STEM Is Elementary: Challenges Faced by Elementary Teachers in the Era of the Next Generation Science Standards     

Aaron D. Isabelle 《The Educational forum》2017,81(1):83-91

For students to achieve the goals of the Next Generation Science Standards (NGSS) by Grade 12, thinking and acting like scientists and engineers must begin in the elementary grades. However, elementary teachers may find this challenging -because language arts and mathematics still dominate many classrooms—often at the expense of science. This essay examines the science skills elementary students are expected to learn and how teachers and administrators can approach the increased demands of NGSS.  相似文献   

Joint trajectories of behavioral,affective, and cognitive engagement in elementary school     

Isabelle Archambault  Véronique Dupéré 《The Journal of educational research》2017,110(2):188-198

The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth mixture modeling, they identified 5 distinct trajectories of student engagement. Although a large majority of children presented a stable and high level of engagement on the three dimensions over time, more than one third of them showed a lower or changing level of engagement as the years progressed. These students were more likely to be boys and to be perceived by teachers as being less engaged. They also present more learning or behavioral problems and share less positive relationships with teachers. The results support the need to consider group-based differences when designing and adapting prevention and intervention strategies to favor student engagement.  相似文献   

How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid-19 response     

Colin Conrad  Qi Deng  Isabelle Caron  Oksana Shkurska  Paulette Skerrett  Binod Sundararajan 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):534-557

The COVID-19 pandemic has posed a significant challenge to higher education and forced academic institutions across the globe to abruptly shift to remote teaching. Because of the emergent transition, higher education institutions continuously face difficulties in creating satisfactory online learning experiences that adhere to the new norms. This study investigates the transition to online learning during Covid-19 to identify factors that influenced students' satisfaction with the online learning environment. Adopting a mixed-method design, we find that students' experience with online learning can be negatively affected by information overload, and perceived technical skill requirements, and describe qualitative evidence that suggest a lack of social interactions, class format, and ambiguous communication also affected perceived learning. This study suggests that to digitalize higher education successfully, institutions need to redesign students' learning experience systematically and re-evaluate traditional pedagogical approaches in the online context.

Practitioner notes

What is already known about this topic

• University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
• The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
• Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.

What this paper adds

• Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
• Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
• Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.

Implications for practice and/or policy

• We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
• We offer insights into student experience concerning online learning environments during an abrupt transition.
• We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.

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Medical library services in Switzerland: catching up with EBM     

Gerhard Bissels  Sabine D. Klein  Isabelle de Kaenel 《Health information and libraries journal》2019,36(4):372-377

The feature is a part of the series about medical library services in various countries. It gives an overview of medical library services to support research, education and clinical practice in Switzerland. Data were collected by means of an online survey and set in the wider context of the Swiss healthcare system. Key findings are that library services, including support by academic librarians, are provided to health care staff in hospitals – both university and others, while there is no information service infrastructure to serve the large number of GPs and specialists who mostly run their own practice. The authors recommend that – if the health authorities take EBM seriously – information services should be introduced for these small practices. J.M.  相似文献   

Knowledge transfer in post-merger integration management: case study of a multinational healthcare company in Greece     

Wilfrid?AzanEmail author  Isabelle?Huber Sutter 《知识管理研究与实践》2010,8(4):307-321

Faced with demanding time constraints and the need to compete and communicate across a global market, firms have engaged in mergers and acquisitions (M&As) to accomplish various objectives, including, but not limited to, increasing growth potential and expanding product lines. Given the vital role of knowledge in the M&A context, the aim of this case study is to explore the literature in the area of M&As from a knowledge perspective and to investigate the knowledge variable in the local Hellenic Post-Merger Integration (PMI) of the Roche Consumer Health division acquired by Bayer, both leading multinational pharmaceutical companies. The study focuses on whether the stakeholders think that one specific factor, namely knowledge transfer, has helped them develop towards one high-performance body, and, if so, what were the most significant experiences leading to this development. We followed a number of employees from both. The results of the study provide a better understanding of the key drivers of the knowledge transfer in a PMI. The critical factors (macro and micro) encourage or discourage knowledge transfer in integrating organizations. The assessment took place approximately six months after the contractual completion of the acquisition and was based on the management and co-workers’ perception of how integration at the Greek Bayer company had progressed. The Orton case study was developed as a complement to the theoretical framework on intangible synergies in the M&A context. It provides a practical perspective regarding the complexities and peculiarities involved in each M&A operation by confronting the conceptual framework with field realities.  相似文献   

