Sustainable development as a driver for educational innovation in engineering school: the case of UniLaSalle     

Fatma Fourati-Jamoussi  Michel J.F. Dubois  Maxime Agnès  Valérie Leroux  Loïc Sauvée 《European Journal of Engineering Education》2019,44(4):570-588

ABSTRACT

The potential relationships between innovation and sustainability processes, in engineering education, is neither obvious nor simple, especially when innovation, generally speaking, is promoted regardless of sustainability. We used UniLaSalle (In January 2016, the ‘Institut Polytechnique LaSalle Beauvais’, a French engineering school, merged with another higher education engineering school (ESITPA, Rouen). Both campuses (Beauvais and Rouen) have a common name: UniLaSalle (www.unilasalle.fr). As the interview began during 2015, this article only describes the situation of the Beauvais campus.) as a ‘living Lab’ to identify and analyse the reasons for the integration of innovation and Sustainable Development (SD) in training programmes. The aim is to explore, in a perception and reflective approach, how SD can be understood as a driver for specific innovation attitudes in higher education engineering school. This paper adopts an empirical approach based on a qualitative study, using NVivo 9 software to analyse non-numerical data. Our research suggests that SD can be a structural driver for innovation if it is integrated in a transdisciplinarity approach and not just as a discipline per se.  相似文献   

From sentence production to text production: Investigating fundamental processes     

Michel Fayol 《European Journal of Psychology of Education - EJPE》1991,6(2):101-119

  相似文献   

Social routines,pragmatic schemas,and schemes in how children distribute objects between the ages of three and six     

Michel Gilly  Jean-Paul Roux 《European Journal of Psychology of Education - EJPE》1993,8(4):403-421

Past research on social marking and pragmatic reasoning schemas suggest that cognitive processing modes are first elaborated by children when are carying out regulating social routines in the course of which they learn to produce the responses that satisfy the demand of their environment. The data of five experimental studies with 3–6 year old children, for object distribution tasks, are reported here. The data of the three first experiments show that the social routines evoked by the objects to be processed have a dual effect, influencing both the representation of the partition to be made, as well as the procedures used to make them. The data of the two last experiments seems to attest that, in training situations, the utilization of routine-evoking tasks promotes the construction of more general schemas, by the attribution of an operative meaning to the linguistic expressions used to characterize the states to be attained, and the transformations to be applied in order to attain them.  相似文献   

A longitudinal confirmatory factor analysis of indirect and physical aggression: evidence of two factors over time?     

Vaillancourt T  Brendgen M  Boivin M  Tremblay RE 《Child development》2003,74(6):1628-1638

The purpose of the present study was to examine whether indirect aggression was distinct from physical aggression across developmental periods. Participants were 3,089 Canadian children aged 4 to 7 years (Time 1), 6 to 9 years (Time 2), and 8 to 11 years (Time 3). Confirmatory factor analysis using an accelerated longitudinal design confirmed a 2-factor model that was stable across cohorts, time, and sex. The longitudinal predictive links between indirect and physical aggression were also examined in a path analysis. Findings did not support the notion that maturation is associated with changes in the ways children aggress but rather suggest that children are consistent in the type of aggression they use over time, whether it be indirect or physical.  相似文献   

What makes a good writer? Differences in good and poor writers' self-regulation of writing     

Ferrari  Michel  Bouffard  Thérèse  Rainville  Line 《Instructional Science》1998,26(6):473-488

Instructional Science - What makes someone a good writer? To begin to answer this question, we compared the discourse knowledge and self-regulation of good and poor writers, as well as the quality...  相似文献   

Two examples of international relations     

Michel Carton  Orlando Mella 《Prospects》1999,29(3):405-408

  相似文献   

Popper’s debt to psychology     

Michel ter Hark 《Metascience》2010,19(3):453-456

  相似文献   

Does early child negative emotionality moderate the association between maternal stimulation and academic readiness and achievement?     

Ophélie A. Collet  Massimiliano Orri  Cédric Galéra  Laura Pryor  Michel Boivin  Richard Tremblay  Sylvana Côté 《Child development》2024,95(3):948-961

We investigated whether child temperament (negative emotionality, 5 months) moderated the association between maternal stimulation (5 months–2½ years) and academic readiness and achievement (vocabulary, mathematics, and reading). We applied structural equation modeling to the data from the Quebec Longitudinal Study of Child Development (N = 1121–1448; mostly Whites; 47% girls). Compared to children with low negative emotionality, those with high negative emotionality had higher levels of academic readiness (6 years) and mathematics achievement (7 years) when exposed to high levels of maternal stimulation (β = 3.17, p < .01 and β = 2.91, p < .01, respectively). The results support the differential susceptibility model whereby highly emotionally negative children were more susceptible to the influences of low and high levels of maternal stimulation in academic readiness and mathematics achievement's developments.  相似文献   

Cognitive and Neural Development of Individuated Self-Representation in Children     

Rebecca D. Ray  Amy L. Shelton  Nick Garber Hollon  Bethany D. Michel  Carl B. Frankel  James J. Gross  John D. E. Gabrieli 《Child development》2009,80(4):1232-1242

Processing the self-relevance of information facilitates recall. Similarly, processing close-other-related information facilitates recall to a lesser degree than processing self-relevant information. This memory advantage may be viewed as an index of the degree to which the representation of self is differentiated from representations of close others. To test developmental hypotheses concerning the self, this study examined the relation of memory for self- and mother-referentially processed information in participants age 7–13 years (Experiment 1: N  = 37; Experiment 2: N  = 14). Memory for words encoded with reference to oneself increases with age, relative to memory for words encoded with reference to one's mother. When used as an individual difference measure, the difference in self versus mother memory correlates with regions of the rostral anterior cingulate associated with affective salience.  相似文献   

Early Child Language Mediates the Relation Between Home Environment and School Readiness     

Nadine Forget-Dubois  Ginette Dionne  Jean-Pascal Lemelin  Daniel Pérusse  Richard E. Tremblay  Michel Boivin 《Child development》2009,80(3):736-749

Home environment quality is a well-known predictor of school readiness (SR), although the underlying processes are little known. This study tested two hypotheses: (a) child language mediates the association between home characteristics (socioeconomic status and exposure to reading) and SR, and (b) genetic factors partly explain the association between language and SR. Data were collected between 6 and 63 months in a large sample of twins. Results showed that home characteristics had direct effects on SR and indirect effects through child language. No genetic correlation was found between language and SR. These results suggest that home characteristics affect SR in part through their effect on early language skills, and show that this process is mainly environmental rather than genetic in nature.  相似文献