Contribution of temporal processing skills to reading comprehension in 8-year-olds: evidence for a mediation effect of phonological awareness     

Malenfant N  Grondin S  Boivin M  Forget-Dubois N  Robaey P  Dionne G 《Child development》2012,83(4):1332-1346

This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between both auditory and bimodal TP and reading, above nonverbal abilities, vocabulary, and processing speed. PA explained a larger proportion of the association between auditory TP and reading (56% vs. 39% for bimodal TP), and most of the association between bimodal TP and reading was direct. This finding is consistent with a dual-phonological and visual-pathway model of the association between TP and reading in normative reading skills.  相似文献   

High school grades and university performance: A case study     

Philippe Cyrenne  Alan Chan 《Economics of Education Review》2012

A critical issue facing a number of colleges and universities is how to allocate first year places to incoming students. The decision to admit students is often based on a number of factors, but a key statistic is a student's high school grades. This paper reports on a case study of the subsequent performance at the University of Winnipeg of high school students from 84 Manitoba high schools. By tracking the university performance of students admitted for the years 1997–2002, we are able to estimate the likelihood of success of subsequent students based on their characteristics as well as their high school grades. In doing so, we use a number of alternative estimators including a Least Squares Dummy Variable Model and a Hierarchical Linear Model. The methodology should be of interest to admissions officers at other universities as an input into estimating the subsequent performance of first year students.  相似文献   

Ethnography's troubles and the reproduction of academic habitus     

Philippe Bourgois 《International journal of qualitative studies in education》2013,26(4):417-420

In this article, we explore the methodological possibilities of dual observation and ‘inter‐reflexive’ interpretation as we have experienced this in a longitudinal ethnographic case study of music teaching and learning in an English Cathedral Choir School. Our intent here is to understand the ways in which our particular historical, social and cultural perspectives lead us to partial yet complementary sensings, seeings, hearings and feelings in this setting, and the ramifications of this for the interpretations we bring to observational data, and the subsequent development of interpretive narrative accounts. Through an analysis of our respective narrative accounts of our first observational encounter in the research setting, and subsequent ‘inter‐reflexive’ interpretation, we seek to interrogate the ways in which a plausible, credible and believable narrative can be developed through the separate and joint analyses of storied reflexive observation.  相似文献   

De las diferencias culturales a las desigualdades escolares: la evaluación y la norma en una enseñanza indiferenciada     

Philippe Perrenoud 《Infancia y Aprendizaje》2013,36(14):19-50

RESUMEN

En el sistema educativo actual, la organización pedagógica es la enseñanza indiferenciada ligada a una evaluación comparativa. El autor describe los mecanismos por los cuales un sistema como éste convierte las diferencias culturales en diferencias escolares. Se analiza la correlación existente entre las desigualdades de formación y el origen social; el hecho de que los mismos programas educativos sean diferentes en unas escuelas (calificación del profesorado, composición del alumnado…) que en otras; la desigualdad de trato en la acción pedagógica y en la evaluación; la desigualdad social ante la evaluación, y la falta de ajuste de la acción pedagógica a las características individuales. En la evaluación está la base de la génesis de las desigualdades de aprendizaje y éxito.  相似文献   

The effect of an intervention to improve newly qualified teachers’ interpersonal style,students motivation and psychological need satisfaction in sport-based physical education   总被引：1，自引：0，他引：1  

Damien Tessier  Philippe Sarrazin  Nikos Ntoumanis 《Contemporary educational psychology》2010

Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers’ interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study was to test the effects of a training program for three physical education newly qualified teachers on the aforementioned teachers’ overt behaviors and students’ psychological needs satisfaction, self-determined motivation and engagement in sport-based physical education. After a baseline period of four lessons, the teachers attended an informational session on adaptive student motivation and how to support it. The training program also included individualized guidance during the last four lessons of the cycle. Results revealed that from pre- to post-intervention: (1) teachers managed to improve their teaching style in terms of all three dimensions, and (2) students were receptive to these changes, as shown by increases in their reported need satisfaction, self-determined motivation and engagement in the class.  相似文献   

The influence of impact location and angle on the dynamic impact response of a Hybrid III headform     

Evan Stuart Walsh  Philippe Rousseau  Thomas Blaine Hoshizaki 《Sports Engineering》2011,13(3):135-143

To properly assess sports helmet performance, it is important to select impact conditions that yield high peak linear or angular accelerations. This was done by measuring the kinematic response of a Hybrid III headform when impacted with a modified Wayne State University linear impactor with special consideration for impact locations and angles. The 20 impact conditions (five locations and four angles) were then compared to published thresholds to identify the conditions, which were linked to an increased risk of head injury. These conditions were the following: 1A (linear 121.3g; angular 3.84 krad s⁻²), 2A (linear 102.1g; angular 9.28 krad s⁻²), 2C (linear 94.4g; angular 8.67 krad s⁻²), 3A (linear 132.8g; angular 9.38 krad s⁻²), 4A (linear 92.8g; angular 11.49 krad s⁻²), 4D (linear 113.3g; angular 12.86 krad s⁻²), 5A (linear 116.9g; angular 9.01 krad s⁻²) and 5D (linear 87.5g; angular 8.81 krad s⁻²). The results presented in this study were specific to the test rig used as well as the tested conditions; however, it is believed that a test protocol using the above impact conditions could identify the ability of sports helmets to reduce risk of head injuries.  相似文献   

From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field     

Philippe Perrenoud 《Assessment in Education: Principles, Policy & Practice》1998,5(1):85-102

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Short-cycle higher education and the pitfalls of collective action     

Raymond Boudon  Philippe Cibois  Janina Lagneau 《Minerva》1976,14(1):33-60

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The teaching profession between proletarization and professionalization: Two models of change     

Philippe Perrenoud 《Prospects》1996,26(3):509-529

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Logics of integration and actors’ strategies in European joint programs     

Benedetto Lepori  Emanuela Reale  Philippe Larédo 《Research Policy》2014

This paper analyses how the interaction between social institutions on the one hand and actors’ strategies and interests on the other hand is shaping European integration in research policy. We specifically focus on the implications of the existence of different conceptions of European integration (logics) on the emerging landscape of research funding programs jointly managed by the European Union (EU) and National States (joint programs). Our results display the central role of the introduction of a logic of coordination by the EU; it created a breeding ground for a new generation of programs and, at the same time, allowed to make the integration model more flexible and acceptable to National States (as funding became only virtually integrated). Most newly created programs were characterized by largely symbolic commitments and very small budgets, while stronger commitments had to be constructed through successive steps of integration. This process was highly selective and dependent on the presence of strong interests from the research community; additional funding from the EU was critical to ensure stability of national commitments. Further, National States by large delegated to independent funding agencies the management of national participations: delegation allowed to achieve greater homogeneity among national participants, but also to decouple decisions to participate (driven by compliance to institutional pressures) from the level of resources to be committed (driven by national interests). While in the year 2000, the European Research Area (ERA) strategy of coordinating national research policies was largely an empty concept, our case study shows how in the following decade, it was filled in with specific experiences and practices, led to the redefinition of actors’ understanding of European integration and roles in European research policies and, ultimately, to the emergence of original models of integration.  相似文献