Opportunities for professional learning dialogue generated by cross-phase collaboration in languages between primary and secondary initial teacher education students     

Isabelle Schäfer 《Education 3-13》2018,46(3):291-306

School partnerships to manage transition between primary and secondary settings are well developed. However, studies show that some aspects of transition in Modern Languages leave much to be desired, as mentioned in a recently published report on KS3 provision ([Office for Standards in Education. 2015. “KS3: The Wasted Years?” https://www.gov.uk/government/publications/key-stage-3-the-wasted-years]), even if the importance of a seamless continuum to manage change effectively is clearly emphasised by policy makers and advocated by research. Addressing transition issues entails considering a myriad of parameters. Government policy and ‘good practice’ cannot be implemented without consideration for school characteristics and teachers’ professional circumstances and areas of expertise. The focus of this article lies on uncovering opportunities for professional learning offered by cross-phase collaboration between primary and secondary students on initial teacher training programmes. Students took part in a small-scale project and they were challenged to work collaboratively and to co-plan and co-teach a lesson to primary school pupils. The project investigated outcomes of collaboration for professional learning. Data, both quantitative and qualitative, were collected through questionnaires. Results showed the impact of collaboration on students’ self-awareness and awareness of their colleagues’ areas of developing expertise as well as implications for professional practice.  相似文献   

Bullying among students and its consequences on health     

Barbara Houbre  Cyril Tarquinio  Isabelle Thuillier  Emmanuelle Hergott 《European Journal of Psychology of Education - EJPE》2006,21(2):183-208

Violence among students at school is an ever-growing problem. Bullying can be defined as all forms of repeated physical or mental violence performed by an individual on another person who is not capable of defending him/herself (Roland & Idsoe, 2001). The three studies conducted here reveal some of the characteristics and implications of this type of aggression. Whether the attacker (s) or the attacked, all protagonists in a bullying episode suffer the consequences of this behavior. Study 1 showed that students who were both victims and bullies had the lowest self-concepts in all areas studied. Victims exhibited inferior self-concepts to bullies, who in turn obtained lower scores than students not involved in bullying at all. Study 2 showed, as expected, that the group of bully/victims reported more psychosomatic problems than all other groups. In addition, there was a positive link between behavioral problems and the onset of psychosomatic disorders. Study 3, which was mainly exploratory, looked at the traumatic impact of bullying and the emergence of addictive behavior. Children who had vivid memories of being the victim of an aggressive act manifested a high level of post-traumatic stress, although no link was observed between post-traumatic stress and the type of aggression (physical, verbal, or relational). A dependency relationship was found between post-traumatic stress and substance use. The results of these studies suggest that the many complexities of the different protagonists of bullying should be taken into account in view of developing servicing that is geared to each individual.  相似文献   

How do parenting concepts vary within and between the families?     

Isabelle Roskam  Jean Christophe Meunier 《European Journal of Psychology of Education - EJPE》2009,24(1):33-47

How do parenting concepts vary within and between the families? The present study regards parenting as a complex family process by considering three concepts of parenting: styles, differential treatment and coparenting consistency. A main question was addressed: whether and how these parenting concepts vary within the families towards siblings or between the two parents, and between the families according to the child's, the parent's and the family's characteristics? The parenting concepts were computed from the EPEP questionnaire (Meunier &; Roskam, 2007) in a sample of 101 non-divorced families: 101 mothers and 101 fathers of two siblings from 6- to 12-years-old. The parenting concepts were found to vary within the families towards two siblings and between the mother and the father. They were also found to vary between the families according to the child's age and personality traits as well as a function of the parent's educational level and the number of siblings.  相似文献   

Facteurs associés à la rétention des signalements impliquant un abus sexuel     

Marc Tourigny  Marie Jacob  Isabelle Daigneault  Martine Hébert  John Wright 《Child abuse & neglect》2009,33(12):888-896

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Young children’s classification,stereotyping and play behaviour for gender neutral and ambiguous toys     

Isabelle D. Cherney  Jessica Dempsey 《教育心理学》2010,30(6):651-669

Developmental intergroup theory would predict that children develop fewer or weaker stereotypes about toys that have less distinguishable gender attributes than those that are clearly associated with a gender. The purpose of this study was to investigate the role of neutral and ambiguous toys in 31 three‐ to five‐year‐old children’s play behaviour and understanding about gender. Overall, children did not categorise more perceptually salient (ambiguous) toys than less distinguishable (neutral) toys to their own gender. Colour was the most frequently used reason for the toys’ gender assignment. The findings also showed that with age, girls’ play complexity increased linearly, whereas boys’ scores did not. A play substitution scale measuring play creativity or maturity showed no gender differences. The discussion highlights the role of perceptual salience in sex‐dimorphic toy preferences and behaviour and their application to educational issues.  相似文献   

