The “Indefinite Discipline” of Competitiveness Benchmarking as a Neoliberal Technology of Government     

Bruno  Isabelle 《Minerva》2009,47(3):261-280

Minerva - Working on the assumption that ideas are embedded in socio-technical arrangements which actualize them, this essay sheds light on the way the Open Method of Co-ordination (OMC) achieves...  相似文献   

Gamification of Entrepreneurship Education     

Diane A. Isabelle 《Decision Sciences Journal of Innovative Education》2020,18(2):203-223

Gamification—the use of gameplay mechanics for nongame applications—enables learning by doing, yet questions abound about its effectiveness for education. This teaching brief reports on the gamification of an entrepreneurship course using a stand‐alone gamification platform integrated with Shopify, a global e‐commerce platform for online stores. Students experienced the entire entrepreneurship process from ideation to launch of a real business and beyond. A live leaderboard allows tracking of team performance and provides a competitive element to the experiential learning. The gamification involved the creation and operation of online ventures by 269 undergraduate students during a trimester‐long undergraduate entrepreneurship course. The assessment of student learning outcomes shows that the gamified approach enhanced students’ experience, engagement, and entrepreneurial self‐efficacy. I conclude with pedagogical observations to assist instructors in implementing a gamified approach.  相似文献   

Basic research in speech and lateralization of language: Some implications for reading disability     

Liberman  Isabelle Y. 《Annals of dyslexia》1971,21(1):71-87

Basic research in speech and the lateralization of language is shown to illuminate the problems of reading and some of its disabilities. First, it is pointed out how speech, or language for the ear, differs markedly from reading, or language for the eye. Though the sounds of speech are a very complex code and the optical shapes of written language are a simple cipher or alphabet on the phonemes, we all perceive speech easily but read only with difficulty. Perceiving speech is easy because, as members of the human race, we all have access to a special physiological apparatus that decodes the complex speech signal and recovers the segmentation of the linguistic message. Reading is hard because the phonemic segmentation, which is automatic and intuitive in the case of speech, must be made fully conscious and explicit. The syllabic method supplemented by phonics (used with certain reservations) is suggested for remediation of segmentation problems. Second, it is posited that since the sounds of speech are processed differently from non-speech sounds, the two should not be diagnosed and remediated interchangeably. Third, it is shown that the relationships among cerebral lateralization for language, handedness and poor reading can now be studied more meaningfully because of the recent development of new techniques. A truism often heard in the opening lecture of graduate classes in education is that we have few answers to the problems that beset us, only questions. In the field of reading, the difficulty may be owing at least in part to our impatient attempts to find immediate solutions for the teacher and the student in the classroom, and our consequent neglect of basic research. I should like to suggest today how knowledge of basic research in related disciplines may lead to clues for improving beginning reading instruction and the lot of the disabled reader—if only by affording us a deeper understanding of the reading process. Paper based on a talk given at the Twenty-first Annual Conference of The Orton Society, Washington, D.C., November 14, 1970.  相似文献   

Individualized acquisition of knowledge with the computer: Questioning and learning guided by the structure of knowledge     

Isabelle Tapiero  Sébastien Poitrenaud  Guy Denhière 《European Journal of Psychology of Education - EJPE》1988,3(2):235-257

In the first part of this article, we define our view of knowledge acquisition by distinguishing it from text comprehension and memorization, and by presenting the principal characteristics of the concept of knowledge as the formalization used to shape the knowledge domains (Baudet & Denhière, 1988). In the second part, the computerized individual’s knowledge acquisition system we present permits a representation of memory knowledge in accordance with the formalization adopted. This also allows a diagnosis of the learner’s initial knowledge and, according to the diagnosis reached, presents texts and illustrations adapted with the learner’s initial knowledge and with the goal of reaching a particular state of knowledge (Poitrenaud, Denhière & Tapiero, 1987). Finally, in the last part, we relate the first experimental results of learning a particular knowledge domain: sea mammals. This experiment tested the system with children of 7 to 11 years of age (Tapiero, 1987).  相似文献   

Learningames for threes and fours: Adult-child play     

Joseph Sparling  Isabelle Lewis 《Early Childhood Education Journal》1984,11(4):26-30