Ambivalent occupational identities under modern workplace demands: the case of Swiss retail apprentices     

Kerstin Duemmler  Alexandra Felder  Isabelle Caprani 《Journal of Vocational Education & Training》2018,70(2):278-296

This article investigates how Swiss retail apprentices construct their occupational identities under modern workplace affordances. The Swiss retail sector has become more competitive in recent decades; as a consequence, retail businesses look for skilled and responsible employees who are flexible in regard to work tasks and schedules. The article focuses on apprentices’ experiences and sense-making, and specifically examines how retail work conditions not only generate pressure and insecurity, but also offer possibilities for personal identification. Results are based on a qualitative study with retail apprentices involving interviews, focus groups, and observations in vocational education and training schools. Retail apprentices strongly identify with the skilled nature of retail work and even the demand for continuous skill development to ensure that they remain employable. However, they are more critical of the flexible way in which their work is organised and develop divided sense-makings around the demands for responsible autonomy. In short, retail work is perceived in ambivalent ways, oscillating between valorising some of the realities of retail work and suffering from others. The discussion points to the kinds of working and learning conditions within companies that hinder apprentices’ ability to cope with the demands of the modern retail workplace.  相似文献   

Young children’s classification,stereotyping and play behaviour for gender neutral and ambiguous toys     

Isabelle D. Cherney  Jessica Dempsey 《教育心理学》2010,30(6):651-669

Developmental intergroup theory would predict that children develop fewer or weaker stereotypes about toys that have less distinguishable gender attributes than those that are clearly associated with a gender. The purpose of this study was to investigate the role of neutral and ambiguous toys in 31 three‐ to five‐year‐old children’s play behaviour and understanding about gender. Overall, children did not categorise more perceptually salient (ambiguous) toys than less distinguishable (neutral) toys to their own gender. Colour was the most frequently used reason for the toys’ gender assignment. The findings also showed that with age, girls’ play complexity increased linearly, whereas boys’ scores did not. A play substitution scale measuring play creativity or maturity showed no gender differences. The discussion highlights the role of perceptual salience in sex‐dimorphic toy preferences and behaviour and their application to educational issues.  相似文献   

Self-perceived stability and change in children’s competence     

Christiane Vandenplas-Holper  Isabelle Roskam  Anne-Marie Fontaine 《European Journal of Psychology of Education - EJPE》2010,25(1):1-17

Using Harter’s (Child Dev 53(1):87–97, 1982) perceived competence scale, this study integrates several paradigms related to the issues of self-perceived competence, stability or change and attributional theory. It examines how 268 Belgian and Portuguese fifth graders consider their scholastic, social and physical competence at present and in a retrospective or prospective time perspective. The children were also asked to rate the causes of their self-perceived competence-related stability or change. Nearly all of the children who saw change indicated that they had changed/would change in a positive way. Children more often thought that they would change in the future than that they had changed in the past. Children who saw change also made more internal attributions (effort and ability) than children who saw only stability. Finally, the results varied consistently between the Belgian and the Portuguese samples, indicating cross-cultural differences which are tentatively illuminated by macro-systemic considerations referring to educational policy in the two countries.  相似文献   

Public libraries embrace citizen science: Strengths and challenges     

Anna Cigarini  Isabelle Bonhoure  Julián Vicens  Josep Perelló 《Library & information science research》2021,43(2):101090

Can public libraries become hubs for citizen science? In line with the principles of citizen science, this question was answered collaboratively with librarians from the Barcelona Network of Public Libraries who performed two hands-on activities. One activity was a training course taken by 30 librarians from 24 different libraries which enabled them to envisage citizen science implementation at each library. The other activity consisted of co-creating a citizen social science project and involved 40 library users, seven librarians from three different cities, and professional scientists. The analysis considers the perspectives of both librarians and users, through participant observation, surveys, and a focus group to identify strengths and challenges. The overall results suggest that public libraries can offer leadership in the promotion of citizen science and contribute to the mission of public libraries to act as local community hubs. The main challenges identified were related to the complexity of collaboration, uncertainty regarding research co-creation, and participant retention strategies.  相似文献   

Translating Trek: Rewriting an American Icon in a Francophone Context     

Caroline‐Isabelle Caron 《Journal of American culture (Malden, Mass. : 2003)》2003,26(3):329-355

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