Editorial Note     

Judith M. Nixon  Susanne K. Clement 《资料收集管理》2019,44(1):1-2

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Skills for Complexity     

Claudio Rubiliani  Michel Caillon 《Environmental Education Research》1996,2(1):41-49

One of the major conceptual difficulties of environmental education is its complexity. During a 20 h module of initial training gathering together primary and secondary school teachers this concept was highlighted. Some approaches have been tested, all dynamic and transferable. They are analysed and assessed.  相似文献   

Choix de partenaires et respect des règles     

Arsenault  Rodolphe  Loranger  Michel  Milot  Daniel 《European Journal of Psychology of Education - EJPE》1988,3(3):317-326

European Journal of Psychology of Education - Cette recherche se rapporte au domaine d’étude des conduites sociales des élèves de la sixième année et aux liens qui...  相似文献   

Semiotic mediation in guiding interactions with young children: The role of context and communication handicap on distanciation in adult discourse     

Michel Deleau  Eva Gandon  Véronique Taburet 《European Journal of Psychology of Education - EJPE》1993,8(4):473-486

This paper pays attention to two factors often neglected in the studies of instructional or guidance interaction: the specifity of the child as interlocutor and the constraints exerted by the properties of the tasks on the semiotic means used to guide the child. Following Sigel’s ‘distanciation hypothesis’ we have studied the ‘distancing’ characteristics of the adult’s discourse adressed to the child in two groups of dyads, one with deaf (N=5), the other with hearing children (N=7) aged around 24 months, in two tasks: Symbolic Play and Picture — Book reading. The main results indicate a strong effect of the tasks, SP allowing more distanciation than PB for both categories. D-dyads show few differences in SP task but less ability to share references in Picture-Book reading. It appears also that with such young children, the distancing potential might be conveyed by the forms and pragmatic functions and not only by the semantic components of adult’s utterances.  相似文献   

Editorial Note     

Susanne K. Clement  Judith M. Nixon 《资料收集管理》2018,43(2):87-88

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Editorial Note     

Judith M. Nixon  Susanne K. Clement 《资料收集管理》2018,43(1):1-2

  相似文献   

Reciprocal (and Reductionist?) Newswork     

Robert E. Gutsche Jr.  Susan Jacobson  Juliet Pinto  Charnele Michel 《Journalism Practice》2017,11(1):62-79

This paper builds upon previous research that examines participatory forms of “reciprocal journalism” and “public communication” led by high school and college students in Miami, Florida, USA, in the fall of 2014. In this study, the students’ assessment of local and national media coverage is used to reveal greater details inherent in examining participatory methods of newswork. Collectively, students said that media coverage emphasis on local and national public officials instead of residents and community members who experience sea-level rise first-hand, combined with a lack of scientific explanation of and solutions for sea-level rise reduced the event's potential to build reciprocal relationships with younger audiences.  相似文献   

Upper limb joint muscle/tendon injury and anthropometric adaptations in French competitive tennis players     

Isabelle Rogowski  Thomas Creveaux  Cyril Genevois  Shahnaz Klouche  Michel Rahme  Philippe Hardy 《European Journal of Sport Science》2016,16(4):483-489

The purpose of this study was to examine the relationship between the upper limb anthropometric dimensions and a history of dominant upper limb injury in tennis players. Dominant and non-dominant wrist, forearm, elbow and arm circumferences, along with a history of dominant upper limb injuries, were assessed in 147 male and female players, assigned to four groups based on location of injury: wrist (n = 9), elbow (n = 25), shoulder (n = 14) and healthy players (n = 99). From anthropometric dimensions, bilateral differences in circumferences and in proportions were calculated. The wrist group presented a significant bilateral difference in arm circumference, and asymmetrical bilateral proportions between wrist and forearm, as well as between elbow and arm, compared to the healthy group (6.6 ± 3.1% vs. 4.9 ± 4.0%, P < 0.01; ?3.6 ± 3.0% vs. ?0.9 ± 2.9%, P < 0.05; and ?2.2 ± 2.2% vs. 0.1 ± 3.4%, P < 0.05, respectively). The elbow group displayed asymmetrical bilateral proportions between forearm and arm compared to the healthy group (?0.4 ± 4.3% vs. 1.5 ± 4.0%, P < 0.01). The shoulder group showed significant bilateral difference in elbow circumference, and asymmetrical bilateral proportions between forearm and elbow when compared to the healthy group (5.8 ± 4.7% vs. 3.1 ± 4.8%, P < 0.05 and ?1.7 ± 4.5% vs. 1.4 ± 4.3%, P < 0.01, respectively). These findings suggest that players with a history of injury at the upper limb joint present altered dominant upper limb proportions in comparison with the non-dominant side, and such asymmetrical proportions would appear to be specific to the location of injury. Further studies are needed to confirm the link between location of tennis injury and asymmetry in upper limb proportions using high-tech measurements in symptomatic tennis players.  相似文献   

New Visuality in Art/Science: A Pedagogy of Connection for Cognitive Growth and Creativity     

Kathryn Grushka  Alice Hope  Neville Clement  Miranda Lawry  Andy Devine 《Peabody Journal of Education》2018,93(3):320-331

New visuality in art/science pedagogies challenges teachers to rethink their curriculum and the role of digital new media in facilitating conceptual thinking and the role of the creative representation of knowledge. Recent neuroscientific research on cognition, perception, memory, and emotion inform and provoke implications for 21st-century learning. Analysis of student artwork uncovers pedagogical challenges for teachers. Teachers use visual learning and its forms of higher process thinking to allow students to make cognitive connections with images, giving them the capacity to integrate concepts for the communication of art/science learning. Examples of student learning from years 3–5 and 15–17 illustrate these ideas.  相似文献   

Making Time for Teacher Induction: A Lesson from the New Zealand Model   总被引：1，自引：0，他引：1  

Mary C. Clement 《Clearing house (Menasha, Wis.)》2013,86(6):329-330

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