Differential Participation During Science Conversations: The Interaction of Focal Artifacts,Social Configurations,and Physical Arrangements     

Wolff-Michael Roth  Michelle K. McGinn  Carolyn Woszczyna  Sylvie Boutonne 《学习科学杂志》2013,22(3-4):293-347

Recent conceptualizations of knowing and learning focus on the degree of participation in the practices of communities. Discursive practices are the most important and characteristic practices in many communities. This study was designed to investigate how the content and form of classroom discourse was influenced by different combinations of artifacts (e.g., overhead transparencies, physical models), social configurations, and physical arrangements. Over a 4-month period, we collected data (video-taped activities, interviews, ethnographic observations, artifacts, and photographs) in a Grade 6-7 science class studying a unit on simple machines. Four different activity structures differed in terms of the social configuration (whole class, small group) and the origin of the central, activity-organizing artifact (teacher designed, student designed). This study describes how different artifacts, social configurations, and physical arrangements led to different interactional spaces, participant roles, and levels of participation in classroom conversations and, concomitantly, to different discursive forms and content. The artifacts had important functions in maintaining and sequencing conversations. Depending on the situation and the role of participants, artifacts served as resources for students' sense making. Each of the different activity structures supported different dimensions of participating in conversations and, for this reason, we conclude that science educators teaching large classes should employ a mixture of these activity structures. Overall, students developed considerable competencies in discursive and materials practices related to simple machines.  相似文献   

International Communication     

Holly Cowan Shulman  John Carver Edwards  Sylvie Schaff  Richard Collins  Preben Sepstrup  Mark Long 《Communication Booknotes Quarterly》2013,44(4):81-84

THE VOICE OF AMERICA: PROPAGANDA AND DEMOCRACY, 1941-1945 by Holly Cowan Shulman (Madison: University of Wisconsin Press, 1990—$37.50/12.95, ISBN 0-299-12620-X hard, 0-299-12624-2 paper, 282 pp.)

BERLIN CALLING: AMERICAN BROADCASTERS IN SERVICE TO THE THIRD REICH by John Carver Edwards (New York: Praeger, 1991—$21.95, ISBN 0-275-93905-7, 238 pp.)

BROADCAST DIVERSITY IN EASTERN EUROPE: CHALLENGES FOR THE 1990s (Center for Strategic and International Studies, 1800 K St. NW, Suite 400, Washington, DC 20006—$48.00, paper, no ISBN given, 321 pp.—postage is extra: $3 in US and Canada, $10 to Europe and $13 to USSR and Asia; Latin America and African postage rates not listed!)

LEGAL AND ECONOMIC ASPECTS OF TELECOMMUNICATIONS edited by Sylvie Schaff (Amsterdam: North-Holland, available in USA from Elsevier Science Publishers in New York, 1990—$128.25, ISBN 0-444-88387-8, 775 pp)

SATELLITE TELEVISION IN WESTERN EUROPE by Richard Collins (London: John Libbey, 1990—$29.00, ISBN 0-86196-203-6, 121 pp.)

TRANSNATIONALIZATION OF TELEVISION IN WESTERN EUROPE by Preben Sepstrup (London: John Libbey, 1990—$35.00, ISBN 0-86196-280-X, 132 pp.)

1991 WORLD SATELLITE ANNUAL edited by Mark Long (MLE Inc. PO Box 159, Winter Beach, FL 32971—$49.95, paper, plus varied shipping charges: $7 in US or Canada; $20 to Latin America and $25 to Far East (no charges listed for Europe or Africa!)

THE INVISIBLE WEAPON: TELECOMMUNICATIONS AND INTERNATIONAL POLITICS 1851-1945 by Daniel R. Headrick (New York: Oxford University Press, 1991—$32.50, ISBN 0-19-506273-6, 289 pp.)

DOPAA MEAJA HANABOOK, 1990 EDITION (Paris: Unesco/available in U.S. from Unipub, 4611-F Assembly Drive, Landham, MD 20706-4391—$38.00, paper, order No. DPI/1021, 300 pp.)

TRANSNATIONAL COMMUNICATIONS: WIRING THE THIRD WORLD edited by Gerald Sussman and John A. Lent (Newbury Park, CA: Sage, 1991—$39.95/18.95, ISBN 0-8039-3765-2 hard, 0-8039-3766-0 paper, 327 pp.)

