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1.
There continues to be an increasing number of four‐year‐old children in reception classrooms in the UK. The child‐school incorporation process is a dynamic, multifaceted, interactive and poorly understood phenomenon. This paper summarises the pilot stage of a project that investigated this critical period in the life histories of a group of children. The project viewed the researcher, teacher, parent and child as collaborators in an illuminative process. There is a need to challenge the notion that the child simply ‘adjusts’ to school. Children are most likely to be under stress during the first weeks of school when the reduplicated rites of separation, transition and incorporation are going on. Appropriate changes and real improvements in policy, provision and practice need to be based upon a cognizance of the lived experiences of these rites for all the participants. 相似文献
2.
Rikers Remy M.J.P. Van Gerven Pascal W.M. Schmidt Henk G. 《Instructional Science》2004,32(1-2):173-182
This special issue is dedicated to recentdevelopments within cognitive load theory (CLT)and identifies some instructional implicationsof the interaction between informationstructures and cognitive architecture. Thepresent article discusses the different studiesin this special issue. An important conclusionis that recent CLT research recognizes thelearners' level of expertise as an importantfactor mediating the relation between cognitivearchitecture, information structures, andlearning outcomes. In this context, we discussthe role of expertise in CLT research and therole of CLT in expertise research. Based onthis discussion, the use of CLT as a tool todevelop expertise is identified as a verypromising approach. 相似文献
3.
Martine Poirier Michle Dry Jean Toupin Pierrette Verlaan Jean‐Pascal Lemelin Jadzia Jagiellowicz 《Psychology in the schools》2015,52(4):403-418
There is limited empirical research on the correlates of conduct problems (CP) and depression comorbidity during childhood. This study investigated 479 elementary school children (48.2% girls). It compared children with comorbidity to children with CP only, depression only, and control children on individual, academic, social, and family characteristics. The study also analyzed gender differences in the associations between correlates and comorbidity. Multinomial logistic regression results revealed that children with CP and depression had higher levels of anxiety and more school difficulties than children with CP only, more social difficulties and more severe attention deficit and hyperactivity disorder (ADHD) symptoms than children with depression only, and more difficulties in all domains than control children. Girls with CP and depression presented a particularly negative profile, including lower school abilities than CP and control girls, and lower social skills and more severe ADHD symptoms than control girls. Implications for evaluation and intervention planning are discussed. 相似文献
4.
Pascal Charitas 《国际体育史杂志》2015,32(7):909-922
After World War II, the principle of a colonized countries' self-determination was at stake in the international relationships emerging from the context of a Cold War and the decolonizations of Empires. Non-Governmental Organizations such as the International Olympic Committee (IOC) become not only analyzers of the effects of competition between the different colonial powers, but also enlighteners of the imperial strategies which would turn the power struggles into partnership and cooperation. The fear of a political harnessing from the Occidental countries resulted in two reactions: the progressive integration of English-speaking African National Olympic Committees (NOCs) based on a Great Britain-controlled International Federations (1950–1972) and, eventually and as a direct consequence, the creation of French-speaking African NOCs (1956–1968) through the International Olympic Aid Commission (1961). From 1944 to 1963, conditions for possibility seemed to be gathered for the realization of a process of internationalization of African sport through the integration of new English- and French-speaking African countries into the IOC. 相似文献
5.
The establishment of new academic specialties is an intriguing research topic from a social history of science perspective. In this article we focus on the ‘scientific migration’ within the Higher Institute of Physical Education (HIPE) and the Faculty of Medicine at the State University in Ghent, Belgium. The HIPE was ‘attached’ to the Faculty of Medicine in 1908, a world first that led to an interesting triangular relationship between physical education, physiotherapy, and medicine. The physiatrists (physicians-physiotherapists) who were appointed at the HIPE had to struggle with inferior status with respect to their colleagues within the Faculty of Medicine itself. Territorial power struggles arose on several levels. In 1936, after the first generation of physicians-physiotherapists had retired, physiotherapy was integrated fully into the Faculty of Medicine, and radiology and cancer treatment – which had been considered subsectors of physiotherapy – became autonomous specialties. Physical education, however, retained its inferior academic status. 相似文献
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Christine Pascal 《牛津教育评论》2013,39(3):321-330
The movement to democratise school government has developed steadily for two decades. Both those who champion the cause and those who oppose it draw on the theoretical constructs of democracy, participation and representation in order to strengthen and justify their case. This paper aims to put these concepts more firmly on the educational agenda by highlighting how they may be applied to educational policy and discussing some of the problems and dilemmas they pose for those with an interest in school government. 相似文献
10.
Pascal Gygax Ute Gabriel Oriane Sarrasin Jane Oakhill Alan Garnham 《European Journal of Psychology of Education - EJPE》2009,24(2):235-246
In this paper we argue that the generic use of the masculine represents a grammatical rule that might be easy to learn but
difficult to apply when understanding texts. This argument is substantiated by reviewing the relevant literature as well as
the recent work conducted by the GREL Group (Gender Representation in Language) on the interaction between stereotypical and
grammatical information in the construction of a representation of gender when reading role names. The studies presented in
this paper show that the masculine form used as a generic to refer to persons of both sexes, or to persons of indefinite sex
or whose sex is irrelevant, in gender marked languages is likely to be associated with its specific meaning (i.e., masculine
refers only to men). This is true even though the generic nature of the masculine is a very common grammatical rule learnt
at school. People may have learned this rule and may understand it, but may not readily apply it. 相似文献