About cooperative engineering: theory and emblematic examples     

Grace Morales  Dominique Forest 《Educational Action Research》2017,25(1):128-139

In this article we focus on ‘cooperative engineering’, in which teachers and researchers co-design didactic sequences. In the first part of the article, we present cooperative engineering by describing some of the main principles on which it is grounded. The second part is dedicated to a case study, which enables us to illustrate some elements of the collective work in a specific cooperative design in kindergarten. The designed learning game, the ‘Treasure Game’, aimed to assist kindergarten students to build a system of graphical representations, which was implemented in a series of phases in which students were asked to memorise a series of items with increasing levels of difficulty. The game demonstrated the students’ growing competence in recalling items using strategies such as making lists and working collaboratively to collectively recall items through a ‘treasure box’. In the third part of the article, we show how this case study embodies some of the main principles put forward in the first part.  相似文献   

    

Dominique Groux 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(1):107-123

EARLY LANGUAGE TRAINING: SOCIOLOGICALLY AND POLITI- CALLY DETERMINED PRACTICES – Throughout the world there is a great diversity of curricula for introducing early foreign language training more or less intensively. These curricula correspond to different pedagogical approaches. But these pedagogical choices are not neutral. They are the result of political choice. They are also sociologically discriminatory. The author studies and contrasts various forms of language training of certain countries and within the same countries (for example, the correlation between bilingual training and private schools, or the choice of bilingual education as a political goal). She proposes a scale for classifying the kinds of early foreign language training, depending on sociological criteria and political choice.

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Zusammenfassung FREMDSPRACHENUNTERRICHT IM FRüHEN KINDESALTER: SOZIOLOGISCH UND POLITISCH DETERMINIERTE PRAKTIKEN – Weltweit gesehen besteht eine gro?e Diversit?t in den Lehrpl?nen für die Einführung von Fremdsprachenunterricht im frühen Kindesalter (in mehr oder weniger intensiver Weise). Solche Lehrpl?ne entsprechen verschiedenen p?dagogischen Zugangsweisen. Aber diese p?dagogischen Entscheidungen sind nicht neutral. Sie sind das Ergebnis politischer Entscheidungen. Sie sind auch, soziologisch betrachtet, diskriminierend. Die Autorin untersucht und vergleicht verschiedene Formen von Sprachunterricht in bestimmten L?ndern und innerhalb dieser L?nder selbst (z. B. das Verh?ltnis von bilingualem Unterricht und Privatschulen oder die Wahl der bilingualen Erziehung als ein politisches Ziel). Sie schl?gt ein Raster vor, mit dem sich die Arten des Fremdsprachenunterrichtes im frühen Kindesalter abh?ngig von soziologischen Kriterien und politischen Entscheidungen klassifizieren lassen.

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Resumen EL APRENDIZAJE PRECOZ DE LAS LENGUAS LAS PRàCTICAS SOCIOLOGICA Y POLíTICAMENTE DETERMINADAS – Alrededor del planeta existe una gran diversidad de planes de estudio para el aprendizaje más o menos intensivo de una lengua extranjera a temprana edad. Estos currículos se corresponden con diferentes enfoques pedagógicos. Sin embargo, la elección de estos enfoques no es neutral; estos enfoques son el resultado de una elección política, y también son discriminantes a nivel sociológico. La autora analiza y contrasta diferentes formas de aprendizaje de lenguas extranjeras de determinados países y dentro de los mismos países (por ejemplo, la correlación existente entre ense?anza bilingüe y escuelas privadas, o la elección de una educación bilingüe como objetivo político). La autora propone que se confeccione una escala, para clasificar las formas de ense?anza precoz de lenguas extranjeras en función de criterios sociológicos y de elecciones políticas.

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Résumé Il existe, dans le monde, une grande diversité de curricula qui proposent un apprentissage des langues plus ou moins intensif et plus ou moins t?t dans le cursus. Ces curricula correspondent à des choix pédagogiques différents. Mais ces options pédagogiques ne sont pas neutres. Elles sont le produit de choix politiques. Elles sont aussi sociologiquement discriminantes. L’auteur étudie les différentes formes d’apprentissage des langues dans certains pays (contrastés) et à l’intérieur même de ces pays (corrélation entre enseignements bilingues et écoles privées, par exemple, choix d’une éducation bilingue à des fins politiques). Elle propose une grille de classement de ces formes d’enseignement précoce des langues étrangères en fonction de critères sociologiques et de choix politiques.

