Assessing pupils’ skills: implications for research in education     

Sophie Morlaix 《课程研究杂志》2013,45(3):395-409

The subject of this article is the structure and evolution of skills developed by pupils at primary level. Starting from an analysis of the panel data provided by the French Ministry of Education, the main object of this paper is an original measurement of skills using structural models. The findings of this research raise two complementary issues. The first issue concerns the cross‐curricular nature of skills suggesting a logic of disciplinary interdependence. The acquisition of a skill may be strongly correlated to the acquisition of other skills belonging to the same subject area or to other subject areas. The notion of a set of skills is used to account for the connections between the different aspects of acquired skills. The second issue concerns the evolution of skills over time. Here the aim will be to identify the kinds of skills that are the most predictive of subsequent educational success. This issue is highly relevant for educational policy‐making. It is hoped that the results presented in this paper will improve one’s understanding of the ways in which schools might provide pupils with the best chances of success in the earliest stages of their educational career.  相似文献   

Correlates of Attachment at School Age: Maternal Reported Stress, Mother-Child Interaction, and Behavior Problems   总被引：1，自引：0，他引：1  

Ellen Moss  Denise Rousseau  Sophie Parent  Diane St-Laurent  Julie Saintonge 《Child development》1998,69(5):1390-1405

The contribution of attachment, maternal reported stress, and mother-child interaction to the prediction of teacher-reported behavior problems was examined for a French-Canadian sample of 121 school-age children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Maternal reported stress and mother-child interaction patterns were assessed concurrent to the attachment measure, whereas behavior problems were evaluated both at ages 5 to 7 and 7 to 9 years. Security of attachment significantly predicted the likelihood of school-age behavior problems: Controlling/other children were most at risk for both externalizing and internalizing problems across both age periods. Younger ambivalent children presented clinical cut-off levels of externalizing problems, and older avoidant boys had higher internalizing scores. Patterns of maternal-reported stress and mother-child interaction differed across attachment groups and contributed to prediction of school-age behavior problems, partially mediating the relation between attachment and adaptation. Results support the importance of attachment in explaining school-age adaptation and validity of attachment coding for children of this age.  相似文献   

SOME ISSUES IN THE CRITICAL THINKING DEBATE: DEAD HORSES AND RED HERRINGS,ANYONE?     

Sophie Haroutunian-Gordon 《Educational theory》1998,48(3):411-425

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Setting the Agenda for Research on Media and Migration: State-of-the-Art and Directions for Future Research     

Sophie Lecheler  Jörg Matthes  Hajo Boomgaarden 《Mass Communication and Society》2019,22(6):691-707

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Refugees,Media, and Public Opinion: Theoretical and Empirical Perspectives     

Hajo Boomgaarden  Jörg Matthes  Sophie Lecheler 《Mass Communication and Society》2018,21(4):531-532

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Accumuler le capital humain tout au long de la vie: Quels facteurs prédictifs de la participation à la formation permanente?     

Boudard  Emmanuel  Morlaix  Sophie 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(5):509-524

This article addresses the main predictors of adult education, using statistical methods different from those generally used by social science researchers. Its aim is twofold. First, it seeks to explain in a simple and comprehensible manner the methodological value of these methods (in relation to the use of structural models); secondly, it demonstrates the concrete usefulness of these methods on the basis of a recent piece of research on the data from the International Adult Literacy Survey (IALS).  相似文献   

The logic of history in ‘gap’ discourse and related research     

Sophie Rudolph 《The Australian Educational Researcher》2016,43(4):437-451

The Closing the Gap in Indigenous Disadvantage policy emerged in 2008 following the National Apology to the Stolen Generations. The policy articulates one of its purposes as being to address historical injustices. On the other hand, policy reform is naturally oriented to the future in its aims to improve and develop. These temporal tensions are the analytical focus of this article. Through examining the way in which the logic of ‘history’ is engaged in Australian Indigenous policy and related ‘gap’-oriented research, a range of political effects are illuminated. It is argued that the logic of history is deployed in three key ways: (1) history as over; (2) history as a single presence; and (3) history as context. In mapping these different orientations to history in the policy and literature, the following questions are asked: how might history be better understood as operating in the present and what sort of transformational possibilities might this afford?  相似文献   

Neutralizing Secularisms: Representations of the Secular in John Safran Versus God and God on My Side     

Sophie Sunderland 《Review of Education, Pedagogy & Cultural Studies》2013,35(2-3):201-220

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Influence of recovery intensity on time spent at maximal oxygen uptake during an intermittent session in young, endurance-trained athletes     

Thevenet D  Leclair E  Tardieu-Berger M  Berthoin S  Regueme S  Prioux J 《Journal of sports sciences》2008,26(12):1313-1321

In this study, we examined the effects of three recovery intensities on time spent at a high percentage of maximal oxygen uptake (t90[Vdot]O(2max)) during a short intermittent session. Eight endurance-trained male adolescents (16 +/- 1 years) performed four field tests until exhaustion: a graded test to determine maximal oxygen uptake ([Vdot]O(2max); 57.4 +/- 6.1 ml x min(-1) . kg(-1)) and maximal aerobic velocity (17.9 +/- 0.4 km x h(-1)), and three intermittent exercises consisting of repeat 30-s runs at 105% of maximal aerobic velocity alternating with 30 s active recovery at 50% (IE(50)), 67% (IE(67)), and 84% (IE(84)) of maximal aerobic velocity. In absolute values, mean t90[Vdot]O(2max) was not significantly different between IE(50) and IE(67), but both values were significantly longer compared with IE(84). When expressed in relative values (as a percentage of time to exhaustion), mean t90[Vdot]O(2max) was significantly higher during IE(67) than during IE(50). Our results show that both 50% and 67% of maximal aerobic velocity of active recovery induced extensive solicitation of the cardiorespiratory system. Our results suggest that the choice of recovery intensity depends on the exercise objective.  相似文献   

Developmental continuity in theory of mind: speed and accuracy of belief-desire reasoning in children and adults     

Apperly IA  Warren F  Andrews BJ  Grant J  Todd S 《Child development》2011,82(5):1691-1703

On belief-desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief-desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult participants completed simple, computer-based tests of belief-desire reasoning, which recorded response times as well as error rates. Both measures suggested that, like young children, older children and adults find it more difficult to reason about false belief and negative desires than true beliefs and positive desires. It is argued that this developmental continuity is most consistent with either executive competence or executive performance accounts of the development of belief-desire reasoning.  相似文献