排序方式： 共有19条查询结果，搜索用时 62 毫秒
1.
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
2.
Allison Flamion Pierre Missotten Manon Marquet Stéphane Adam 《Child development》2019,90(4):1155-1169
Stereotypes, prejudice, and discrimination against the elderly (ageism) may manifest themselves in children at an early age. However, the factors influencing this phenomenon are not well known. Using both explicit and open-ended questions, this study analyzed the influence of personal and familial parameters on the views of 1,151 seven- to sixteen-year-old Belgian children and adolescents on the elderly. Four factors were found to affect these views: gender (girls had slightly more positive views than boys), age (ageism was lowest in 10- to 12-year-old, reminiscent of other forms of stereotypes and cognitive developmental theories), grandparents’ health, and most importantly, quality of contact with grandparents (very good and good contacts correlated with more favorable feelings toward the elderly, especially in children with frequent contacts). 相似文献
3.
Materials and exercises that may be used to simulate some of the deficits that occur in vision, hearing, mobility, and manual dexterity with increased age or disability are described. How arthritis, stroke, glaucoma, cataracts, and yellowing of the lens of the eye may be simulated is explained. The demonstrations are appropriate for educating health care professionals in gerontology and geriatrics and have been used with students of all ages. 相似文献
4.
Yllza Xerxa Leslie A. Rescorla Jan van der Ende Manon H.J. Hillegers Frank C. Verhulst Henning Tiemeier 《Child development》2021,92(1):291-307
Parental psychopathology can affect child functioning, and vice versa. We examined bidirectional associations between parent and offspring psychopathology in 5,536 children and their parents. We asked three questions: (a) are parent-to-child associations stronger than child-to-parent associations? (b) are mother-to-child associations stronger than father-to-child associations? and (c) do within- and between-person effects contribute to bidirectional associations between parent and offspring psychopathology? Our findings suggest that only within-rater bidirectional associations of parent and offspring psychopathology can be consistently detected, with no difference between mothers and fathers. Child psychopathology was hardly associated with parental psychopathology. No evidence for cross-rater child-to-parent associations was found suggesting that the within-rater child-to-parent associations reflect shared method variance. Moreover, within-person change accounted for a part of the variance observed. 相似文献
5.
ABSTRACTTwo Spiritelli attributed to Donatello have been extensively studied from a technical point of view, including X-radiography, alloy analysis, characterization of the core, and visual observations on the interior and exterior of the statues. The results of this technical study reveal how the two statues were cast and document the artist’s technical choices. These new insights offer additional information to address questions regarding their attribution, production context, and conservation history. First, the technical study confirmed that the statues were made by the same workshop and argues against the prior proposal of different attributions for the two figures. Second, the results strongly suggest that the statues have never been separated since they were taken off Luca Della Robbia’s Cantoria. Finally, study of the two Spiritelli offers further evidence of the heterogeneity and ingeniousness of Donatellos bronze artistic production, and contributes to the ongoing debate whether the artist himself was involved in the technical aspects of his sculpture. 相似文献
6.
P. Robert-Jan Simons Manon C.P. Ruijters 《International Journal of Educational Research》2008,47(4):241-251
Based on 30 interviews with and observations of professionals, 5 prototypical metaphors of learning are described and related to existing theories about learning. Two of the metaphors were previously described by Sfard: the acquisition and participation metaphors. As well, three new metaphors were found: the discovery metaphor, the apperception metaphor and the exercising metaphor. In an initial study, a newly devised questionnaire was tested with 713 elementary teachers, 92 principals and 33 support people. The five learning metaphors could be distinguished and proved to be reliable, although improvements were necessary. The correlations between the scales were as expected. Meaningful relations were found with the variables of the educational system, age, experience and educational level. In a second study, a revised questionnaire was tested with 556 professionals from 12 different organisations. The five learning metaphors proved to be more reliable than in the first study. The correlations between the scales were in line with expected patterns of correlations: implicit, explicit and social preferences correlated more with each other than with the other preferences. The expected differences between organisations, professions and groups were apparent and could be interpreted meaningfully. The discussion describes the practical use of the metaphors and suggestions for further research. 相似文献
7.
Manon Domingues Dos Santos François-Charles Wolff 《Economics of Education Review》2011,30(5):1085-1096
In this paper, we study the impact of parental human capital background on ethnic educational gaps between second-generation immigrants using a large data set conducted in France in 2003. Estimates from censored random effect ordered Probit regressions show that the skills of immigrants explain in the most part, the ethnic educational gap between their children. Fluency in French and the length of their parents’ stay in France also matter. The impact of the immigrants’ education on the educational attainment of their children further depends on their country of origin, their place of schooling, and their proficiency in French. 相似文献
8.
We report an eye-movement study that demonstrates differences in regularity effects between adult developmental dyslexic and
control non-impaired readers, in contrast to findings from a large number of word recognition studies (see G. Brown, 1997). For low frequency words, controls showed an advantage for Regular items, in which grapheme-to-phoneme strategies could
be employed, compared with Irregular Consistent and Inconsistent items, in which rime comparisons or whole word recognition
strategies would be advantageous. We propose that in sentential contexts, dyslexic readers do not generate sufficient phonological
cues in the parafovea in order to demonstrate the regularity effects typical of unimpaired readers (e.g., S. Sereno & K. Rayner,
2000). These findings suggest that phonological strategies are sensitive to task demands, and underline the impact of methodology
on the conclusions that are drawn about dyslexic reading ability.
相似文献
| Manon Wyn JonesEmail: |
9.
Manon Théorêt Roseline Garon Mohamed Hrimech Anylène Carpentier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(6):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
10.
Isabelle Olry-Louis Capucine Brémond Manon Pouliot 《International Journal for Educational and Vocational Guidance》2012,12(1):47-65
Confidence sharing is an asymmetrical dialogic episode to which both parties consent, in which one reveals something personal
to the other who participates in the emergence and unfolding of the confidence. We describe how this is achieved at a discursive
level within vocational counselling interviews. Based on a corpus of 64 interviews, we analyse the disclosure of confidences
and the discursive procedures allowing their expression, the way the interactants manage the situation and the repercussions
on the counselling interview. 相似文献