Towards the Development of a National Archival Authority File in France: An Approach to Implement EAC-CPF     

Isabelle Chave 《Journal Of Archival Organization》2015,12(1-2):98-117

  相似文献   

Exploiting Distance Technology to Foster Experimental Design as a Neglected Learning Objective in Labwork in Chemistry   总被引：1，自引：0，他引：1  

Cédric?d’HamEmail author  Erica?de?Vries  Isabelle?Girault  Patricia?Marzin 《Journal of Science Education and Technology》2004,13(4):425-434

This paper deals with the design process of a remote laboratory for labwork in chemistry. In particular, it focuses on the mutual dependency of theoretical conjectures about learning in the experimental sciences and technological opportunities in creating learning environments. The design process involves a detailed analysis of the expert task and knowledge, e.g., spectrophotometry as a method for the determination of the concentration of a compound in a solution. In so doing, modifications in transposing tasks and knowledge to the learning situation can be monitored. The remote laboratory is described, as well as the specific features that alter the degree of fidelity of the learning situation in comparison with the expert one. It is conjectured that these alterations might represent actual benefits for learning.  相似文献   

Early Childhood Educators’ Perceptions of Their Emotional State,Relationships with Parents,Challenges, and Opportunities During the Early Stage of the Pandemic     

Bigras  Nathalie  Lemay  Lise  Lehrer  Joanne  Charron  Annie  Duval  Stéphanie  Robert-Mazaye  Christelle  Laurin  et Isabelle 《Early Childhood Education Journal》2021,49(5):775-787

Early Childhood Education Journal - This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed...  相似文献   

Hanging tough: post-PhD researchers dealing with career uncertainty     

Isabelle Skakni  María del Carmen Calatrava Moreno  Mariona Corcelles Seuba  Lynn McAlpine 《高等教育研究与发展》2019,38(7):1489-1503

ABSTRACT

This study examines the impact of career uncertainty on post-PhD researchers’ experiences. Drawing on an identity-trajectory approach and a qualitative design, we analysed experiences of post-PhDs from the UK and Switzerland. Our findings show that in the course of their work experiences, career uncertainty takes two different forms: intellectual uncertainty and occupational uncertainty. On a daily basis, both forms strongly impact the participants’ work and personal lives and can limit their ability to plan for the future, restrict their developing research expertise and networks and induce tension in trying to reconcile work and personal lives. While often struggling with a blurred institutional status, participants ‘hang tough’ despite their uncertain situation, notably by clinging to the academic researcher identity. Contributing to the previous work on the increasing casualisation of post-PhD positions and the resulting challenges, our study offers new insights into how different aspects of career uncertainty influence post-PhDs’ work and identity.  相似文献   

Children Explain the Rainbow: Using Young Children’s Ideas to Guide Science Curricula     

Christina Siry  Isabelle Kremer 《Journal of Science Education and Technology》2011,20(5):643-655

This study examines young children’s ideas about natural science phenomena and explores possibilities in starting investigations in kindergarten from their ideas. Given the possibilities inherent in how young children make sense of their experiences, we believe it is critical to take children’s perspectives into consideration when designing any activities, and ideally, to design activities from their perspectives and understandings. Specifically, this research focuses on 5- and 6-year old children’s explanations of rainbows, and there are three main findings. First, our analysis demonstrates that opportunities to discuss their ideas revealed children’s different perceptions of the phenomena of rainbows. Secondly, this research emphasizes that peer-to-peer interaction in the co-construction of science concepts provided support to the children to learn from, and with, each other. Third, children’s initial explanations provided the teacher-researcher (second author) with a starting point to scaffold her teaching from. Although rainbows are quite an abstract topic to try to reproduce in the classroom, the children demonstrated their often sophisticated understandings of natural science phenomena, as well as their creative ideas as related to rainbows. In order to foster an appreciation of themes in natural science, it is crucial to build from what children already know and can do, and to use these emergent theories and considerations in designing curriculum. Thus, we draw implications for the importance of teaching science at the early childhood level and for using children’s ideas as starting points in planning instruction.  相似文献   

War-related trauma linked to increased sustained attention to threat in children     

Julia Michalek  Matteo Lisi  Nicola Binetti  Sumeyye Ozkaya  Kristin Hadfield  Rana Dajani  Isabelle Mareschal 《Child development》2022,93(4):900-909

