Book reviews     

Mercy Abreu De Armengol  Arthur J. Cropley  R. A. Garden  Lilian G. Katz  J. P. Keeves  John Lowe  Claudine Michel  Hans Pelgrum  T. N. Postlethwaite  Alfred Yates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(4):485-499

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Faculty dynamation: Guided empowerment     

Weaver  Richard L.  Mullins  Darrell G.  Cotrell  Howard W.  Michel  Thomas A. 《Innovative Higher Education》1990,14(2):93-105

Dynamation is the integrative process whereby the sum total of all learning, knowledge, experiences, and feelings are brought to bear on productive, creative action and problem solving. In this paper, we describe some of the benefits of dynamation, outline a general approach to it-including the importance of friendship (the core of the empowerment process)- and explain several key incentives that will encourage faculty, through dynamation, to engage in growth activities. Throughout the article we discuss ten techniques developers can use. Our focus is on informal facilitator-enhanced (guided) empowerment. That is, we look at growth that is likely to result when developers work with faculty with the goal of growth, change, and development.Richard L. Weaver II is a professor in the Department of Interpersonal and Public Communication at Bowling Green State University. Darrell Mullins is an assistant professor in the Communication Department at the University of Wisconsin at Whitewater. Howard W. Cotrell is an associate professor in the Instructional Media Center at Bowling Green State University. Thomas A. Michel is an assistant professor in the Graduate School of Business at Fordham University, Bronx, New York.  相似文献   

Sustainable development as a driver for educational innovation in engineering school: the case of UniLaSalle     

Fatma Fourati-Jamoussi  Michel J.F. Dubois  Maxime Agnès  Valérie Leroux  Loïc Sauvée 《European Journal of Engineering Education》2019,44(4):570-588

ABSTRACT

The potential relationships between innovation and sustainability processes, in engineering education, is neither obvious nor simple, especially when innovation, generally speaking, is promoted regardless of sustainability. We used UniLaSalle (In January 2016, the ‘Institut Polytechnique LaSalle Beauvais’, a French engineering school, merged with another higher education engineering school (ESITPA, Rouen). Both campuses (Beauvais and Rouen) have a common name: UniLaSalle (www.unilasalle.fr). As the interview began during 2015, this article only describes the situation of the Beauvais campus.) as a ‘living Lab’ to identify and analyse the reasons for the integration of innovation and Sustainable Development (SD) in training programmes. The aim is to explore, in a perception and reflective approach, how SD can be understood as a driver for specific innovation attitudes in higher education engineering school. This paper adopts an empirical approach based on a qualitative study, using NVivo 9 software to analyse non-numerical data. Our research suggests that SD can be a structural driver for innovation if it is integrated in a transdisciplinarity approach and not just as a discipline per se.  相似文献   

From sentence production to text production: Investigating fundamental processes     

Michel Fayol 《European Journal of Psychology of Education - EJPE》1991,6(2):101-119

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Social routines,pragmatic schemas,and schemes in how children distribute objects between the ages of three and six     

Michel Gilly  Jean-Paul Roux 《European Journal of Psychology of Education - EJPE》1993,8(4):403-421

Past research on social marking and pragmatic reasoning schemas suggest that cognitive processing modes are first elaborated by children when are carying out regulating social routines in the course of which they learn to produce the responses that satisfy the demand of their environment. The data of five experimental studies with 3–6 year old children, for object distribution tasks, are reported here. The data of the three first experiments show that the social routines evoked by the objects to be processed have a dual effect, influencing both the representation of the partition to be made, as well as the procedures used to make them. The data of the two last experiments seems to attest that, in training situations, the utilization of routine-evoking tasks promotes the construction of more general schemas, by the attribution of an operative meaning to the linguistic expressions used to characterize the states to be attained, and the transformations to be applied in order to attain them.  相似文献   

A longitudinal confirmatory factor analysis of indirect and physical aggression: evidence of two factors over time?     

