How to get a French doctoral thesis,especially when you arent’s French     

Pierrette?Paillassard  Joachim?Sch?pfelEmail author  Christiane?Stock 《Publishing Research Quarterly》2005,21(1):73-93

  相似文献   

Erratum to: Change in test-taking motivation and its relationship to test performance in low-stakes assessments     

Christiane Penk  Dirk Richter 《Educational Assessment, Evaluation and Accountability》2017,29(1):81-82

  相似文献   

Technical investigation of an eighteenth-century Chinese Imperial carved lacquer screen     

Václav Pitthard  Sabine Stanek  Martina Griesser  Christiane Jordan  Silvia Miklin-Kniefacz 《文物保护研究》2014,59(5):S124-S126

  相似文献   

Local Support Systems for Teachers and the Implementation of Environmental Education in the Primary School Curriculum     

Chris Gayford  Christiane Dorion 《Cambridge Journal of Education》1992,22(2):193-199

  相似文献   

Du bon usage de la honte: Serge Tisseron; éditions Ramsay, Paris 1998, 203 pages     

Christiane Thouvenin 《Child abuse & neglect》2002,26(12)

  相似文献   

Effects of orthographic consistency and word length on the dynamics of written production in adults: psycholinguistic and rTMS experiments     

Planton  Samuel  Jucla  Mélanie  Démonet  Jean-François  Soum-Favaro  Christiane 《Reading and writing》2019,32(1):115-146

Reading and Writing - Recent studies on written word production aim at studying how information is transmitted between central (linguistic) and peripheral (motor) processes. Neurocognitive models...  相似文献   

Promotion of students’ mastery goal orientations: does TARGET work?     

Marko Lüftenegger  Rens van de Schoot  Barbara Schober  Monika Finsterwald  Christiane Spiel 《教育心理学》2014,34(4):451-469

Achievement goal orientations are important for students’ ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students’ mastery goal orientation. The TARGET framework is one example of these efforts and provides six instructional dimensions (task, authority, recognition, grouping, evaluation, time), which should form a classroom structure that fosters a mastery goal orientation. The aim of this study was to examine the entire multi-dimensional TARGET framework and its impact on mastery goal orientation in a longitudinal study with 1680 secondary school students. CFAs confirmed the existence of one latent factor TARGET comprising the six proposed dimensions. This study also provides the first empirical evidence, based on longitudinal data, that TARGET has a positive impact on student mastery goal orientations.  相似文献   

Résolution de problèmes d’hydrodynamique face à un circuit concret — Comparaison des stratégies avant et après apprentissage     

Dominique Lafontaine  Christiane Blondin  Annette Lafontaine  Jean-Louis Closset 《European Journal of Psychology of Education - EJPE》1990,5(4):517-531

The aim of this piece of research is to study physical reasoning and problem solving strategies among novices before and after a learning treatment in the field of hydrodynamics problems. The study is designed to investigate the meaning of becoming more expert in a specific domain. The results show several changes among novices after the learning treatment. Types of physical reasoning strategies appear which were not observed at the pretest. Nevertheless these correct reasoning strategies coexist with misconceptions (local reasoning). As far as general strategies are concerned, some changes are also observed. At the pretest most subjects proceed by trial and error. At the post-test their approach is guided by specific physical reasoning strategies, even if sometimes erroneous. Although the learning treatment did not deal with these various aspects, it appears that subjects experience a more rigourous approach, controlling much better than earlier the effects of their actions on the circuit. It seems as though, at the time of the pretest, the absence of domain-specific knowledge prevented students from applying a rigourous experimental approach, in principle independent of the domain concerned.  相似文献   

Les Théories Implicites du Développement et de l’Education     

Christiane Vandenplas-Holper 《European Journal of Psychology of Education - EJPE》1987,2(1):17-39

The terms «implicit developmental and educational theories» refer to parents’ and teachers’ knowledge of developmental processes and educational action. The author presents a synthesis of studies concerned mainly with children’s socioemotional development, published between 1980 and 1986 and carried out in Europe as well as in the United States. She focuses mainly on studies of authors who work within the cognitive development framework. She also presents studies of authors with regard to other aspects of personality which can be integrated into a constructive framework of educational action, within the larger framework of action theory.  相似文献   

Prelinguistic sign mixity and flexibility in interaction     

Christiane Moro  Cintia Rodriguez 《European Journal of Psychology of Education - EJPE》1994,9(4):301-310

Based upon a reflection on the social origins of human psychological functions the authors propose an analysis of the transmission-appropriation of object uses by the 7 to 13 month old child through interaction with the adult termed baby-object-adult triadic interaction. The analysis is based on Peirce’s semiotics. Semiotic processes involved in the interaction are analysed with categories of icons, indexes and symbols. The authors show the great variety and flexibility of the signs used by the adult but also by the prelinguistic child. They also evidence different types of sign mixity. Peirce described a sign mixity which implies that the uses of signs is never pure but that a given sign may comprise elements of other signs and thus may belong to different sign classes. Here a second type of mixity is demonstrated which can be specified by the simultaneous occurence of sign configurations or estellas belonging to different semiotic repertoires. These may be implemented by the child or the adult or by both within the interaction.  相似文献