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L’auteur: Dominique Groux est professeur des université s à l’IUFM de Versailles. Elle est actuellement dé taché e comme attaché e de coopé ration universitaire à l’Ambassade de france en Allemagne et elle travaille à l’université de Potsdam (Allemagne). Ses champs de recherche sont l’é ducation comparé e, l’apprentissage pré coce des langues, les échanges internationaux et l’é ducation à l’alté rité . Addresse: 5, cité de Phalsbourg, 75011, Paris, France. E-mail: dgroux@noos.fr.  相似文献   

Acculturation, well-being and classroom behaviour among white British and British Asian primary-school children in the south–east of England: Validating a child-friendly measure of acculturation attitudes     

Dennis Nigbur  Rupert Brown  Lindsey Cameron  Rosa Hossain  Anick Landau  Dominique Le Touze  Adam Rutland  Charles Watters 《Int J Intercult Relat》2008,32(6):493-504

Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms.  相似文献   

Relationship of the AAHPER Youth Fitness Test to Total Dynamic Strength     

Richard A. Berger  Daniel Mabee 《Research quarterly for exercise and sport》2013,84(2):314-315

Abstract

One hundred high school girls (N = 20 per group) were initially given 10 trials on the Bachman ladder-climb task; each group was given a different length of lay-off (10 min., or 1 day, or 1 week, or 4 weeks, or 13 weeks) before being retested with another 10 trials. Correlations between individual differences across the lay-off decreased as the length of the lay-off period increased (from r = .89 to r = .69). Correlations between adjacent trials remained relatively constant at r =.90 as practice progressed. As remoteness increased, the relation decreased regularly, from r =.92 to r =.68. Individuals became increasingly different from each other as a result of motor learning; intraindividual variance did not change appreciably.  相似文献   

Analysis of exchanges between novice and cooperating teachers during internships using the NCATE/NASPE Standards for Teacher Preparation in Physical Education as guidelines     

Banville D 《Research quarterly for exercise and sport》2006,77(2):208-221

To be recognized as an accredited program, Physical Education Teacher Education (PETE) programs in the country must abide by guidelines put forward by the National Association for Sport and Physical Education (NASPE), in collaboration with the National Council for the Accreditation of Teacher Education (NCATE). The guidelines are divided into nine standards and identify a number of outcomes (NASPE, 1998). The purpose of this study was to determine the nature of the exchanges between novice teachers (NTs) and cooperating teachers (CTs), when using the NASPE Standards (1998) as a reference point, and determine if the focus of the exchanges differed over time and according to data source. Six pairs of CTs and their NT participated in the study. Data were collected through recorded conversations between NTs and their CT as well as NTs' logs. Data showed that the majority of conversations focused on planning and instruction (Standard 6) and management and motivation (Standard 4), while few related to diverse learners (Standard 3), growth and development (Standard 2), and communication (Standard 5). The small amount of information shared by CTs in some standards indicates a need for PETE programs to share the guidelines with CTs to make them aware of the importance of offering a variety of topics to interns, because CTs are the primary source of information during this crucial experience.  相似文献   

Non-invasive characterisation of binding media on painted glass magic lantern plates using mid-infrared fibre-optic reflectance spectroscopy     

Rebecca Ploeger  Dominique Scalarone  Oscar Chiantore 《Journal of Cultural Heritage》2010,11(1):35-41

Painted glass magic lantern plates from the Museo Nazionale del Cinema, Torino (Italy), were studied using mid-infrared (mid-IR) fibre-optic reflectance spectroscopy (FORS), a non-invasive technique, to test its potential for the identification of the types of binding media used in the paints. Gum, oil and resin media were identified on the plates and the amounts of these media varied from place to place; the discovery of these media correlate well with the literature on magic lantern plate preparation and painting. The spectra collected are reported uncorrected and also with the fingerprint region corrected with the Kramers–Kronig correction, which corrects distorted peaks caused by specular reflections.  相似文献   

Regimes of Knowledge Production in Society: Towards a More Political and Social Reading     

Pestre  Dominique 《Minerva》2003,41(3):245-261

The `co-productions' of science and society have undergone dramatic changes in recent decades. However, contrasts between `Mode 1' and `Mode 2' are not compelling inhistorical terms. This essay will argue that, in fact, they offer too naturalistic and a-political a picture.  相似文献   

Book reviews     

Guy Berger  J. C. Cairns  Jinapala Alles 《Prospects》1973,3(3):401-408

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Applied Behaviour Analysis in Education: a critical assessment and some implications for training teachers     

M. Berger 《教育心理学》1982,2(3-4):289-300

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Éros et Pédagogie     

Dominique Mvogo 《Interchange》1991,22(3):1-8

Sans résumé  相似文献