Cinquante années de débats et de recherches sur l’école française     

Pierre Caspard  Jean-François Condette 《Paedagogica Historica: International Journal of the History of Education》2014,50(6):786-796

Two major factors have contributed to the evolution of French historiography in the history of education in the past 50 years. The first relates to the general orientation of public debate about schools, which has shifted from a paradigm concerning democratisation to one that focuses on student success rates and the efforts to eliminate inequalities of all sorts. The second factor that has affected scholarly orientations lies in changes linked to academic positioning between pedagogy, history, and the educational sciences in the context of increasing university hirings, at least until recently. These two changes in terms of scholarly paradigms and scholarly professional identities have encouraged the development of a certain number of approaches and questions: a reconsideration of the historic role of the State, an interest in a greater diversity of actors in the educational process, and a re-evaluation of the cognitive, cultural and social effects of teaching at all levels. Despite this, the history of education plays a minor role today in France, not only in teacher training but also in debates about the future of schools.  相似文献   

Watching MOOCs together: investigating co-located MOOC study groups     

Nan Li  Himanshu Verma  Afroditi Skevi  Guillaume Zufferey  Jan Blom  Pierre Dillenbourg 《Distance Education》2014,35(2):217-233

Research suggests that massive open online course (MOOC) students prefer to study in groups, and that social facilitation within the study groups may render the learning of difficult concepts a pleasing experience. We report on a longitudinal study that investigates how co-located study groups watch and study MOOC videos together. The study was conducted with on-campus flipped classroom students. Our subjects reported an overall high satisfaction with the study group style. The research reveals that students like to stay synchronized in the group while watching MOOC videos. However, they have to find a balance between synchronization, video interaction, and the amount of conversation. Watching MOOCs on a shared display addresses the need of synchronicity, and the distribution of control can increase the video interactivities.  相似文献   

The Clinical Relevance of Information Index (CRII): assessing the relevance of health information to the clinical practice     

Maria Cristiane Barbosa Galvao  Ivan Luiz Marques Ricarte  Roland M. Grad  Pierre Pluye 《Health information and libraries journal》2013,30(2):110-120

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Service ‘CUIDE'‐‐Coopération Universitaire pour l'Information et la Documentation des Enseignants     

Nicole Hulin  Lydie Mousselin  Université Pierre  Marie Curie 《International Journal of Science Education》2013,35(3):323-326

The ongoing reform in science education in many countries, including Israel, has attainment of scientific literacy for all as one of its main goals. In this context, it is important to provide teachers with the opportunity to construct meaning for the term science literacy and by doing so to obtain a clear understanding of the new teaching goals. Here we report on a study in which teachers, as part of their professional development, were involved in defining the term ‘chemical literacy’; they discussed the need for it, and suggested educational experiences that are necessary in order to attain it. The programme was conducted as part of a reform in the content, as well as in the pedagogy, of chemistry education in Israel. The collected data provide some insights regarding the process by which the teachers’ perception of ‘chemical literacy’ developed and the way actual school practice influences teachers’ perception of ‘chemical literacy’.  相似文献   

La regulación alimenticia del carácter: Mitos,realidades y consecuencias prácticas     

Dr. Pierre Aimez 《Infancia y Aprendizaje》2013,36(8):50-56

RESUMEN

Este trabajo plantea y justifica la necesidad de buscar modelos alimenticios que permitan al niño proseguir sus estudios en óptimas condiciones. Existe una relación entre los alimentos ingeridos, el funcionamiento intelectual y el carácter. Los padres y educadores, junto con el niño, deben encontrar el régimen que más le convenga.  相似文献   

Adult literacy education and development in Thailand: an historical analysis of policies and programmes from the 1930s to the present     

Pierre Walter 《International Journal of Lifelong Education》2013,32(2):79-98

This study of adult literacy education in Thailand analyses the ways in which the Thai state has historically shaped adult literacy education policies for development. For the authoritarian Thai state of the 1940s and 1950s, literacy education was a means of promoting nationalism through an imagined community of Thai citizens. For the developmentalist state of the 1960s, 1970s and 1980s, literacy education was the means to create a new Thai working class for industrial capitalism and export-oriented growth. For the liberal democratic state of the 1990s, literacy education was re-oriented toward a post-Fordist economy. Most recently, in the wake of the 1997 economic crisis and subsequent IMF and ADB ‘structural adjustment’ policies, state educational policies have shifted to an emphasis on fiscal economics over education. While state ideologies of educational policy are dominant in this historical narrative, they also possess internal contradictions contested by popular movements and social groups outside dominant classes. Literacy education in Thailand is, as such, not only the site of production and reproduction of state ideologies, but also of struggles over their meaning. Thus we find within the authoritarian nationalism of the 1940s and 1950s, a movement for popular democracy through literacy education born of the 1932 Revolution; within the work-oriented literacy programs of the 1970s, a trend towards broader community development inspired by the student revolution of October 1973; and within the neoliberal Thai state's embrace of globalization, a call for further democratization of educational opportunities first promoted by the May 1992 uprising and then embodied in the new Constitution of 1997 and the Education Act of 1999.  相似文献   

