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1.
ABSTRACT This paper explores the OECD framing of the role of the school leader in a series of its publications, drawing on role theory, using critical analysis of how school leaders’ roles are represented in a body of OECD texts. The research findings provide insight into the multi-faceted portrayal of the ‘ideal’ role of school leadership as framed by the OECD. The findings also show the dominance of classic scientific management ideas in the framing of the role of school leadership by the OECD. The study demonstrates how adopting role theory can provide a deeper understanding of how OECD discursive actions redraw new roles for those working in education. 相似文献
2.
ABSTRACT This special issue showcases the Gordian knot between organisations and globalisation in education and exposes the organisational infrastructure of globalisation in education. Overarching themes include education serving the globalisation of organisational models, globalisation as re-organising educational organisations, the organising of international bodies operating in education, and global-oriented organisations and organising in education. The paper concludes with a call for utilising organisational perspectives in the exploration of globalisation in education. 相似文献
3.
Spanish-speaking learners of French, aged 9 to 11 years old, were tested after approximately 7months of French instruction to explore the contribution of phonological and syntactic awareness in L2 in 4 components of L2 reading, taking oral competence in L2 andreading in L1 into account. Phonological tasksin L2 better explain decoding. Word recognitionthrough the visual route is best explained bythe corresponding ability in L1. Sentencecomprehension is best explained by oralcompetence in L2, although it is stronglycorrelated with syntactic awareness. Finally,text comprehension is explained by thecorresponding ability in L1, althoughcorrelations with syntactic awareness and oralcompetence are strong. Theoretical implicationsare derived from these findings, and questionsrelative to the subjects' age and level ofbilingualism as well as methodological issuesare discussed. 相似文献
4.
Pascale Marguerite Josiane Engel de Abreu Susan Elizabeth Gathercole Romain Martin 《Learning and individual differences》2011,21(5):569-574
This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive abilities. A sample of 119 Luxembourgish 6-year-olds completed several assessments of working memory (complex and simple span), native and foreign vocabulary, syntax, reading, rhyme awareness, and fluid intelligence. Results showed that short-term storage and cognitive control manifested differential links with developing language abilities: Whereas verbal short-term storage was specifically linked to vocabulary; cognitive control manifested unique and robust links with syntax and early reading development. The study suggests that in young children the working memory system is composed of separate but interacting components corresponding to short-term storage and cognitive control that can be distinguished by the roles they play in supporting language acquisition. 相似文献
5.
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
6.
The main aim of this series of experiments was to clearly establish the spontaneous development of retention performance following partial aversively motivated training. Experiment 1 indicated that following 15 training trials of a brightness discrimination in a Y-maze, performance spontaneously and transitorily deteriorated 1 h following inital training (Kamin effect) before it improved 8 to 14 days following training (long-term spontaneous improvement). Both of these fluctuations preceded the more durable deterioration that corresponds to long-term forgetting. Experiment 2 replicated the basic findings of the first experiment, always with a brightness discrimination, but using an avoidance paradigm. These results demonstrated the multiphasic nature of the retention curve and emphasized the reliability of retention performance fluctuations. 相似文献
7.
Florence Le Hebel Pascale Montpied Andrée Tiberghien Valérie Fontanieu 《International Journal of Science Education》2013,35(4):468-487
ABSTRACTThe understanding of what makes a question difficult is a crucial concern in assessment. To study the difficulty of test questions, we focus on the case of PISA, which assesses to what degree 15-year-old students have acquired knowledge and skills essential for full participation in society. Our research question is to identify PISA science item characteristics that could influence the item’s proficiency level. It is based on an a-priori item analysis and a statistical analysis. Results show that only the cognitive complexity and the format out of the different characteristics of PISA science items determined in our a-priori analysis have an explanatory power on an item’s proficiency levels. The proficiency level cannot be explained by the dependence/independence of the information provided in the unit and/or item introduction and the competence. We conclude that in PISA, it appears possible to anticipate a high proficiency level, that is, students’ low scores for items displaying a high cognitive complexity. In the case of a middle or low cognitive complexity level item, the cognitive complexity level is not sufficient to predict item difficulty. Other characteristics play a crucial role in item difficulty. We discuss anticipating the difficulties in assessment in a broader perspective. 相似文献
8.
Alexis Herbaut Pascale Chavet Maxime Roux Nils Guéguen Christophe Gillet Franck Barbier 《European Journal of Sport Science》2016,16(8):1121-1129
This study investigated the immediate effects of reducing the shoe drop (i.e. the difference between the heel and the forefoot height) on the kinematics and kinetics of the lower extremities of children tennis players performing a tennis-specific movement. Thirteen children tennis players performed a series of simulated open stance forehands wearing 3 pairs of shoes differing only in the drop: 0 (D0), 6 (D6) and the control condition of 12?mm (D12). Two embedded forceplates and a motion capture system were used to analyse the ground reaction forces and ankle and knee joint angles and moments of the leading lower limb. In D6 compared with D12, the peak impact force was reduced by 24% (p?=?.004) and the ankle was less dorsiflexed at foot strike (p?=?.037). In D0 compared with D12, the peak impact force was reduced by 17% (p?=?.049), the ankle was less dorsiflexed at foot strike (p?=?.045) and the knee was more flexed at foot strike (p?=?.007). In addition, 4 out of 13 participants (31%) presented a forefoot strike pattern for some of the trials in D0. No difference was observed across shoe conditions for the peak knee extensor moment (p?=?.658) or the peak ankle plantarflexor moment (p?=?.071). The results provide preliminary data supporting the hypothesis that for children tennis players, using a 6-mm lower shoe drop might reduce heel impact forces and thus limit potentially impact-related injuries. 相似文献
9.
Cedric Morio Violaine Sevrez Pascale Chavet Eric Berton Caroline Nicol 《Journal of sports sciences》2016,34(8):738-745
In habitually shod recreational runners, we studied the combined influence of footwear and stretch-shortening cycle (SSC) fatigue on treadmill running pattern, paying special attention to neuro-mechanical adjustments in the acute and 2-day delayed recovery periods. The SSC exercise consisted of a series of 25 sub-maximal rebounds on a sledge apparatus repeated until exhaustion. The acute and delayed functional fatigue effects were quantified in a maximal drop jump test. The neuro-mechanical adjustments to fatigue were examined during two submaximal treadmill run tests of 3 min performed either barefoot or with shoes on. Surface electromyographic (EMG) activities, tibial accelerations and kinematics of the right lower limb were recorded during the first and last 15 s of each run. The main result was that neuro-mechanical differences between the shod and barefoot running patterns, classically reported in the absence of fatigue, persisted in the fatigued state. However, in the delayed recovery phase, rearfoot eversion was found to significantly increase in the shod condition. This specific footwear effect is considered as a potential risk factor of overuse injuries in longer runs. Therefore, specific care should be addressed in the delayed recovery phase of SSC fatigue and the use of motion control shoes could be of interest. 相似文献
10.
OECD dominance in the international educational policy discourse in the developed regions of the world, particularly in promoting teaching policy, has been long acknowledged. While many works have explored the organisation’s verbal discourse, no study has considered exploring its visual discourse. To close that gap, we employed a visual discourse analysis on the covers of OECD documents pertaining to teachers and teaching (i.e., TALIS and ISTP). The analysis found that OECD’s covers drew on two discourses, a conservative discourse and a liberal diversity discourse. However, the latter was entangled with constructions which serve to maintain a conservative order. 相似文献