Orthographic-Phonological Mapping and the Emergence of Visual Expertise for Print: A Developmental Event-Related Potential Study     

Vera Varga  Dénes Tóth  Valéria Csépe 《Child development》2020,91(1):e1-e13

The N1 effect is an electrophysiological marker of visual specialization for print. The phonological mapping hypothesis (Maurer & McCandliss, 2007) posits that the left-lateralized effect reflects grapheme-phoneme integration. In this event-related potential study, first (age = 7.06 years, N = 32) and third-grade readers (age = 9.29 years, N = 28) were presented with pairs of pseudowords and Armenian character strings in a novel implicit same-different paradigm. To test the phonological mapping hypothesis, stimuli were presented in visual-only and audiovisual conditions. The results demonstrated that tuning for print already emerges in first grade. Moreover, the parallel presentation of auditory stimuli enhanced the N1 effect suggesting a role of orthographic-phonological mapping in the development of specialization for print.  相似文献   

Innovative moments and narrative change in career counselling: a case study     

da Silva  Cláudia Sampaio Corrêa  Teixeira  Marco Antônio Pereira  Cardoso  Paulo  Fernández-Navarro  Pablo  Gonçalves  Miguel M.  Duarte  Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652

International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on...  相似文献   

Exploration De La Résilience éducationnelle Chez Des Enseignants     

Manon Théorêt  Roseline Garon  Mohamed Hrimech  Anylène Carpentier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,68(1):575-598

AN EXPLORATION OF THE EDUCATIONAL RESILIENCE OF TEACHING STAFF – This study focuses on the degree of resilience displayed by teaching staff with the aim of promoting their professional development and preventing job-related exhaustion. Seven underprivileged schools in Montreal were selected, and 24 teaching staff with contrasting personal profiles were interviewed on the subject of their work. The Alceste software was used to analyse the conversations, which revolved around techniques applied when dealing with critical incidents. The main analysis identified five different discourses among the respondents. Three of these were associated with the more resilient of the teachers and two were associated with the more vulnerable ones. Resilient teaching staff characteristically discussed dealing with aggressive behaviour, the teaching-learning relationship and the subject of social relationships, whereas vulnerable teaching staff focused on work beyond the classroom, people in positions of higher authority and the community. The authors note that teachers who are just embarking on their careers appear more vulnerable than more experienced teaching staff, which suggests that more resources should be provided to support teachers in their profession.  相似文献   

Expanding young children’s lifeworld     

Goulart  Maria Inês Mafra  Germanos  Erika  Roth  Wolff-Michael 《Cultural Studies of Science Education》2022,17(2):251-276

Cultural Studies of Science Education - The link between science education and early childhood education is still blurred. This is so because many science education researchers apparently, but...  相似文献   

Active relatives and health-related physical fitness in European adolescents: The HELENA Study     

M Martín-Matillas  FB Ortega  JR Ruiz  D Martínez-Gómez  G Vicente-Rodríguez  A Marcos  L Béghin  A Kafatos  M González-Gross  M Zaccaria  D Molnár  S De Henauw  M Sjöström  LA Moreno  MJ Castillo On Behalf Of The Helena Study 《Journal of sports sciences》2012,30(13):1329-1335

Abstract High physical fitness in childhood and adolescence is positively associated with favourable health-related outcomes. Our aim was to examine the relationship between relatives' (father, mother, brother, sister, and best friend) physical activity engagement and encouragement on adolescents' physical fitness. Adolescents were part of the HELENA study, a multi-centre study conducted in 10 cities from nine European countries in 2006-2008. Participants were 3288 adolescents (48% boys, 52% girls) aged 12.5-17.5 years with valid data on at least one of the three fitness variables studied: muscular strength (standing long jump), speed/agility (4×10 m shuttle run), and cardiorespiratory fitness (20 m shuttle run). The adolescents reported their relatives' physical activity engagement and encouragement. Analysis of covariance showed that relatives' physical activity engagement (father, mother, brother, and best friend) was positively related to cardiorespiratory fitness (P?相似文献   

Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study     

Brian E. Vaughn  Nana Shin  Mina Kim  Gabrielle Coppola  Lisa Krzysik  António J. Santos  Inês Peceguina  João R. Daniel  Manuela Veríssimo  Anthon DeVries  Eric Elphick  Xiomara Ballentina  Kelly K. Bost  Wanda Y. Newell  Ellaine B. Miller  J. Blake Snider  Byran Korth 《Child development》2009,80(6):1775-1796

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.  相似文献   

Engaging young children in collective curriculum design     

Maria Inês Mafra Goulart  Wolff-Michael Roth 《Cultural Studies of Science Education》2010,5(3):533-562

In this study we investigate how 5-year-old children in Brazil and their teachers collectively design science curriculum. More specifically, we develop an agency|structure dialectic as a framework to describe this collective praxis in which science curriculum may emerge as the result of children–teacher transactions rather than as a result of being predetermined and controlled by the latter. We draw on a cultural-historical approach and on the theory of structure and agency to analyze the events showing the complexity of the activity inside a classroom of very young children by science education standards. Data were collected in the context of a science unit in an early-childhood education program in Belo Horizonte. Our study suggests that (a) throughout the movement of agency|passivity || schema|resources one can observe participative thinking, a form of collective consciousness that arises in and from lived experience; (b) learning is a process in which a group is invested in searching for solutions while they create schemas and rearrange resources to evolve a new structure; and (c) the emergent curriculum is a powerful form of praxis that develops children’s participation from early childhood on.  相似文献   

Developing Children's Understanding of Fractions: An Intervention Study     

Florence Gabriel  Frédéric Coché  Dénes Szucs  Vincent Carette  Bernard Rey  Alain Content 《Mind, Brain, and Education》2012,6(3):137-146

Fractions constitute a stumbling block in mathematics education. To improve children's understanding of fractions, we designed an intervention based on learning‐by‐doing activities, which focused on the representation of the magnitude of fractions. Participants were 292 Grade 4 and 5 children. Half of the classes received experimental instruction, while the other half pursued their usual lessons. For 10 weeks, they played five different games using cards representing fractions (e.g., Memory and Blackjack). Wooden disks helped them represent and manipulate fractions while playing games. Our results showed an improvement in the conceptual understanding of fractions. The findings confirmed that the usual practice in teaching fractions is largely based on procedural knowledge and provides only minimal opportunities for children to conceptualize the meaning and magnitude of fractional notations. Furthermore, our results demonstrate that a short intervention inducing children to manipulate, compare, and evaluate fractions improves their ability to associate fractional notations with numerical magnitude.  相似文献   

Information needs of public health students     

Mê‐Linh Lê 《Health information and libraries journal》2014,31(4):274-292

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LIS curriculum in French-speaking West Africa in the age of ICTs: The case of Benin and Senegal     

Eustache Mêgnigbêto 《International Information and Library Review》2013,45(2):158-165

LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of the information and communication technologies (ICTs). A couple of schools were chosen—English and French-speaking area—from Northern America and Western Europe; their curriculum served as basis for evaluating those in West African French-speaking countries. The conclusion that can be drawn from the study is that LIS curriculum in Africa has changed less since the schools’ first creation and ICTs are not present as in Western countries. This trend brings out the problem of the curriculum pertinence and the competitiveness of the graduate students in the international employment market.  相似文献