Les capacités humaines sont des constructions sociales. Essai sur la théorie de Vygotsky     

Bernard Schneuwly 《European Journal of Psychology of Education - EJPE》1987,1(4):5-16

In Vygotsky's theory, the differentiation between genetic psychology and psychology of education has no sense. This thesis is proven by the exposition of some basic psychological principles governing Vygotsky's approach to psychology. Mediation of the psychological processes is the central fact of Vygotsky's conception; socially elaborated systems of signs are the means of mediation; these allow a control of the processes of behavior. Internalization and sociogenesis, which derive directly from this conception, are two inseparable aspects of the same process of construction of the different psychological capacities; on a certain level of development, they lead to a quasi-social behavior of the subjet towards himself. The differenciation of functions is the main form of construction of new capacities: the analyses of the development of language is a good illustration of this principle. Through the analysis of Vygotsky's theory one can discover some important guide lines for research in psychology.  相似文献   

A Strategy for Optimizing Item-Pool Management     

Adelaide Ariel  Wim J. van der Linden  Bernard P. Veldkamp 《Journal of Educational Measurement》2006,43(2):85-96

Item-pool management requires a balancing act between the input of new items into the pool and the output of tests assembled from it. A strategy for optimizing item-pool management is presented that is based on the idea of a periodic update of an optimal blueprint for the item pool to tune item production to test assembly. A simulation study with scenarios involving different levels of quality of the initial item pool, item writing, and management for a previous item pool from the Law School Admission Test (LSAT) showed that good item-pool management had about the same main effects on the item-writing costs and the number of feasible tests as good item writing, but the two factors showed strong interaction effects.  相似文献   

The School Counseling Supervision Model: An Extension of the Discrimination Model     

Melissa Luke  Janine M. Bernard 《Counselor Education & Supervision》2006,45(4):282-295

It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed.  相似文献   

Analysis of schools’ functioning, assessment and self-assessment: Primary schools in Geneva     

Bernard Favre 《Prospects》2001,31(4):519-536

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Variation in class size,the class size paradox,and some consequences for students     

Dr. Scott L. Feld  Bernard Grofman 《Research in higher education》1977,6(3):215-222

Even where a total allocation of resources is fixed, it is often possible to vary the distribution of the given resources. This distribution can have important, if sometimes hidden, consequences. In the case of universities, considering the mean class size as given, three nonobvious consequences of the amount of variation in class size are examined. (1) The average class size experienced by students is directly related to the amount of variation in class size. (2) Overall student attendance is inversely related to the amount of variation in class size. (3) Overall student participation time is directly related to the amount of variation in class size. The logic of these relationships is explored, and data on 49 departments and interdisciplinary programs at one university are used to illustrate the nature and extent of the class size paradox at one university.  相似文献   

Exploring the structure of the Watson–Glaser Critical Thinking Appraisal: One scale or many subscales?     

Robert M. Bernard  Dai Zhang  Philip C. Abrami  Fiore Sicoly  Evgueni Borokhovski  Michael A. Surkes 《Thinking Skills and Creativity》2008,3(1):15-22

Critical thinking (CT) has been of longstanding interest among scholars, educators, and others who are concerned with thinking skills. The Watson–Glaser Critical Thinking Appraisal (WGCTA) is the oldest and among the most widely used and studied CT measure. It was constructed around five subscales (or CT skills): inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. This paper describes a two part analysis of the psychometric properties of the WGCTA, based on 13 sets of subscale inter-correlations and 60 sets of subscale means retrieved from published studies. We performed a meta-analysis on the inter-correlations of the10 combinations of subscales and found that all of the average correlations that resulted were significant, but that all but one was significantly heterogeneous. Subsequently, we conducted principal components analysis on 60 subscale means of two different versions of the WGCTA. Each produced a one-factor solution, accounting for 82.69% and 79.55% of the total variance, respectively. Together these two parts of this study suggest that the WGCTA should be viewed as a measure of general competency, and that the subscales should not be interpreted individually.  相似文献   

Developing Children's Understanding of Fractions: An Intervention Study     

Florence Gabriel  Frédéric Coché  Dénes Szucs  Vincent Carette  Bernard Rey  Alain Content 《Mind, Brain, and Education》2012,6(3):137-146

Fractions constitute a stumbling block in mathematics education. To improve children's understanding of fractions, we designed an intervention based on learning‐by‐doing activities, which focused on the representation of the magnitude of fractions. Participants were 292 Grade 4 and 5 children. Half of the classes received experimental instruction, while the other half pursued their usual lessons. For 10 weeks, they played five different games using cards representing fractions (e.g., Memory and Blackjack). Wooden disks helped them represent and manipulate fractions while playing games. Our results showed an improvement in the conceptual understanding of fractions. The findings confirmed that the usual practice in teaching fractions is largely based on procedural knowledge and provides only minimal opportunities for children to conceptualize the meaning and magnitude of fractional notations. Furthermore, our results demonstrate that a short intervention inducing children to manipulate, compare, and evaluate fractions improves their ability to associate fractional notations with numerical magnitude.  相似文献   

Evolution for Young Victorians     

Bernard Lightman 《Science & Education》2012,21(7):1015-1034

Evolution was a difficult topic to tackle when writing books for the young in the wake of the controversies over Darwin??s Origin of Species. Authors who wrote about evolution for the young experimented with different ways of making the complex concepts of evolutionary theory accessible and less controversial. Many authors depicted presented evolution in a non-Darwinian form amenable to religious interpretation.  相似文献   

A new approach to evaluating the well-being of PhD research students     

Bridget Juniper  Elaine Walsh  Alan Richardson  Bernard Morley 《Assessment & Evaluation in Higher Education》2012,37(5):563-576

This study describes the development of an assessment to evaluate the well-being of PhD researchers using a clinically approved methodology that places the perceptions and experiences of the subject population at the heart of its construction. It identifies and assesses the range and relative importance of seven distinct dimensions which are shown to impact adversely on the perceived well-being of student researchers across all stages of their studies. According to the findings, the well-being of doctoral students comprises needs relating to development, facilities, home and health, research, social, supervisor and university. The instrument was found to demonstrate good content validity and internal reliability. Its use offers new insights into the experiences of early career researchers and may inform efforts to better support them. This, in turn, may have a positive impact upon retention levels and future career choices for this research population.  相似文献   

Teaching Scientific Ethics Using the Example of Hendrik Schon     

Bernard J. Feldman 《美中教育评论》2012,(4):418-423

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