American Sammys and French Poilus in the Great War: sport, masculinities and vulnerability     

Terret T 《国际体育史杂志》2011,28(3-4):351-371

The violence and duration of fighting throughout the Great War created an intense feeling of vulnerability among the men engaged in battle, which challenged their perception of manliness. When the Americans joined the war in 1917, the balance between the two opposing armies was modified and the psychological crises of French soldiers brought to an end. The confidence shown by the American soldiers and their first successes on the battlefield changed the way the French Poilus perceived their new allies. From scepticism to admiration, Frenchmen's feelings extended beyond the fighting. Indeed, by living with American soldiers in the trenches and camps behind the front, French soldiers discovered a new culture where games and sport played a major role and contributed to building manliness. The Foyers Franco-Americains du Soldat (Franco-American hostels for soldiers) provided an ideal place for the cultural transfer of a model of masculinity from Sammys to Poilus. The foyers were managed by the American YMCA and eventually reached the number of 1,500 in France during the war. These hostels afforded soldiers numerous opportunities to develop cultural and sports practices, by bringing together Americans and Frenchmen. Mainly based on the archives of the American Expeditionary Forces, the YMCA and the French Army, the paper argues that the Foyers du Soldat brought to light a new model of masculinity based on sport, which challenged the Frenchmen's vision. It aims to show the rapid transformation of masculine identity within a context of extreme vulnerability and confirms the changes in representations of men in French society at this time.  相似文献   

Children's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation     

Thierry Olive  Monik Favart  Caroline Beauvais  Lucie Beauvais 《Learning and Instruction》2009,19(4):299-308

This study investigated the cognitive effort of 5th and 9th graders while writing a text. We manipulated genre (narrative text vs. argumentative text) and tested how level of handwriting automatisation contributes to cognitive effort and fluency in writing. The participants were 23 students from Grade 5 and 21 from Grade 9, who wrote two texts differing in genre while performing a secondary reaction time task. The results showed that cognitive effort interacted with genre. Cognitive effort decreased between Grades 5 and 9 only for writing argumentative text. Handwriting did not contribute to fluency in writing, but contributed to cognitive effort only in 5th-graders' writing of narrative text. The findings are discussed in light of the factors contributing to cognitive effort and fluency in writing.  相似文献   

University—Industry Relations in France     

Thierry Chevaillier  Jean-Jacques Paul 《Higher Education Quarterly》1993,47(1):41-51

This paper summarises the key developments in university-industry relations in France in recent years. The overall trend is seen to be one in which there has been a movement away from dependence on the state and towards a diversity of the types of co-operation between firms and institutions of higher education.  相似文献   

Towards multidimensional approaches to research on rural science education     

Eleanor Abrams  Michael Middleton 《Cultural Studies of Science Education》2017,12(1):167-176

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Research assessment as a pedagogical device: Bernstein,professional identity and Education 1 in New Zealand     

Sue Middleton 《British Journal of Sociology of Education》2008,29(2):125-136

Recent restructuring of research funding for New Zealand’s higher education institutions is ‘outputs‐driven’. Under the Performance Based Research Fund, units of assessment of research quality are individuals, every degree teacher receiving a confidential score of A, B or C (if deemed ‘research active’) or ‘R’ (‘Research Inactive’). Despite its relatively high number of A and B rated individuals, Education’s collective ranking was low. I interviewed staff and draw on Bernstein to explore how this process affects professional identity formation, a process involving engagement with changing ‘official’ external identities. I overview Bernsteinian concepts, historicise Education’s changing official identities and illustrate how these enabled and constrained participants’ self‐definitions before, during, and immediately after, the quality evaluation. The imposition of audit culture reproduces old theory/practice binaries.  相似文献   

Erratum to: Why the Boys are Missing: Using Social Capital to Explain Gender Differences in College Enrollment for Public High School Students     

Sarah Klevan  Sharon L. Weinberg  Joel A. Middleton 《Research in higher education》2016,57(2):258-259

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Influence of motherhood on the implicit academic self-concept of female college students: Distinct effects of subtle exposure to cues and directed thinking     

Thierry Devos  Erin Viera  Priscila Diaz  Roger Dunn 《European Journal of Psychology of Education - EJPE》2007,22(3):371-386

Despite notable steps toward gender equality and significant changes in gender roles, women continue to face tension between academic aspirations and the more traditional role of caregiver. The goal of the present research was to examine how this conflict might be revealed through assessments of associations that cannot be consciously controlled. In two experiments, college women completed implicit association tasks measuring the strength of their academic identification. Experiment 1 (N=55) showed that implicit academic identification was weaker when motherhood cues were present (rather than absent). In Experiment 2 (N=73), implicit academic identification was weaker when participants reflected on their aspirations to become a college graduate rather than aspirations to be a mother. These findings emphasize the malleability of the implicit academic self-concept. More precisely, they document that subtle exposure to cues and more deliberate thought processes produce distinct effects. This research contributes to a better understanding of contextual influences on the academic self-concept of college women and their potential implications for academic performances.  相似文献   

Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders     

Cordeiro  Carolina  Limpo  Teresa  Olive  Thierry  Castro  São Luís 《Reading and writing》2020,33(4):813-833

Reading and Writing - Writing is an important activity that involves many demanding processes. Given the complexity and goal-directed nature of writing, this activity is heavily dependent on...  相似文献   

An Explanation for School Failure: Moving Beyond Black Inferiority and Alienation as a Policy-Making Agenda     

Kimberly Lenease King  Irene S. Houston  & Renée A. Middleton 《British Journal of Educational Studies》2001,49(4):428-445

Numerous authors identify a white supremacist ideology that shapes the educational opportunities for racially diverse students. We contend that this ideology informs educational policy and hampers the likelihood that racially diverse populations can achieve success at levels similar to students of European descent. In this paper we define the white supremacist ideology as it informs education policy and practices. Three examples from the United States are then used to illustrate the influence of such an ideology. These examples include the creation and protection of racially segregated schooling; desegregation policies; and the current uses of school report cards. We conclude with the relevance of this discussion to educational debates in Great Britain and South Africa, and recommendations to minimise the influence of this ideology on education policy and school reform efforts.  相似文献   

Assessment of answers to questions about a text and knowledge of cognitive processes     

Thierry Meyer  Jacques Anis 《European Journal of Psychology of Education - EJPE》1996,11(3):313-328

This study examines to what extent assessment of text comprehension involves knowledge of the properties of human cognition (theory of mind) and the social context of assessment. The subjects (N=332) were asked to read a text and then assess eight answers to questions about this text. The independent variables were the quality of the answers to requests for paraphrases, the quality of answers to direct questions about the meaning of the text, the order of the paragraphs in the text and the human vs. artificial source attributed to the answers. Results show that answers to requests for paraphrases were thought to be better when the source was artificial rather than human. Inversely, answers to direct questions about the meaning of the text were thought to be better when their source was human. The assessment of answers attributed to a human source were differentiated by a greater integration of contiguous assessments (contrast effect between contiguous assessments). This was noted more particularly for a person than for a machine, poor paraphrasing being followed by a better assessment of answers to questions about the meaning of the text. The assessment of human understanding of a text is hypothesised to be guided by an expectation of answer coherency and a wider and more structured knowledge than the assessment of artificial answers.  相似文献