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1.
The article traces the origin and development of the concept of social skills in first and foremost American academic discourse. As soon as the concept of social skills was coined, the concern for people lacking such skills started and has been on the increase ever since (now sharing public attention with related concepts such as self-control, emotional intelligence and empathy). After the analysis of the academic history of the concept follows an examination of the implementation of a range of assessment instruments and training programmes related to social skills (and lack hereof) in contemporary Danish welfare institutions (more specifically, day nurseries and schools, employment and penal services). The analysis forwarded in the article thus demonstrates how an intellectual idea may develop and travel - and on its journey connect to pre-existing cultural logics and societal concerns. The idea of social skills has through its development been made uncontroversial – everybody wants to be skilful. The concept does, however, convey an individualistic view on social life and imposes a reflexivity over own performance on the participants. Further, its normative character contributes to a problematization of those who are perceived to lack these skills. 相似文献
2.
This paper is concerned with inequalities in educational opportunities in France and presents data collected from cohorts born between 1919 and 1973, a period characterized by educational expansion. Data from large-scale representative French surveys were compiled in such a way as to make accurate historical and international comparisons possible. The paper argues that there has been a shift in social inequalities, from entry into collège (lower secondary school) to entry into lycée (upper secondary school leading to the baccalauréat). Finally, policy implications have been drawn from international comparisons of data on the reduction of social inequality. 相似文献
3.
Annick Weil-Barais 《European Journal of Psychology of Education - EJPE》1994,9(4):367-383
The heuristic value of the concept ofzone of proximal development in the field of scientific instruction is demonstrated by means of a study on the construction of the concept offorce by students aged 14 and 15. Based on an analysis of the differences between the students’ intuitive concepts and those taught in school, a sequence of learning steps are proposed to allow students to achieve the “shifts” needed to receive the concept of force, defined as an interaction between systems. Acting on the zone of proximal development means taking advantage of what students already know in order to help them construct precursory concepts in preparation for new conceptual propositions. The original teaching sequence presented is based on experimental problem situations designed to promote modelling skills. Students are asked to make predictions about measurement variations. To perform these prediction tasks, they must construct new concepts and use specific representation techniques. The study enabled us to show that it is possible in ten sessions to lead students to construct a precursor for the formal concept of force. 相似文献
4.
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
5.
While the value of ‘schematic representations’ in problem solving requires no further demonstration, the way in which students should be taught how to construct these representations invariably gives rise to various debates. This study, conducted on 146 grade 4 students in Luxembourg, analyzes the effect of two types of ‘schematic representation’ (diagrams vs. schematic drawings) on the solving of arithmetical problems. The results show that the presence of schematic representations has a clear positive effect on overall student performance and that a non negligible proportion of students manage to reuse the representations encountered in order to solve new problems. While showing an effect slightly in favor of diagrams as opposed to schematic drawings, our results do not really permit us to draw any conclusions about the form that these representations should take, in particular since a differential effect was observed depending on the type of problem. 相似文献
6.
This paper explores knowledge transfers inside University–Industry collaborative research as the objective and scope of R&D activities vary. First, we contribute to a dynamic perspective on inter-organizational knowledge transfers by providing a new typology of University–Industry collaborative research. Second, we provide propositions related to contingent knowledge transfers, i.e. alignment between the nature of a project and the expected transfers. If such an alignment should ideally be built starting in the design phase, we demonstrate that a lack of alignment can be corrected as the collaborative research is iterated. Those iterations are experienced by partners as highly emotional events, influencing the rest of the collaborative work through what we call the pivot complex. 相似文献
7.
Annick Fagnant 《European Journal of Psychology of Education - EJPE》2005,20(4):355-367
This article relates to an empirical study based on the use of mathematical symbolism in problem solving. Twenty-five pupils
were interviewed individually at the end of grade one; each of them was asked to solve and symbolize 14 different problems.
In their classical curriculum, these pupils have received a traditional education based on a “top-down” approach (an approach
that is still applied within the French Community of Belgium): conventional symbols are presented to the pupils immediately
with an explanation of what they represent and how they should be used. Teaching then focuses on calculation techniques (considered
as a pre-requisite for solving problems). The results presented here show the abilities (and difficulties) demonstrated by
the children in making connections between the conventional symbolism taught in class and the informal approaches they develop
when faced with the problems that are put to them. The limits of the “top-down” approach are then discussed as opposed to
the more innovative “bottom-up” type approaches, such as those developed by supporters of Realistic Mathematics Educations
in particular. 相似文献
8.
Objective: To increase understanding of interpersonal communication theories and concepts, to apply interpersonal skills studied in class, and to develop an intergenerational relationship by means of an interview project Course: Interpersonal Communication 相似文献
9.
Annick Weil-Barais 《Prospects》2001,31(2):187-196
The teaching methods for science that developed in France from the 1970s onwards, in conjunction with various attempts to
renew science teaching, were largely inspired by constructivism. Approaching epistemology as constructivists, the physicists
interested in science education found in Piaget’s work a model child in tune with their own representation: a child who is
active and curious, spontaneously attentive to objects and phenomena, working out concepts of the world, experimenting tirelessly,
alive to contradictions, keen to be rational and intelligible, and so on. This article covers the beginnings of science-teaching
theory in France, the development of research in that area and the renewed interest in constructivism by decision-makers and
practitioners. 相似文献
10.
We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies examining advanced mathematics lecturers’ questioning, we first analyzed the data using an open coding scheme to categorize the types of content lecturers solicited and the opportunities they provided students to participate in generating course content. In a second round of analysis, we examined the extent to which lecturers provide students with opportunities to generate mathematical contributions and to engage in reasoning that researchers have identified as important in advanced mathematics. Our findings highlight that, although lecturers asked many questions, lecturers did not provide substantial opportunities for students to participate in generating mathematical content and reasoning. Additionally, we provide several examples of lecturers providing students with some opportunities to generate important contributions. We conclude by providing implications and areas for future research. 相似文献