Does Preschool Enrichment of Precursors to Arithmetic Influence Intuitive Knowledge of Number in Low Income Children?     

Linda S. Pagani  Julie Jalbert  Alain Girard 《Early Childhood Education Journal》2006,34(2):133-146

In this study, we examine whether preventive enrichment of pre-math skills has an influence on number knowledge in preschool children from low income families. Our data analyses use two methods to examine the influence of two independent programs implemented during junior kindergarten and kindergarten. The first implies the traditional approach comparing the self-selected treated group to a self-selected comparison group. The second approach uses a self-selected dosage approach to the treatment condition, considering that implementation of the program varied across teachers. The results regarding the enrichment program in kindergarten were inconclusive. Nevertheless, the pre-math program implemented in junior kindergarten showed a positive influence on children’s core requisite skills for later learning of arithmetic. Although children were receptive during both preschool years, a junior kindergarten program that elaborates upon conceptual issues beyond the number line appears both feasible and beneficial over the short-term.  相似文献   

Academic judgment and institutional evaluation made by teachers according to pupils’ explanatory activity     

Stéphane Jouffre  Jacques Py  Alain Somat 《European Journal of Psychology of Education - EJPE》2008,23(4):399-420

The influence of sixth-graders’ explanatory activity was studied on their teachers’ academic judgment. Concerning the pupils’ explanatory activity, trait-related internal explanations were chosen more to explain positive events than negative ones, whereas the reverse was observed for effort/intention-related internal explanations. In response to positive and negative events, the trait-related and effort/related internal explanations were socially valued, whereas external explanations (Situational factors and others’ traits; Luck and others’ efforts and intentions) were socially devalued. Concerning teachers’ judgment, the more pupils chose traits and the less they chose lack of effort/intention to explain the negative events, and the less they chose traits and the more they chose effort/intention to explain the positive events, the more teachers attributed socially desirable traits to them. The more pupils chose effort/intention to explain the positive and negative events and the less they chose luck and others’ effort/intention to explain the negative events, the more teachers’ attributed socially useful traits to them (if the pupils do not value these internal explanations and devalue these external explanations). The results are discussed in reference to the social functions implied by the academic judgment.  相似文献   

Interactional effects of the environment on interviews     

Geneviève Blanchet  Alain Blanchet 《European Journal of Psychology of Education - EJPE》1994,9(1):41-53

This study investigates the effect of the environment factor on discourse mode and content in an interview situation. Fifteen eight-year-olds were interviewed in three specific and different locations in their school (classroom, doctor's office and playground) that formed the three experimental groups. Analysis of the interview data (propositional discourse analysis) shows that each experimental group produced a specific type of speech characterized by the occurrence of particular language markers.  相似文献   

A monozygotic twin difference study of friends' aggression and children's adjustment problems     

Vitaro F  Brendgen M  Boivin M  Cantin S  Dionne G  Tremblay RE  Girard A  Pérusse D 《Child development》2011,82(2):617-632

This study used the monozygotic (MZ) twin difference method to examine whether differences in friends' aggression increased the differences in MZ twins' aggression and depressive symptoms from kindergarten to Grade 1 and whether perceived victimization by the friend played a mediating role in this context. Participants were 223 MZ twin pairs. Results showed that differences in kindergarten friends' aggression significantly predicted an increased difference in MZ twins' aggression from kindergarten (mean age = 6.7 years) to Grade 1 (mean age = 7.5 years) for both boys and girls. Differences in perceived victimization by the friend mediated this association, albeit only in boys. Differences in perceived victimization by the friend also predicted an increase in MZ twins' differences in depressive symptoms. These results support the importance of friendship experiences during early childhood.  相似文献   

How do teachers’ approaches to geometric work relate to geometry students’ learning difficulties?     

