findings and their implications for education.  相似文献   

Theorising community gardens as pedagogical sites in the food movement     

Pierre Walter 《Environmental Education Research》2013,19(4):521-539

Community gardens are rich non-school sites of informal adult learning and education in the North American food movement. To date, however, they have seldom been the subject of research in environmental education. This paper argues that theorising on public pedagogy and social movement learning from the field of Adult Education might effectively be applied to frame the study of learning in community gardens. A brief history of community gardens in the USA is first given, followed by an overview of theory on social movement learning. A review of empirical research on the individual and collective benefits of participation in community garden initiatives is then used to illustrate the potential for research on the connection between learning and these benefits. The paper concludes with a discussion of implications for further research.  相似文献   

Circles on pommel horse with a suspended aid: influence of expertise     

Fujihara T  Gervais P 《Journal of sports sciences》2012,30(6):583-589

In the third study of this series, we examined how circles with a suspended aid would vary depending of the gymnast's level of expertise. We analysed circles with the aid performed by three groups of eight gymnasts: expert, intermediate, and developing groups. The gymnasts for the expert and intermediate groups were selected from the previous studies based on judges' evaluation of their non-aid circles. The developing group of eight gymnasts, who were unable to perform circles on pommel horse without an aid, were added to this study and performed three sets of 10 circles on the pommel horse with the aid. Discriminative biomechanical variables identified in the previous two studies were used to compare circles with the aid among the three groups. As a result, the expert group demonstrated a larger pommel reaction force and a smaller aid reaction force than the other two groups, implying that they were less dependent on the aid. The smaller aid reaction force resulted in a smaller net hip joint moment. Furthermore, the expert group showed a shorter total duration and a greater shoulder excursion. In summary, the suspended aid can be used in a progressive manner depending on the gymnast's level of expertise.  相似文献   

Beyond the “Charmed Circle” of OECD: New Directions for Studies of National Innovation Systems     

Pierre Delvenne  Fran?ois Thoreau 《Minerva》2012,50(2):205-219

In this paper, we engage with the widespread and influential approach of National Innovation Systems (NIS). We discuss its adequacy to non-OECD countries, especially in Latin America where it tends to be reified. Although the NIS approach is meant to address the most pressing needs of the economies it applies to, we argue that it would benefit from developing a more encompassing scope, allowing integration of greater diversity and complexity. By retracing the history of regimes of science, technology and innovation in Latin America, we explore the following paradox: whereas numerous Southern scholars urge the pressing need to develop an innovation agenda for Southern countries with a “Southern framework of thought”, they continue to heavily rely on a reductionist version of the NIS-approach that prevents such a “Southern perspective” to fully emerge. This creates problems for actors willing to use NIS more reflexively, and it also affects the effectivity of science, technology and innovation (STI) policies in non-OECD countries. We formulate a research agenda with three suggestions for further engaging NIS both conceptually and practically. Using such analytical perspectives, we argue, might benefit both to scholarly work about NIS, but could also allow for a better articulation with STI regimes in Southern countries.  相似文献   

Knowledge interdependence with the partner, accuracy of mutual knowledge model and computer-supported collaborative learning     

Gaëlle Molinari  Mirweis Sangin  Pierre Dillenbourg  Marc-Antoine Nüssli 《European Journal of Psychology of Education - EJPE》2009,24(2):129-144

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