SUPERTECH: HOW AMERICA CAN WIN THE TECHNOLOGY RACE by Thomas G. Donlan (Homestead, IL: Business One Irwin, 1991—$24.95, ISBN 1-55623-371-X, 342 pp.)

MASS MEDIA AND AMERICAN FOREIGN POLICY: INSIDER PERSPECTIVES ON GLOBAL JOURNALISM AND THE FOREIGN POLICY PROCESS by Patrick O'Heffernan (Norwood, NJ: Ablex, 1991—$45.00/24.50, ISBN 0-89391- 728-1 hard, 0-89391-729-X paper, 276 pp.)

NEW STRUCTURES AND STRATEGIES FOR UNITED STATES INTERNATIONAL BROADCASTING by Kim Andrew Elliott (Medford, MA: Murrow Center of Public Diplomacy, Tufts University, 1991—$6.00, paper, no ISSN given, 40 pp.)

FACTS AT A GLANCE: INTERNATIONAL CABLE (National Cable Television Association, 1724 Massachusetts Ave NW, Washington, DC 20036—free on request, paper, no ISSN given, 27 pp.)

TRAVELER'S GUIDE TO WORLD RADIO 1991 EDITION (New York: Billboard Books/Watson-Guptill, 1990—$9.95, paper, ISBN 0-8230- 7766-7, 178 pp.)

WORLD RADIO-TV HANDBOOK edited by Andrew G. Sennitt (New York: Billboard Books/Watson-Guptill, 1990—$19.95, paper, ISSN or ISBN not given, but this is Vol 45 of the annual, 575 pp.)

WORLD MEDIA, Gannett Center Journal (Fall 1990, Vol 4, No. 4—$5.00, paper, ISSN 0893-8342, 149 pp.)

THE AGE OF BEHEMOTHS: THE GLOBALIZATION OF MASS MEDIA FIRMS by Anthony Smith (New York: Priority Press, with distribution by the Brookings Institution, Washington, DC—price not given, paper, ISBN 0-87078-325-4, 83 pp.)  相似文献   

CISMeF-patient: a French counterpart to MEDLINEplus     

Stéfan Darmoni  Benoit Thirion  Sylvie Platel  Magaly Douyère  Philippe Mourouga  Jean-Philippe Leroy 《Journal of the Medical Library Association》2002,90(2):248-253

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Early Childhood Schooling and Socialization at french Nursery school     

Éric Plaisance  Sylvie Rayna 《Prospects》2004,34(4):435-445

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Identifying science students at risk in the first year of higher education: the incremental value of non-cognitive variables in predicting early academic achievement     

Willems  Jonas  Coertjens  Liesje  Tambuyzer  Bart  Donche  Vincent 《European Journal of Psychology of Education - EJPE》2019,34(4):847-872

European Journal of Psychology of Education - Science students’ study success rates in the first year of higher education (FYHE) are problematic. Although a considerable amount of previous...  相似文献   

Self-Concept of Young People with Physical Disabilities: Does integration play a role?     

Sylvie Mrug  Jan L. Wallander 《International Journal of Disability, Development & Education》2002,49(3):267-280

Different countries have approached the education of students with a disability in different ways. Some have advocated for maximum integration, while others have maintained separate schools for those with special needs. The impact of the different educational settings on the self-concept of young people with a physical disability so far has received very little empirical attention. This study compared four groups of students with a physical disability who differed in their level of school integration: (a) US integrated students ( n = 53), (b) Czech integrated students ( n = 14), (c) Czech students educated at special schools on a daily basis ( n = 51), and (d) Czech students attending special schools on a residential basis ( n = 66). In addition, these young people with a disability were compared to a normative sample of Czech students without a disability. The comparisons were made on self-reported self-perceptions, aggression/emotional instability, view of the world, and dependency using the Personality Assessment Questionnaire (Rohner, 1991). Significant between group differences favouring integration were found. More integrated students reported lower levels of aggression, more positive views of themselves, and more positive views of the world. Discussion addressed implications for educational policies for children with special needs.  相似文献   

Learning to recalibrate the role of dead reckoning and visual cues in spatial navigation     