Self-perceived stability and change in children’s competence     

Christiane Vandenplas-Holper  Isabelle Roskam  Anne-Marie Fontaine 《European Journal of Psychology of Education - EJPE》2010,25(1):1-17

Using Harter’s (Child Dev 53(1):87–97, 1982) perceived competence scale, this study integrates several paradigms related to the issues of self-perceived competence, stability or change and attributional theory. It examines how 268 Belgian and Portuguese fifth graders consider their scholastic, social and physical competence at present and in a retrospective or prospective time perspective. The children were also asked to rate the causes of their self-perceived competence-related stability or change. Nearly all of the children who saw change indicated that they had changed/would change in a positive way. Children more often thought that they would change in the future than that they had changed in the past. Children who saw change also made more internal attributions (effort and ability) than children who saw only stability. Finally, the results varied consistently between the Belgian and the Portuguese samples, indicating cross-cultural differences which are tentatively illuminated by macro-systemic considerations referring to educational policy in the two countries.  相似文献   

Ambivalent occupational identities under modern workplace demands: the case of Swiss retail apprentices     

Kerstin Duemmler  Alexandra Felder  Isabelle Caprani 《Journal of Vocational Education & Training》2018,70(2):278-296

This article investigates how Swiss retail apprentices construct their occupational identities under modern workplace affordances. The Swiss retail sector has become more competitive in recent decades; as a consequence, retail businesses look for skilled and responsible employees who are flexible in regard to work tasks and schedules. The article focuses on apprentices’ experiences and sense-making, and specifically examines how retail work conditions not only generate pressure and insecurity, but also offer possibilities for personal identification. Results are based on a qualitative study with retail apprentices involving interviews, focus groups, and observations in vocational education and training schools. Retail apprentices strongly identify with the skilled nature of retail work and even the demand for continuous skill development to ensure that they remain employable. However, they are more critical of the flexible way in which their work is organised and develop divided sense-makings around the demands for responsible autonomy. In short, retail work is perceived in ambivalent ways, oscillating between valorising some of the realities of retail work and suffering from others. The discussion points to the kinds of working and learning conditions within companies that hinder apprentices’ ability to cope with the demands of the modern retail workplace.  相似文献   

Enhanced expectancies improve movement efficiency in runners     

Isabelle Stoate  Rebecca Lewthwaite 《Journal of sports sciences》2013,31(8):815-823

Abstract

We followed up on recent findings demonstrating that enhancing performers' expectancies can improve their performance. Specifically, we examined whether providing experienced runners with positive feedback regarding their movement efficiency would increase running efficiency. Two groups of experienced runners ran on a treadmill at 75% of their maximum oxygen consumption ([Vdot]O_2max) for 10 min. One group (enhanced expectancy) was provided with (fabricated) feedback about the efficiency of their running style every 2 min. A control group was not given feedback. Oxygen consumption decreased in the enhanced expectancy group across measurement times (every 2 min for 10 min), but remained the same in the control group. In addition, performance perceptions changed only in the enhanced expectancy group, indicating a perception of greater ease of running and reduced fatigue when assessed after compared with before running. Finally, positive affect increased from a pre- to a post-test in the enhanced expectancy group, in contrast to the control group. Our findings show that enhanced expectancies can have a positive effect on movement efficiency and running experience. They add to the accumulating evidence for the social-cognitive-affective-motor nature of motor performance.  相似文献   

How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid-19 response     

Colin Conrad  Qi Deng  Isabelle Caron  Oksana Shkurska  Paulette Skerrett  Binod Sundararajan 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):534-557

The COVID-19 pandemic has posed a significant challenge to higher education and forced academic institutions across the globe to abruptly shift to remote teaching. Because of the emergent transition, higher education institutions continuously face difficulties in creating satisfactory online learning experiences that adhere to the new norms. This study investigates the transition to online learning during Covid-19 to identify factors that influenced students' satisfaction with the online learning environment. Adopting a mixed-method design, we find that students' experience with online learning can be negatively affected by information overload, and perceived technical skill requirements, and describe qualitative evidence that suggest a lack of social interactions, class format, and ambiguous communication also affected perceived learning. This study suggests that to digitalize higher education successfully, institutions need to redesign students' learning experience systematically and re-evaluate traditional pedagogical approaches in the online context.

Practitioner notes

What is already known about this topic

• University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
• The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
• Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.

What this paper adds

• Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
• Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
• Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.

Implications for practice and/or policy

• We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
• We offer insights into student experience concerning online learning environments during an abrupt transition.
• We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.

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The Evolution of a Radio Broadcast     

Isabelle J. Levi 《The Educational forum》2013,77(4):455-456

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