Alain?KuzniakEmail author  Jean-Claude?Rauscher 《Educational Studies in Mathematics》2011,77(1):129-147

Various studies suggest that French students (grades 7 to 10) may solve geometric problems within a paradigmatic framework that differs from that assumed by teachers, a situation prone to misunderstandings. In this paper, we study the extent to which secondary school teachers recognise the conflicting paradigms and how they handle the geometric work conducted, in sometimes unintended ways, by their students. This is done by analysing teachers’ reactions to specific answers students offered to the Charlotte and Marie problem, an “ambiguous” problem with various solutions depending on the paradigm adopted. As a result of the study, we found that, beyond similarities due to a shared mathematical background, the way secondary schoolteachers handle students’ answers varies with their conceptions of geometric work. Implications are drawn regarding the teaching of geometry and the training of teachers.  相似文献   

Coaches’ perceptions of decision making in rugby union     

Kevin Morgan  Alain Mouchet  Gethin Thomas 《Physical Education & Sport Pedagogy》2020,25(4):394-409

ABSTRACT

Background: In team games situations, the ability to make fast and accurate decisions is crucial to performance. As such, effective decision making, characterised by the consistent and efficient ability to choose the right course of action at the right moment, is a key component of match performance in team sports such as rugby union. Previous research has identified pedagogical approaches to enhance decision making. However, there is dearth in research to investigate how coaches evaluate tactical decision making and subsequently develop context specific ‘on’ and ‘off-field’ coaching practices to improve it. Further, the value coaches place on decision making is under explored.

Purpose: The aim of this study was to explore coaches’ perceptions of decision making in rugby union. The specific objectives to meet this aim were to: (i) Explore coaches’ perceptions of the value and importance of decision making in rugby union; (ii) Identify coaches’ opinions of the key decision making moments in games and how to evaluate them; and (iii) Investigate coaches’ on and off field methods for improving players’ tactical and strategic decision making.

Participants: Purposive sampling was used to select five male coaches, whose ages ranged from 25 to 41 years, from a regional rugby union club in Wales to participate in the study. Coaching experience ranged from two years to 16 years.

Methods: The interpretative paradigm was used within the study with data collected through semi-structured interviews with academy rugby union coaches. This type of interview gathered rich, detailed and complex accounts of coaches’ opinions of players’ in-game decision making in rugby union in order to inform practice and theory. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.

Findings: All five coaches agreed that decision making was a crucial part of the modern game of rugby union. There was some disagreement between them about the players’ autonomy to make their own decisions on the pitch and a general lack of clarity between ‘game plan’, ‘strategy’ and ‘tactics’ amongst the coaches. All the coaches agreed that the process of evaluation of players’ decision making should involve a joint discussion with the players. They also agreed that developing decision making was one of the hardest things to coach. Finally, they used a variety of ‘on’ and ‘off-field’ coaching methods to achieve this including video analysis, questioning and the use of games based scenarios.

Conclusion: This study acquired the coaches’ voice on players’ decision making in rugby union by exploring its perceived importance to them and how they evaluated and attempted to improve it. A clear attempt was made among the coaches to develop a ‘non-judgemental’ atmosphere in the evaluation and improvement of players’ decision making. Future research should consider the use of explicitation interviewing, where the interviewer (coach) aims to get the player into a state of evocation, to relive the key decision making moments in an attempt to improve it.  相似文献   

Boys' Lack of Interest in Fine Arts in a Coeducational Setting: A Review of Sex‐Related Cognitive Traits Studies     

Alain Savoie 《The International Journal of Art & Design Education》2009,28(1):25-36

Fine arts teachers' concerns about male underachievement in a Quebec coeducational high school, and a related survey showing boys' negative perceptions of fine arts motivated this interdisciplinary literature review. Referring to biology and cognitive science, the article explores concepts of sex‐related cognitive traits to help in designing sex‐adapted approaches to individual learning in art education. The nature‐nurture controversy still surrounds sex‐based cognitive differences studies, though science agrees that natural and socio‐cultural factors are somehow closely interwoven in the complex gender identity construction process. Sex‐related biological predispositions influencing cognition are proposed notably in ‘instrumentality‐expressiveness' and ‘empathising‐systemising (E‐S)’ theories. The article suggests that in the context of art education, these sex‐related cognitive models deserve study, because they could initiate sex‐adapted teaching strategies with the necessary flexibility and wider scope to overcome gender‐stereotyped biases and stimulate boys' interest in the arts. This suggested approach should not be confused with stereotype‐based pedagogy, which merely strengthens learned gender characteristics, producing or maintaining academic underachievement.  相似文献   

What is teaching for?     

