Education as Anti‐structure: non‐formal education in social and ethnic movements     

Rolland G. Paulston 《比较教育学》1980,16(1):55-66

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Representations of the world in the Czech Republic     

Yves André  Zuzana Wienerova 《Prospects》1998,28(2):303-309

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Spatial representations of territories and the world     

Yves André  Antoine Bailly 《Prospects》1998,28(2):278-284

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The Religious Education Association Officers, 1920‐1921     

Rolland W. Schloerb∗ 《Religious education (Chicago, Ill.)》2013,108(4):221-223

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Community of practices,knowledge transfer,and ERP project (ERPP)     

Wilfrid?AzanEmail author  Jean-Philippe?Bootz  O.?Rolland 《知识管理研究与实践》2017,15(2):238-256

In this research, we are interested in ERP systems which are common information repositories that are aimed at matching the knowledge, practices, and skills that drive the organization in the best possible way. Can the cognitive and hierarchical models coexist within the same project? What is the impact of ERP on the interconnection between communities? To answer these questions, we rely in particular on the work of Levina and Vaast (MIS Quarterly 29(2):335–363, 2005), which underlines that the modes of interaction between CPs must be mediated by the activation of boundary objects and/or the mobilization of boundary spanners. Finally, this leads us to discriminate between two types of ERPPs (hierarchical/cognitive) and to underline the role of the switch in the ERPP success.  相似文献   

Social Cartography: a new methodology for comparative studies     

Martin Liebman  Rolland G. Paulston 《Compare》1994,24(3):233-245

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Représentations et compétences vis-à-vis de l'écrit chez des enfants français et allemands d'âge préscolaire     

Yves Prêteur  Eva Louvet-Schmauss 《Journal of Research in Reading》1994,17(1):29-45

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On mathematics education and culture: Critical afterthoughts     

Yves Chevallard 《Educational Studies in Mathematics》1990,21(1):3-27

This paper centers on the May 1988 Special Issue of Educational Studies in Mathematics devoted to mathematics education and culture, which is now available in book form. It questions some of the current tenets about the meaning and significance of the concept culture for a theory of mathematics education. More generally, it also argues against the cooping up of scientific problems by dividing the mathematics education community into small circles of experts which behave like a peculiar breed of mutual benefit societies, without giving due attention to the needs of scientific democracy and the simple pursuit of truth. Ultimately, it calls for an open scientific debate, unfettered by moral and ideological prejudices and, whenever necessary, disrespectful of fashionable notions. In this essay, all these points are tackled in close relation to a thorough — and unusually long — review of the book.  相似文献   

Alcohol Use and the Effects on University Business Students     

Bélanger  Charles H.  Leonard  Valorie M.  Lebrasseur  Rolland 《Tertiary Education and Management》2011,17(1):17-30

Tertiary Education and Management - This paper examines the effects of alcohol consumption on university undergraduate students in eight management schools in the province of Ontario, Canada. The...  相似文献   

Pédagogie and didactique: An incestuous relationship     

Bertrand  Yves  Houssaye  Jean 《Instructional Science》1999,27(1-2):33-51

This article deals with the evolution of pedagogical theory in the Francophone world. At present, two major currents of reflection on education exist in the Francophone world. The first, called didactique – didactics – relates to teacher planning, working chiefly from considerations about the pupil's cognitive characteristics. The second, called pédagogie – pedagogy – relates to the features of pedagogical reflection-in-action. This article analyzes the distinctions between the two currents with a view to determining whether they constitute genuine differences.  相似文献