The Vocational Turn in Adult Literacy Education and the Impact of the International Adult Literacy Survey     

Druine  Nathalie  Wildemeersch  Danny 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(5):391-405

The authors critically examine some of the underlying epistemological and theoretical assumptions of the IALS. In doing so, they distinguish among two basic orientations towards literacy. First, the standard approach (of which IALS is an example) subscribes to the possibility of measuring literacy as abstract, cognitive skills, and endorses the claim that there is an important relationship between literacy skills and economic success in the so-called 'knowledge society.' The second, called a socio-cultural approach, insists on the contextual and power-related character of people's literacy practices. The authors further illustrate that the assumptions of the IALS are rooted in a neo-liberal ideology that forces all members of society to adjust to the exigencies of the globalised economy. In the current, contingent conditions of the risk society, however, it does not seem very wise to limit the learning of adults to enhancing labour-market competencies. Adult education should relate to the concrete literacy practices people already have in their lives. It should make its learners co-responsible actors of their own learning process and participants in a democratic debate on defining the kind of society people want to build.  相似文献   

What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems   总被引：1，自引：0，他引：1  

Sandra Crespo  Nathalie Sinclair 《Journal of Mathematics Teacher Education》2008,11(5):395-415

School students of all ages, including those who subsequently become teachers, have limited experience posing their own mathematical problems. Yet problem posing, both as an act of mathematical inquiry and of mathematics teaching, is part of the mathematics education reform vision that seeks to promote mathematics as an worthy intellectual activity. In this study, the authors explored the problem-posing behavior of elementary prospective teachers, which entailed analyzing the kinds of problems they posed as a result of two interventions. The interventions were designed to probe the effects of (a) exploration of a mathematical situation as a precursor to mathematical problem posing, and (b) development of aesthetic criteria to judge the mathematical quality of the problems posed. Results show that both interventions led to improved problem posing and mathematically richer understandings of what makes a problem ‘good.’  相似文献   

Institutional change and resource endowments to science-based entrepreneurial firms     

Nathalie Moray  Bart Clarysse 《Research Policy》2005,34(7):1010-1027

This paper considers the question of whether the resource endowments of science-based entrepreneurial firms are influenced by the way technology transfer is organised at the parent organisation. We studied one public research organisation in detail (IMEC, Belgium), by questioning all managers involved in technology transfer and the founders of all science-based entrepreneurial firms set up between 1986 and 2002. This research identifies three generations of companies at IMEC, mirroring the organisational changes in technology transfer policies and displaying distinct resource characteristics. Establishing an incubator structure for spin-offs seems to be a learning process during which little decision making can be exerted over senior management's social network in the financial and business community for securing the financial, technological and human resources for the science-based entrepreneurial firms.  相似文献   

Strength in numbers? Women and mathematics     

Ann Beaton  Francine Tougas  Natalie Rinfret  Nathalie Huard  Marie-No?lle Delisle 《European Journal of Psychology of Education - EJPE》2007,22(3):291-306

Two studies were conducted to test the link between numerical distinctiveness, stereotype threat and mathematical performance among women. In the first study, stereotype threat was measured with a stereotype activation task. Women in a solo, non-solo or control condition completed word fragments and a mathematical activity. Solo women, rather than their non-solo counterparts showed mathematical performance deficits. Evidence did not support the mediating role of stereotype activation. In the second study, stereotype anxiety was assessed. According to analyses, solo women reported greater stereotype-related anxiety than non-solo women. A link between stereotype anxiety and mathematical performance deficits was also uncovered. Finally, mathematical underperformance was associated with greater interest in feminine activities. Strategies to buffer the effects of stereotype threat are discussed.  相似文献   

Distinguished Paper Series     

Nathalie Evrard  Anne‐Marie Huynen  Cecile de Bueger‐Vander Borght 《International Journal of Science Education》2013,35(8):883-900

The second in the Distinguished Paper Series is ‘Communication d'un savoir scientifique en classe: de la verbalisation au concept d'équilibre chimique’ by Nathalie Evrard, Anne‐Marie Huynen and Cecile de Bueger‐Vander Borght. It first appeared in the French‐language journal Didaskalia, 6, 9‐37 and appears by kind permission of the Editor, M. Michel Jezierski, De Boeck Université, Paris, Bruxelles. Translation is by Dr Veronica Heath, Department of French Studies, at the University of Reading.  相似文献   

Une approche plurilingue pour faciliter l’inclusion scolaire : engagement et dynamique pédagogique     

