In this paper we argue that the generic use of the masculine represents a grammatical rule that might be easy to learn but
difficult to apply when understanding texts. This argument is substantiated by reviewing the relevant literature as well as
the recent work conducted by the GREL Group (Gender Representation in Language) on the interaction between stereotypical and
grammatical information in the construction of a representation of gender when reading role names. The studies presented in
this paper show that the masculine form used as a generic to refer to persons of both sexes, or to persons of indefinite sex
or whose sex is irrelevant, in gender marked languages is likely to be associated with its specific meaning (i.e., masculine
refers only to men). This is true even though the generic nature of the masculine is a very common grammatical rule learnt
at school. People may have learned this rule and may understand it, but may not readily apply it. 相似文献
In this article, we focus on the links and synergies between the Ecole mondiale of King Leopold II of Belgium, the Plans du Collège Léopold II of Pierre du Coubertin and the establishment of the Belgian Olympic Committee in 1906. A firm belief in the advantages of international cooperation undercut these three projects that were planned in Belgium. Always accompanying the internationalist discourse was the conviction that they should also strengthen Belgium's international position. Consequently, they focused strongly on physical education and sport, emphasising the great expansionist assets. All in all, however, the outcomes of the projects were less than expected. While the Belgian Olympic Committee had a difficult start, Coubertin's project only existed on paper, and the Ecole mondiale never rose above its foundations because of serious practical and political issues. Nonetheless, the expansionist discourse did facilitate the creation of the Higher Institute of Physical Education at the State University of Ghent in 1908. 相似文献
There continues to be an increasing number of four‐year‐old children in reception classrooms in the UK. The child‐school incorporation process is a dynamic, multifaceted, interactive and poorly understood phenomenon. This paper summarises the pilot stage of a project that investigated this critical period in the life histories of a group of children. The project viewed the researcher, teacher, parent and child as collaborators in an illuminative process. There is a need to challenge the notion that the child simply ‘adjusts’ to school. Children are most likely to be under stress during the first weeks of school when the reduplicated rites of separation, transition and incorporation are going on. Appropriate changes and real improvements in policy, provision and practice need to be based upon a cognizance of the lived experiences of these rites for all the participants. 相似文献
This special issue is dedicated to recentdevelopments within cognitive load theory (CLT)and identifies some instructional implicationsof the interaction between informationstructures and cognitive architecture. Thepresent article discusses the different studiesin this special issue. An important conclusionis that recent CLT research recognizes thelearners' level of expertise as an importantfactor mediating the relation between cognitivearchitecture, information structures, andlearning outcomes. In this context, we discussthe role of expertise in CLT research and therole of CLT in expertise research. Based onthis discussion, the use of CLT as a tool todevelop expertise is identified as a verypromising approach. 相似文献
The movement to democratise school government has developed steadily for two decades. Both those who champion the cause and those who oppose it draw on the theoretical constructs of democracy, participation and representation in order to strengthen and justify their case. This paper aims to put these concepts more firmly on the educational agenda by highlighting how they may be applied to educational policy and discussing some of the problems and dilemmas they pose for those with an interest in school government. 相似文献
Background: One of the key questions of physical education teacher educators (PETE) programmes refers to whether future teachers are prepared to build knowledge and skills to feel self-efficacious in teaching physical education (PE). This issue concerns the instructional model of teaching used to help PE pre-service teachers to master both pedagogical knowledge and motor skills. According to this twofold challenge, the direct instruction (DI) is mainly used for pre-service teacher training. Beyond this traditional model, other instructional models as cooperative learning (CL) approach arise in the initial PE teacher education. Nevertheless, surrounding attempts at innovation, little information related to the instructor’s role. Under the social cognitive perspective of self-efficacy and instructional competency building, more information is currently expected with regard to the strategies the instructor uses to scaffold the mastery of skills for PE pre-service teachers’ effective teaching.
Purpose: The purpose of this article is to consider whether PE pre-service teachers are trained during short training sessions aimed to discover new physical activities. We examine the influence of a scaffolding procedure (CLS design) on PE pre-service teachers’ knowledge, skills and self-efficacy in comparison to a CL and a DI experience. This leads to consider to what extent this instructional support provided by the instructor would help pre-service teachers to perceive themselves as self-efficacious to teach contents in PE.
Participants and design: After a pre-test, sixty-nine PE pre-service teachers were randomly assigned to one of the three following conditions: CL (14 males and 7 females); CLS (20 males and 8 females) or direct instruction condition (DI; 12 males and 8 females). For the training session a selected CL procedure (Jigsaw) [Aronson, Elliot, and Shelley Patnoe. 1997. The Jigsaw Classroom: Building Cooperation in the Classroom. 2nd ed. Wokingham: Addison-Wesley Educational]) was used to split CL and CLS participants into mixed-sex teams, whereas DI participants practiced the same exercises in dyads. According to the training conditions, the same instructor provided different information to participants along the three 2-hour instructional sessions with regard to: (a) warm-up (DI), (b) CL organization (CL), and (c) scaffolding integrated into a CL implementation (CLS).
Data collection: A Pre-test/post-test design was used to consider PE pre-service teacher’s motor skill, knowledge for practice, and self-efficacy improvements. The post-test also examined participants’ pedagogical knowledge.
Findings: The results showed that the participants in the three conditions progressed on performance, knowledge for practice, knowledge for teaching, and self-efficacy. Although no difference was found in self-efficacy between the three training conditions over time, significant differences appeared on pedagogical knowledge or/and motor skills with an advantage for the CL and CLS participants, respectively.
Conclusion: Although short training sessions dedicated to discovering new sports stay problematic for teacher professional development, implementing CL pre-service teacher training designs would be a relevant alternative. Instructional knowledge would be developed mainly when they have explicitly access to information concerning the teacher intervention. Nevertheless, such a scaffolding procedure integrated into CL training designs would need to be applied repeatedly to various physical activities to have an impact on pre-service teachers’ self-efficacy. 相似文献
We study the socioeconomic determinants of cultural participation in thirteen major Chinese cities for a broad range of indicators that cover highbrow and popular cultures. Consistent with previous studies from high-income countries, we find strong support for the elitism hypothesis: education and income increase participation in a broad range of cultural activities. There are also some exceptions. Interestingly, we also find a U-shaped relation between participation and city development for free and publicly supplied culture. Moreover, the impact of education, and to some extent also income, is weaker in richer cities. These findings contribute to understanding China’s key policy objective of promoting equal access to culture. 相似文献