Activist forest monks,adult learning and the Buddhist environmental movement in Thailand 1     

Pierre Walter 《International Journal of Lifelong Education》2013,32(3):329-345

In the tradition of grassroots environmental movements worldwide, activist Buddhist monks in rural Thailand have, since the late 1980s, led a popular movement to protect local forest, water and land resources while at the same time challenging dominant state and corporate ‘economist’ development paradigms. Most famously, these ‘development monks’ (phra nak phathanaa) and ‘ecology monks’ (phra nak anuraksaa) have led local villagers and NGO activists in the symbolic ordaining of large trees and forests (buat paa). They do this in the hope that they will not only protect forests from logging, but also teach local people the value of conserving forest resources. This paper charts the history, philosophy and practice of the activist forest monk movement in Thailand, its contribution to our collective knowledge of adult education in new social movements, and its value to environmental adult education.  相似文献   

Biomechanical analysis of the “waiter’s serve” on upper limb loads in young elite tennis players     

Pierre Touzard  Richard Kulpa  Benoit Bideau  Bernard Montalvan  Caroline Martin 《European Journal of Sport Science》2019,19(6):765-773

Waiter’s serve (WS) is a specific tennis serve posture frequently observed in young players, and commonly considered as a technical error by tennis coaches. However, biomechanical impact of WS is unknown. The aims of this study were to identify the potential consequences of WS in young elite players relating to performance and injury risk, and to explain the kinematic causes of WS. Serve of 18 male junior elite players (Top 10 national French ranking, aged 12–15 years) was captured with a 20 camera, 200?Hz VICON MX motion analysis system. Depending on their serve technique, the players were divided into two groups (WS versus Normal Serve [NS]) by experienced coaches. Injury data were collected for each player during a 12-month-period following the motion capture. Normalized peak kinetic values of the dominant arm were calculated using inverse dynamics. In order to explain WS posture, upper limb kinematics were calculated during the cocking and the acceleration phases of the serve. Shoulder internal rotation torque, wrist proximal and anterior forces (P?P?P?相似文献   

Changes in mechanical properties of sprinting during repeated sprint in elite rugby sevens athletes     

Pedro Jiménez-Reyes  Matt Cross  Alex Ross  Pierre Samozino  Matt Brughelli  Nicholas Gill 《European Journal of Sport Science》2019,19(5):585-594

This study aimed to analyse fatigue-induced changes in mechanical sprinting properties during a specific repeated-sprint test in elite rugby sevens athletes. Twenty elite rugby sevens players performed ten 40?m sprints on a 30?s cycle with participant’s running back and forth in a marked lane. Radar was used to assess maximal overground sprint performance over each 40?m. Macroscopic mechanical properties (maximal horizontal force (F₀), maximal horizontal power (P_max), maximal ratio of horizontal force (RF_peak), decrease in the ratio of horizontal-to-total force (D_RF), total force and maximal sprinting velocity (v₀)) were drawn from horizontal force velocity relationships, using a validated method applied to the speed–time data. Fatigue-induced changes were analysed comparing the first sprint to an average of 2^nd-4^th, 5^th-7^th and 8^th-10^th. Repeated-sprint ability (RSA) testing induced substantial changes in the maximal velocity component, with a decrease (–15%) in v₀ (effect size (ES)?=?–2.46 to –4.98), and to a lower extent (–5.9%) in the maximal force component F₀ (ES?=?–0.59). D_RF moderately decreased (14%; ES=–0.76–1.11), and RF_peak largely decreased in the later sprints (ES?=?–0.32 to –1.27). Fatigue observed in this RSA test appeared to have a greater effect on the technical ability to produce horizontal force at high velocities, likely due to an alteration in the ability to maintain horizontally oriented force application when velocity increases rather than during the initial acceleration phase, but also the overall force production capacity. The ability to maintain forward-oriented force at high velocities is of central importance for identifying fatigue and monitoring load.  相似文献   

Is failure at school inevitable?     

Pierre Laderrière 《Prospects》1984,14(3):377-383

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