Nathalie Ribierre-Dubile 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(4):545-559

A multilingual approach to facilitating inclusion: Educational commitment and dynamics – In the school context, the first steps in the process of learning a foreign language require commitment and motivation on the part of the learner, as well as a commitment from the teacher to include all students. This raises questions about the inclusiveness of education and the educational achievement of multilingual and/or immigrant students in predominantly monolingual classes. The author draws on a corpus of research to explore a number of parameters involved in the implementation of a multilingual and inclusive approach. She links the foundations of a multilingual approach to the institutional framework and the positions of the actors in the didactic relationship, as well as in their relationship to languages. The article then gives an overview of the characteristics of the metacognitive strategies employed by multilingual learners and, in conclusion, proposes some innovative methods to go beyond the monolingual principles in learning and foster exchanges that are both multicultural and multilingual.  相似文献   

The genetic-environmental etiology of cognitive school readiness and later academic achievement in early childhood   总被引：1，自引：0，他引：1  

Lemelin JP  Boivin M  Forget-Dubois N  Dionne G  Séguin JR  Brendgen M  Vitaro F  Tremblay RE  Pérusse D 《Child development》2007,78(6):1855-1869

Using a genetic design of 840 60-month-old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results revealed that the contribution of the shared environment for cognitive school readiness was substantial. Genetic effects were more important for the core abilities underlying school readiness than for each specific skill, although shared environment remained the largest factor overall. Genetic, shared, and nonshared environmental factors all accounted for the predictive association between school readiness and early school achievement. These results contribute to a better understanding of the early determinants of school readiness.  相似文献   

Early Childhood Educators’ Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers     

Caroline Bouchard  Nathalie Bigras  Gilles Cantin  Sylvain Coutu  Bénédicte Blain-Brière  Joell Eryasa  Annie Charron  Liesette Brunson 《Early Childhood Education Journal》2010,37(5):371-379

The importance of encouraging language skills in early childhood has been well documented. Educators who are responsible for children in daycare services have many opportunities to use rich and stimulating educational practices that support language acquisition. The purpose of this study was to assess the language-support practices used by 22 educators in ECE centers with 174 children (87 girls and 87 boys) aged 55.7 months on average (SD = 4.2). The Teacher Interaction and Language Rating Scale developed by Girolametto et al. (Teacher interaction and language rating scale, Hanen Centre, Toronto, 2000) was translated and adapted for use in French. Analyses reveal the heterogeneity of language support provided to 4-year-old children attending early childhood education centers in Québec (Canada). Results are discussed in relation to the importance of the educational setting and specific training on language skill development provided to educators around promoting language skills in children, a fundamental prerequisite for educational success.  相似文献   

Lehrerprofessionalisierung als Gegenstand von Forschung     

Dr. Ina Biederbeck  Nathalie Heiligtag 《Zeitschrift für Erziehungswissenschaft》2014,17(2):379-388

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Recommendations for the application and follow-up of quality controls in medical laboratories     

Jean-Marc Giannoli  Stphanie Albarede  Thierry Avellan  Jean-Pierre Bouilloux  Rgine Cartier  Richard Cohen  Nathalie Colard  Luc Essemilaire  Jean-Louis Galinier  Mathieu Kuentz  Mickaël Paris  Henri Portugal  Florian Scherrer  Jean-Pascal Siest  Anne Vassault  Jean-Michel Vialle 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)

This is a translation of the paper “Recommendations for the application and follow-up of quality controls in medical biology laboratories” published in French in the journal Annales de Biologie Clinique (Recommandations pour la mise en place et le suivi des contrôles de qualité dans les laboratoires de biologie médicale. Ann Biol Clin (Paris). 2019;77:577-97.). The recommendations proposed in this document are the result of work conducted jointly by the Network of Accredited Medical Laboratories (LABAC), the French Society of Medical Biology (SFBC) and the Federation of Associations for External Quality Assessment (FAEEQ). The different steps of the implementation of quality controls, based on a risk analysis, are described. The changes of reagent or internal quality control (IQC) materials batches, the action to be taken in case of non-conform IQC results, the choice of external quality assessment (EQA) scheme and interpretation of their results as well as the new issue of analyses performed on several automatic systems available in the same laboratory are discussed. Finally, the concept of measurement uncertainty, the robustness of the methods as well as the specificities of near-patient testing and rapid tests are described. These recommendations cannot apply for all cases we can find in medical laboratories. The implementation of an objective alternative strategy, supported with documented evidence, might be equally considered.  相似文献