Vaillancourt T  Brendgen M  Boivin M  Tremblay RE 《Child development》2003,74(6):1628-1638

The purpose of the present study was to examine whether indirect aggression was distinct from physical aggression across developmental periods. Participants were 3,089 Canadian children aged 4 to 7 years (Time 1), 6 to 9 years (Time 2), and 8 to 11 years (Time 3). Confirmatory factor analysis using an accelerated longitudinal design confirmed a 2-factor model that was stable across cohorts, time, and sex. The longitudinal predictive links between indirect and physical aggression were also examined in a path analysis. Findings did not support the notion that maturation is associated with changes in the ways children aggress but rather suggest that children are consistent in the type of aggression they use over time, whether it be indirect or physical.  相似文献   

Cognitive and Neural Development of Individuated Self-Representation in Children     

Rebecca D. Ray  Amy L. Shelton  Nick Garber Hollon  Bethany D. Michel  Carl B. Frankel  James J. Gross  John D. E. Gabrieli 《Child development》2009,80(4):1232-1242

Processing the self-relevance of information facilitates recall. Similarly, processing close-other-related information facilitates recall to a lesser degree than processing self-relevant information. This memory advantage may be viewed as an index of the degree to which the representation of self is differentiated from representations of close others. To test developmental hypotheses concerning the self, this study examined the relation of memory for self- and mother-referentially processed information in participants age 7–13 years (Experiment 1: N  = 37; Experiment 2: N  = 14). Memory for words encoded with reference to oneself increases with age, relative to memory for words encoded with reference to one's mother. When used as an individual difference measure, the difference in self versus mother memory correlates with regions of the rostral anterior cingulate associated with affective salience.  相似文献   

Early Child Language Mediates the Relation Between Home Environment and School Readiness     

Nadine Forget-Dubois  Ginette Dionne  Jean-Pascal Lemelin  Daniel Pérusse  Richard E. Tremblay  Michel Boivin 《Child development》2009,80(3):736-749

Home environment quality is a well-known predictor of school readiness (SR), although the underlying processes are little known. This study tested two hypotheses: (a) child language mediates the association between home characteristics (socioeconomic status and exposure to reading) and SR, and (b) genetic factors partly explain the association between language and SR. Data were collected between 6 and 63 months in a large sample of twins. Results showed that home characteristics had direct effects on SR and indirect effects through child language. No genetic correlation was found between language and SR. These results suggest that home characteristics affect SR in part through their effect on early language skills, and show that this process is mainly environmental rather than genetic in nature.  相似文献   

Reading in French-speaking adults with dyslexia     

Jennifer Martin  Pascale Colé  Christel Leuwers  Séverine Casalis  Michel Zorman  Liliane Sprenger-Charolles 《Annals of dyslexia》2010,60(2):238-264

This study investigated the reading and reading-related skills of 15 French-speaking adults with dyslexia, whose performance was compared with that of chronological-age controls (CA) and reading-level controls (RL). Experiment 1 assessed the efficiency of their phonological reading-related skills (phonemic awareness, phonological short-term memory, and rapid automatic naming (RAN)) and experiment 2 assessed the efficiency of their lexical and sublexical (or phonological) reading procedures (reading aloud of pseudowords and irregular words of different lengths). Experiment 1 revealed that adults with dyslexia exhibited lower phonological reading-related skills than CAs only, and were better than RL controls on the RAN. In experiment 2, as compared with RL controls, only a deficit in the sublexical reading procedure was observed. The results of the second experiment replicated observations from English-language studies but not those of the first experiment. Several hypotheses are discussed to account for these results, including one related to the transparency of orthographic systems.  相似文献   

An Unforgettable Visit to the FAST Telescope     

Michel Blanc 《中国科学院院刊(英文版)》2018,(1)

正For several months I heard of the Five-hundredmeter Aperture Spherical radio Telescope(FAST)and dreamed of visiting it.FAST is a myth:the largest radio telescope in the world,a gigantic 500-meterwide dish,built by Chinese astronomers in a remote countryside of Guizhou Province in southern China,performing its first test operations and listening to the faint murmurs of the distant universe.And now,with Alain Cirou sitting next to me,we  相似文献