The school as a learning organisation: The concept and its measurement     

Marco Kools  Louise Stoll  Bert George  Bram Steijn  Victor Bekkers  Pierre Gouëdard 《European Journal of Education》2020,55(1):24-42

A growing body of scholars, educators and policy makers has argued for reconceptualising schools as “learning organisations” in the last 25 years as. However, a lack of clarity on the concept has hindered its advance in theory and practice. This study responds to this problem by developing a schools as learning organisations scale that expands and clarifies the concept on several points. Drawing on survey data (nschool staff = 1,703) from Wales (UK), it examines the key characteristics of a school as a learning organisation through a principal component analysis and reliability analysis. The results showed that such a school is associated with eight dimensions: (a) a shared vision centred on the learning of all students, (b) partners contributing to school vision, (c) continuous learning opportunities, (d) team learning and collaboration, (e) a culture of enquiry, innovation and exploration, (f) systems for collecting and exchanging knowledge and learning, (g) learning with and from the external environment, and (h) modelling learning leadership. The resulting 65-item scale demonstrated good psychometric qualities. A reliable and valid schools as learning organisations scale can help enhance our understanding of the concept. The scale can also be used by school leaders, teachers and all others wanting to develop a thriving learning culture in their schools.  相似文献   

‘For good,God, and the Empire’: French Franciscan sisters in Ethiopia 1896−1937     

Pierre Guidi 《History of education》2018,47(3):384-398

In 1897, four French Franciscan sisters arrived in Ethiopia, having been summoned there by the Capuchin missionaries. In 1925, they ran an orphanage, a dispensary, a leper colony and 10 schools with 350 girl students. The students were freed slaves, orphans and upper-class Ethiopian and European girls. After providing a brief background to the relations between the Ethiopian government and the missionaries, this article describes the general activities of the Sisters, the importance they dedicated to education, and their religious and political motives. In the second part, it analyses the sociological backgrounds of the female students and the way in which education intersected with gender, class and race. Third, it reconstructs the multiple power relations within which the Sisters’ educational work was embedded. Finally, it demonstrates how schooling girls in a class-based manner – in conformity with the Franciscan Sisters’ perceptions about what lower-class and upper-class women should be – enabled them to secure relations with Ethiopian political elites. These relations both benefited the Ethiopian elites and furthered the cause of French imperialism.  相似文献   

Skating     

Kelly L. Lockwood  Pierre J. Gervais  Donald R. Mccreary 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):231-241

Technical evaluation in the sport of figure skating is characterized by a subjective marking system. Figure skating judges are responsible for quickly and accurately discerning the quality of technical elements as well as assigning a score to the overall aesthetic appearance of a performance. Traditionally, overall placement marks are assigned for the entire performance; however, the landing of a jump is widely acknowledged as one of the most critical elements of a skater's program. Therefore, our aims were to identify the biomechanical variables that contribute to technical success in executing landings and to establish whether landings rated as biomechanically optimal are also awarded high technical merit scores by judges. Ten nationally ranked competitive figure skaters were asked to execute on‐ice, double and triple revolution jumps and to try to land the jumps void of technical faults within a calibrated space. Data were collected at 60 Hz using standard three‐dimensional videography. Data reduction was done using the APAS system (Ariel Dynamics Inc). Concurrently, videotapes were viewed and evaluated by 42 accredited judges to determine the perceived technical quality of the landing performances. Judges were asked to evaluate the landing phase of each jump against a landing criteria document. A comparative criteria model was developed to facilitate an assessment of excellence in landing performances through both empirical and subjective analyses. Results of these analyses were twofold: a biomechanical profile of on‐ice landings was obtained, and on‐ice jump landing strategies rated by empirical evaluations were in agreement with judge's perceptions of the same performances.  相似文献   

Circles with a suspended aid: reducing pommel reaction forces     

Toshiyuki Fujihara  Pierre Gervais 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):34-47

The aim of this study was to investigate the influence of a suspended aid on the reaction forces during a basic skill on pommel horse. Twenty gymnasts performed three sets of 10 circles with and without a suspended aid on a pommel horse under which two force plates were set. The results confirmed that the suspended aid could reduce the magnitude of the pommel reaction forces during circles while maintaining the general loading pattern. On the left hand, the average and peak forces were attenuated to 0.59 body weight (BW) and 0.85 BW from 0.76 BW and 1.13 BW, respectively. The right hand experienced slightly larger forces with no-aid trials, but the asymmetry between the hands decreased with the aid. Despite a relatively large variability, all gymnasts experienced smaller impact peak forces with the aid. A suspended aid is most commonly used for a beginner gymnast as an introduction to pommel horse exercises. However, this study confirmed that it can also be useful for all levels of gymnasts who would like to practice pommel horse exercises with reduced pommel reaction forces for a purpose such as a progression for learning a new skill, control of training volume, or rehabilitation.  相似文献   

From Geocentrism to Allocentrism: Teaching the Phases of the Moon in a Digital Full-Dome Planetarium     

Pierre Chastenay 《Research in Science Education》2016,46(1):43-77

  相似文献   

Intrafamilial sexual abuse: brother-sister incest does not differ from father-daughter and stepfather-stepdaughter incest     

Cyr M  Wright J  McDuff P  Perron A 《Child abuse & neglect》2002,26(9):957-973

OBJECTIVE: Three groups of girls who were sexually abused (by either brothers, fathers, or stepfathers) were compared. The purpose was to identify the differing characteristics of the abuse, the family environments, and the psychosocial distress of these children. METHOD: Seventy-two girls aged between 5 and 16 were assigned to one of the three groups. Subjects were matched between groups on the basis of their actual age. Children completed measures of traumatic stress; their mothers completed the Child Behavior Checklist-Parent Report Form (CBCL) and other self-report questionnaires on family characteristics. Workers in child protective services completed information regarding the nature and severity of the abuse. RESULTS: Results suggested few differences in the characteristics of sexual abuse between the three groups. However, penetration was much more frequent in the sibling incest group (70.8%) than in the stepfather incest (27.3%) or father incest (34.8%) groups. Ninety percent of the victims of fathers and brothers manifested clinically-significant distress on at least one measure, whereas 63.6% of stepfather victims did. Compared with father and stepfather perpetrators, brothers were raised in families with more children and more alcohol abuse. CONCLUSIONS: The authors conclude that the characteristics of brother-sister incest and its associated psychosocial distress did not differ from the characteristics of father-daughter incest These findings suggest that theoretical models and clinical practices should be adjusted accordingly and that sibling incest should not necessarily be construed as less severe or harmful than father-daughter incest.  相似文献   

A EUROPEAN INSTITUTIONAL AUDIT     

Pierre Tabatoni 《Higher Education in Europe》1995,20(1-2):108-115

The project of CRE for a European institutional audit of higher education institutions is presented, justified, and briefly described. It responds to the increasing concerns of all actors involved in higher education with quality in every meaning of the word. As the integration of Europe proceeds, as course programmes increasingly emphasize inter‐disciplinarity, as students and teachers become increasingly mobile, the role and importance of such a Europe‐wide audit is enhanced.

  相似文献   

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

  相似文献