A recent national survey has proven that all young children need to feel confident in themselves and in what they do. The best people to promote this feeling of well-being are teachers and parents. These activities have been written to help adults develop a child's self-worth through directed play. Appropriate for boys and girls, the games may be played on three levels: as everyday enrichment activities, as preschool educational experiences, and as just plain fun. They can be played in child care situations or at home. Learningames emphasize noncompetitive games, stressing each child's uniqueness and abilities to problem solve in a non-threatening way while learning the essential daily and early-learning skills. These games have been proven to be meaningful ones with developmentally handicapped children, as well as with normal children.Joseph Sparling is a research associate professor at the Frank Porter Graham Child Development Center of the University of North Carolina at Chapel Hill. Isabelle Lewis, formerly a director of day care centers, is also a research associate at the Graham Center. This article is excerpted fromLearningames for Threes and Fours: A Guide to Adult-Child Play, Walker and Co., New York, © 1984.  相似文献   

Identity strategies in light of a low-prestige occupation: the case of retail apprentices     

Kerstin Duemmler  Isabelle Caprani 《Journal of Education & Work》2017,30(4):339-352

Occupations differ in their prestige, but little research has examined how workers manage working in a low-prestige occupation. This case study with retail-clerk apprentices in Switzerland uncovers the identity strategies the apprentices employ to help them normalise the situation they find themselves in: they are learning an occupation that is not assumed to require any specific knowledge or skills. We base our arguments on theories about occupational prestige, identity and stigma management, as well as on a qualitative study in VET (vocational education and training) schools. Three identity strategies are dominant among retail-clerk apprentices and are deeply embedded within the retail context and the Swiss apprenticeship programme. First, apprentices embrace ideas of discontinuous careers and lifelong learning, which encourage them to improve their occupational position through mobility within or outside the retail sector. Second, the VET programme builds on apprentices’ consumer interests and encourages their self-valorisation through the prestige of products and shops. Third, apprentices emphasise that retail work is skilled work, a strategy that is consistent with the positive societal perception of the Swiss VET system. These strategies provide insights into how apprentices construct positive occupational identities although they are placed low on the occupational prestige hierarchy.  相似文献   

Nostalgia     

Isabelle Loar 《The Educational forum》2013,77(2)

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Comprehension of infrequent subject-verb agreement forms: evidence from French-learning children   总被引：1，自引：0，他引：1  

Legendre G  Barrière I  Goyet L  Nazzi T 《Child development》2010,81(6):1859-1875

Two comprehension experiments were conducted to investigate whether young French-learning children (N = 76) are able to use a single number cue in subject-verb agreement contexts and match a visually dynamic scene with a corresponding verbal stimulus. Results from both preferential looking and pointing demonstrated significant comprehension in 30-month-olds with no preference for either singular or plural. These results challenge previous claims made on the basis of English and Spanish that comprehension of subject-verb agreement expressed as a bound morpheme is late, around 5 years of age (V. A. Johnson, J. G. de Villiers, & H. N. Seymour, 2005; A.-T. Pérez-Leroux, 2005). Properties of the adult input were also analyzed. Possible implications for theories of syntactic acquisition are discussed.  相似文献   

Review: Verbal Protocols of Reading: The Nature of Constructively Responsive Reading.     

Isabelle Thompson 《Technical Communication Quarterly》1997,6(3):331-335

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Preparing internationally minded business graduates: The role of international mobility programs     

Claude Marcotte  Jocelyn Desroches  Isabelle Poupart   《Int J Intercult Relat》2007,31(6):655-668

The first objective of this paper was to examine the institutional and individual determinants of business students’ participation in international mobility programs (IMPs). Retrospective reports were collected from business graduates of the University of Quebec in Montreal, Canada. Respondents reported having received very little information about IMPs from the different institutional sources. Logistic regression analysis revealed that when these institutional factors were present, the likelihood of student participation in IMPs increased significantly. The respondents’ interests in intercultural contact and foreign languages were significant predictors of participation, whereas academic, self-development, and career-related motives were not, contrary to previous findings. The second objective was to measure the perceived effects of participation in IMPs. Three types of effects were reported: self-development, cultural awareness and career advancement. Participation in IMPs had a broader impact on the graduates’ lives and careers than previously reported.  相似文献