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Pierre Coirier Monik Favart Lucile Chanquoy 《European Journal of Psychology of Education - EJPE》2002,17(2):157-175
The goal of this study was to analyze the development of the relationship between conceptual and linguistic processes as regards idea ordering and structuring (linearizing), when composing a text. Participants (from 7th graders to University students) were required to compose a text using a list of eleven scrambled ideas. Conceptual rules allow to a priori determine an optimal ordering of these ideas. Results showed a significant increase, with grade level, in the establishment of the postulated conceptual order, and in the linguistic elaboration of the text structure. A large autonomy was observed between conceptual and linguistic processes. The discussion considers the following points: The relevance of the notion of text optimal order; the unequal development with grade level of the varied linguistic skills; the dissymmetry in conceptual-linguistic relationships; the usefulness of the experimental paradigm; some consequences for education. 相似文献
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This article analyses the influence of the European Union’s educational policies on the implementation of devices for the recognition and the validation of informal and non-formal learning within public policies on education and training for adults in European Union Member States. Portugal and France are taken as examples. The European Union’s statements have influenced the development of devices for recognizing adult competences, regardless of the social, cultural and economic specificities of each country. However, sociocultural and sociopolitical characteristics influence the conditions under which recognition devices and the methods of their experimentation and generalization emerge, and are the vector of conflicts of interests between macro- and micro-sociological levels. There is at the same time a ‘culture of convergence’ impelled by the European Commission, and a process of adaptation in matters of cultural and territorialised practices, which aim to avoid marginalization. Data are drawn from official documents and interviews with people in charge of training institutions. 相似文献
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The relationships between scores on the Sixteen Personality Factor Questionnaire (16 PF), the Brown Personal Beliefs and Teaching Practices Inventories, and the Rokeach Dogmatism Scale for 191 female, beginning teacher education students were investigated using canonical and simple correlation analyses. A significant canonical correlation of .51 was established between these measures, with factors M (Practical vs. Imaginative), and Q1 (Conservative vs. Experimenting) of the 16 PF and total scores on the Brown inventories accounting for the multivariate correlation. Teacher education students who indicate high agreement with Dewey’s philosophy on the Brown instruments appear to also score high on the imagination and experimentation factors of the 16 PF. An additional finding of importance was the absence of significant relationships between the 16 PF and the Rokeach Dogmatism Scale. 相似文献
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Lucile Merriwether 《Peabody Journal of Education》2013,88(3):126-133
In August 2000, the American Civil Liberties Union filed a class-action lawsuit on behalf of school children against the state of California. The suit, Williams v. State of California, alleged that the state failed to exercise its constitutional obligation to provide equal access to education for all students in the state by allowing deficient facilities, uncredentialed teachers, and inadequate or insufficient instructional materials. A successful outcome for the plaintiffs would entail expansion of current boundaries of entitlement to a new standard that would establish constitutional entitlement to specific resources and a standard of state responsibility for oversight. In this article I examine whether the relief that plaintiffs seek pushes the definition of entitlement to areas beyond judicially manageable and constitutionally defensible standards. 相似文献
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Pierre Jean Ensergueix Lucile Lafont 《European Journal of Psychology of Education - EJPE》2010,25(2):222-242
Students often do not take full advantage of peer tutoring instructional strategies because they are not sufficiently prepared
to fulfill the role of tutor. This study examined whether implementing a peer tutor training program prior to the beginning
of reciprocal peer tutoring (RPT) sessions might help overcome this issue. Gender differences were also explored. In a physical
education setting, 48 novice ninth-graders were assigned in symmetric dyads to a physical practice associated with trained
RPT condition (TRPT; n = 24) or a physical practice associated with spontaneous RPT condition (SRPT; n = 24). Moreover, 24 participants were assigned to a physical practice without any form of RPT control condition (PP). The
peer tutor training, based on an original group interview technique, aimed at enhancing the explanatory potential of the tutor
and his/her sensitivity to the specific needs of the tutee. Results indicated a superior motor performance for the TRPT condition
and no difference between the SRPT and PP conditions. Interestingly, a positive relation between motor performance and self-efficacy
beliefs was found for TRPT females. The assumption that the development of metacognitive awareness is one of the mechanisms
underlying RPT’s effectiveness was thus supported. 相似文献
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