Ariane S. Etienne  Sylvie Joris Lambert  Benoit Reverdin  Evelyne Teroni 《Learning & behavior》1993,21(3):266-280

In Experiment 1, hamsters started from their permanent home at the periphery of a circular arena and headed to a food source at the center. They then returned, fully laden with food, along a direct path to their home. On control trials, in which no manipulation takes place, visual cues outside the arena and dead reckoning (i.e., updated internal references generated during the outward journey to the food source) controlled the return journey. On experimental trials, the arena, with the hamster in its nest, was rotated by 90°, putting dead reckoning at variance with the distal visual environment. The animals were rewarded for going with dead reckoning. At first, they favored the distal cues, but later most of the subjects switched to using dead reckoning. Thus, hamsters are flexible enough to recalibrate the relative weight that they normally attribute to different sets of spatial cues. In Experiment 2, the reliance on dead-reckoning was greatly enhanced when a cue card at the nest entrance was rotated along with the arena, pitting one proximal cue plus dead reckoning against distal cues. Hence, dead reckoning and external cues seem to reinforce each other through their mutual correlation.  相似文献   

The Very Beginnings of Togetherness in Shared Play Among Young Children Le tout de´buts du sentiment de e Togetherness f dans le Jeu Partage´ chez les Jeunes Enfants Los Inicios del Sentimiento de Unio´n en Los Juegos Compartidos Entre Menores     

Sylvie Rayna 《International Journal of Early Years Education》2001,9(2):109-115

This article aims to illustrate the notion of togetherness with observations collected in day care centres during studies carried out within the theoretical framework of Piagetian constructivism. This article concerns the very beginnings of this phenomenon, within spontaneous activities shared between under 3-year-old children, in its cognitive dimension. It shows an early capacity, in young children, to penetrate the intersubjective world and provides some indications for favouring the development of these competencies in early childhood services. Cet article a pour but d'e´tayer la notion de e togetherness f a ¤ partir d'observations recueillies en cre ¤ che, au cours d'e´tudes mene´es dans le cadre the´orique du constructivisme piagetien. Il porte sur les de´buts de ce phe´nome ¤ ne, e´tudie´ici, au sein d'activite´s partage´es entre enfants age´s de moins de trois ans, plus particulie ¤ rement dans sa dimension cognitive. Il montre les capacite´s pre´coces des jeunes enfants a ¤ pe´ne´trer dans le monde de l'intersubjectivite´et indique quelques pistes pour favoriser le de´veloppement de ces compe´tences dans les structures e´ducatives de la petite enfance. Este artículo tiene por objectivo ilustrar la noción de 'togetherness' desde las observaciones recolectadas en guardería, durante los estudios realizados en el marco temático del constructivismo de Piaget. El artículo trata de los principios de este fenómeno, estudiado aqui durante las actividades compartidas entre los menos de tres años, concierne particularmente su dimensión cognitiva. Muestra las capacidades de los más pequeños niños en entrar en el mundo de la intersubjectividad e indica algunas pistas para favorecer el desarollo de esas capacidades en las estructuras educativas de la pequeña infancia.  相似文献   

Using eye and pen movements to trace the development of writing expertise: case studies of a 7th, 9th and 12th grader, graduate student, and professional writer     

Denis Alamargot  Sylvie Plane  Eric Lambert  David Chesnet 《Reading and writing》2010,23(7):853-888

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Pre-service teachers’ greater power to act in the classroom: analysis of the circumstances for professional development     

Sylvie Moussay  Eric Flavier  Philipe Zimmermann  Jacques Méard 《欧洲师范教育杂志》2011,34(4):465-482

This case study analysed the circumstances during a one-year work placement in which a pre-service teacher showed professional development, with a focus on the impact of her interactions with various interlocutors. The study was conducted within the framework of the cultural historical activity theory (CHAT) and of activity theory with its methods for the clinical study of activity. The results showed intra-psychic conflicts. produced by interactions with trainers, peers, experienced colleagues, and students. These conflicts prompted the development of the pre-service teacher’s professional activity through the construction of new goals and new motives for action (development through sense), and the construction of new operations to reach these goals (development through efficiency). This study thus opens the way for creating training programmes that favour the development of teachers’ power to act. It provides a source for transforming traditional mentoring methods in teacher training.  相似文献