Alain Michel 《European Journal of Education》2019,54(3):319-322

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Relationship between school rhythm and physical activity in adolescents: the HELENA study     

Jérémy Vanhelst  Laurent Béghin  Alain Duhamel  Stefaan De Henauw  Denes Molnar  Germán Vicente-Rodriguez 《Journal of sports sciences》2017,35(16):1666-1673

The aim was to assess the relationship between school rhythm and physical activity (PA) in adolescents. The study included 2024 adolescents (12.5–17.4 years). Participants wore an accelerometer for 7 days. A short school rhythm was defined as a short time at school with short recesses and less time in teaching per day (Group 1). A long school rhythm was defined as a longer time at school with more time in teaching and recess (Group 2). Adolescents in Group 1 performed less moderate to vigorous PA (MVPA) than those in Group 2 per week (P < .0001), especially during school days (recess: 3.9 ± 4.0 vs. 9.8 ± 7.9 min · day^?1; P < .0001; teaching hours: 14.5 ± 9.8 vs. 19.1 ± 12.0 min · day^?1; P < .0001). Adolescents in Group 1 were less likely to meet the PA recommendations than were adolescents in Group 2: 30.7% vs. 34.1% (P < .0001). During school days, the percentage of adolescents who spent more than 2 h · day^?1 in sedentary activities was greater in the Group 1 (P < .001). Our results suggest that leisure-time out-of-school hours is used mainly for sedentary activities, and that school time provides a good opportunity for promoting PA.  相似文献   

A review of the penetration of Francophone research on intervention in physical education and sport in Anglophone journals since 2010     

Olivier Vors  Amélina Girard  Nathalie Gal-Petitfaux  Benoît Lenzen  Nicolas Mascret  Alain Mouchet 《Physical Education & Sport Pedagogy》2020,25(4):331-345

ABSTRACT

Introduction: Since the 1990s, the notion of intervention has expanded with growing interest in the analysis of practices in Francophone country. French-speaking research community considers intervention sciences as a specific field of research in sport and PE. The aim of this literature review was to characterize the penetration of Francophone research in the English-language literature in physical education and sport concerned with intervention since 2010 in the category ‘Education & Educational Research’ of the Journal Citation Reports (2017). This research was in line with the analysis of the papers presented during six Francophone congresses from 2000 to 2010 of the Association for Research on Intervention in Sport (Musard and Poggi 2015 Musard, Mathilde, and Marie-Paule Poggi. 2015. “Intervention in Physical Education and Sport: Trends and Developments in a Decade of Francophone Research.” Physical Education and Sport Pedagogy 20 (3): 250–267. doi:10.1080/17408989.2013.817008.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]).

Methods: The selection of articles was carried out in three stages: selection of journals, selection of articles manually, the second level of selection. The selection of journals is do in this category "Education & Educational Research" (JCR, 2017) focusing primarily on sport and physical education. Six journals met these criteria: Physical Education and Sport Pedagogy, European Physical Education Review, Journal of Teaching in Physical Education, Sport Education and society, Quest, Journal of Hospitality Leisure Sport & Tourism Education. Then, the selection of articles was manually analyzing all the publications of each journal since 2010 (almost 2000 articles) according to inclusion criteria "sport or physical education", "francophone authors", and "intervention". Each 46 articles selected was classified according to its theoretical framework. The last stage of selection corresponded to an analyze and an extension of the literature review by a French-speaking specialist in each theoretical framework.

Results: The results show that French-language research on/in/for intervention is in close connection with the international tradition. Some approaches such as didactique, a technological approach, and course of action, have a Francophone specificity based on various international theoretical anchors; others such as motor learning, social psychology, ecological approach come from non-French-speaking international theoretical frameworks.

Discussion and conclusion: These findings raise the question of the Francophone specificity of intervention sciences. Beyond particular French-speaking theoretical frameworks, concepts and concerns join Anglophone traditions. As in the international fields of ‘sport pedagogy’ or ‘praxis’, the Francophone intervention sciences are composed of a diversity of theoretical approaches and are focused towards an epistemology of action. These two communities can enrich each other and deserve more interaction and exchange.  相似文献