A window into different cultural worlds: young children's everyday activities in the United States, Brazil, and Kenya     

Tudge JR  Doucet F  Odero D  Sperb TM  Piccinini CA  Lopes RS 《Child development》2006,77(5):1446-1469

A powerful means to understand young children's normative development in context is to examine their everyday activities. The daily activities of 79 children (3 years old) were observed, for 20 hr each, in their usual settings. Children were selected from 4 cultural groups: European American and African American (Greensboro, United States), Luo (Kisumu, Kenya), and European descent (Porto Alegre, Brazil), evenly divided by social class. Examining children's naturally occurring engagement in school-relevant activities, both in and out of child care, revealed the importance of ecological context. The variation in activities was not explainable simply by cultural group (including race within the United States) or social class, but by the intersection of culture and class. The developmental implications of these findings are discussed.  相似文献   

On the Concept of Force: How Understanding its History can Improve Physics Teaching     

Ricardo Lopes Coelho 《Science & Education》2010,19(1):91-113

Some physicists have pointed out that we do not know what force is. The most common definition of force in textbooks has been criticized for more than two centuries. Many studies have shown that the concept of force is a problem for teaching. How to conceive force on the basis of the concepts and criticism of force in the works of Newton, Euler, d’Alembert, Lagrange, Lazare Carnot, Saint-Venant, Reech, Kirchhoff, Mach, Hertz and Poincaré is the question of the present article. This part of the article is followed by an overview of definitions of force in contemporary textbooks. In the next part, an answer to the question is given: how to understand force within the framework of the laws of motion and in applications. Finally, some educational implications are considered.  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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Fluid balance of elite Brazilian youth soccer players during consecutive days of training     

Silva RP  Mündel T  Natali AJ  Bara Filho MG  Lima JR  Alfenas RC  Lopes PR  Belfort FG  Marins JC 《Journal of sports sciences》2011,29(7):725-732

In this study we investigated pre-training hydration status, fluid intake, and sweat loss in 20 elite male Brazilian adolescent soccer players (mean?±?s: age 17.2?±?0.5 years; height 1.76?±?0.05?m; body mass 69.9?±?6.0?kg) on three consecutive days of typical training during the qualifying phase of the national soccer league. Urine specific gravity (USG) and body mass changes were evaluated before and after training sessions to estimate hydration status. Players began the days of training mildly hypohydrated (USG?>?1.020) and fluid intake did not match fluid losses. It was warmer on Day 1 (33.1?±?2.4°C and43.4?±?3.2% relative humidity; P?相似文献   

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

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

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The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields     

Amélia Lopes  Pete Boyd  Nicola Andrew  Fátima Pereira 《Higher Education》2014,68(2):167-183

In developing graduates for the knowledge society lecturers in higher education may seek to strengthen links between research and teaching. Much of the previous work on the research-teaching nexus is within traditional universities and subject disciplines. In aiming to deepen understanding of the research and teaching nexus this paper focuses on the academic identities of higher education lecturers working in newer higher education institutions and in the professional fields of nursing and of teacher education. A qualitative study, informed by professional identity construction as an ecological concept, was conducted. The findings align with previous studies concerning similarities between lecturers in nurse and teacher education, but they contrast with previous studies concerning differences between these two groups of lecturers. Similarities include the priority given by professional educators to their responsibility for preparing new clinical practitioners; the research-led model as the lecturers’ main approach to the research-teaching nexus; and their difficulties in coping with current demands in academic work. Differences between the two groups of lecturers include the way that ‘practitioner identity’ is positioned within their current academic identities and the way that they position initial education within the wider professional field. These differences indicate different kinds of connections between teaching and research. The paper proposes an ecological approach to understanding the research-teaching nexus.  相似文献   

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