Experiences of war and displacement can have profound effects on children's affective development and mental health, although the mechanism(s) underlying these effects remain unknown. This study investigated the link between early adversity and attention to affective stimuli using a free-viewing eye-tracking paradigm with Syrian refugee (n = 31, M_age = 9.55, 12 female) and Jordanian non-refugee (n = 55, M_age = 9.98, 30 female) children living in Jordan (March 2020). Questionnaires assessed PTSD, anxiety/depression, insecurity, distress, and trauma. Refugee children showed greater initial avoidance of angry and happy faces compared to non-refugee children, and higher trauma exposure was linked to increased sustained attention to angry stimuli. These findings suggest that war-related trauma may have differential effects on the early and later stages of affective processing in refugee children.  相似文献   

The role of the teacher's culture in classroom management: A case study of primary schools in French Polynesia     

Amélie Alletru  Isabelle Vinatier 《British Educational Research Journal》2022,48(3):403-419

Polynesian Languages and Culture (PLC) lessons in primary schools focus on, among other things, passing on Tahitian legends and linguistic content that is specific to the Polynesian languages (Reo mā'ohi). A co-analysis of the PLC teachers' culture of origin conducted with the teachers to identify the dimensions of their actual activity revealed a strong connivance between the teaching object and the teacher/pupils relationship (notably through gestures, postures and proxemics). This relationship was representative of the 'rapports de place' (relationships of place) found in particular in the non-school sphere. Respect for the roles and statuses of 'elders' and 'magisters', the importance of a commitment to learning, the valorisation of speaking up and the benevolence of encouraging pupils to persevere in their learning were all fundamental values of belonging in the Tahitian community. Beyond the Polynesian context, this research contributes to a conceptual enlargement of the theoretical field of 'didactique professionnelle' because it demonstrates that taking into account the influence of the context and its inherent values better identifies the resources that teachers implicitly draw on and that they refer or do not refer to in an interactive situation with learners.  相似文献   

High School Dropout in Proximal Context: The Triggering Role of Stressful Life Events          下载免费PDF全文

Véronique Dupéré  Eric Dion  Tama Leventhal  Isabelle Archambault  Robert Crosnoe  Michel Janosz 《Child development》2018,89(2):e107-e122

Adolescents who drop out of high school experience enduring negative consequences across many domains. Yet, the circumstances triggering their departure are poorly understood. This study examined the precipitating role of recent psychosocial stressors by comparing three groups of Canadian high school students (52% boys; M_age = 16.3 years; N = 545): recent dropouts, matched at‐risk students who remain in school, and average students. Results indicate that in comparison with the two other groups, dropouts were over three times more likely to have experienced recent acute stressors rated as severe by independent coders. These stressors occurred across a variety of domains. Considering the circumstances in which youth decide to drop out has implications for future research and for policy and practice.  相似文献   

What makes them leave? A path model of postdocs’ intentions to leave academia     

Isabelle Dorenkamp  Eva-Ellen Weiß 《Higher Education》2018,75(5):747-767

A growing number of postdoctoral academics cite stressful working conditions for considering abandoning their studies and leaving the academic profession entirely before they obtain a tenured position. This paper identifies the mechanisms by which work stress influences postdocs’ intentions to leave academia. Based on Schaubroeck et al.’s (1989) stress-turnover-intention model, we propose a professional turnover-intention model that includes both the effort-reward imbalance model as a comprehensive measure of work stress and affective professional commitment. The research model is tested using structural equation modeling (SEM) and data from 421 postdocs. The results show significant support for the hypothesized effects. In particular, a three-path-mediated effect is found from work stress to the intention to leave academia via strain and job satisfaction. Additional analyses reveal significant gender differences: The relationship between overcommitment and strain is stronger for female postdocs than it is for male postdocs, and the direct link between work stress and the intention to leave academia applies only to female postdocs. Further, job satisfaction fully mediates the relationship between affective professional commitment and the intention to leave academia. Thus, we provide a model on an academics’ professional turnover intention that goes beyond previous research by incorporating two important mediators, strain and job satisfaction. We also confirm the relevance of affective professional commitment to professional turnover intentions in the realm of academia. Specific policy recommendations for retaining more postdocs in academia are given.  相似文献   

Career goal engagement following negative feedback: Influence of expectancy-value and perceived feedback accuracy     

Lot Fonteyne  Annick Eelbode  Isabelle Lanszweert  Elisabeth Roels  Stijn Schelfhout  Wouter Duyck  Filip De Fruyt 《International Journal for Educational and Vocational Guidance》2018,18(2):165-180

This study addresses the effects of negative attainability feedback on the shift from engagement to disengagement from a career goal. It was hypothesized that negative attainability feedback regarding study choice may lead to both goal engagement and goal disengagement and that this relation is mediated by self-efficacy, motivational beliefs, and by the perceived accuracy of feedback. Results confirmed that negative feedback led to goal disengagement and, to a lesser extent, to continued engagement. Perceived accuracy of feedback was an important mediator, as was motivation. Self-efficacy did not predict either goal management strategies.  相似文献