In memoriam: Jean-Claude Eicher     

Benoît Millot   《Economics of Education Review》2007,26(6):643-644

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In memory of Chief Victor Nwankwo     

Pere Vicens  Benoît Müller 《Publishing Research Quarterly》2003,18(4):53-53

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The importance of duration and magnitude of force application to sprint performance during the initial acceleration,transition and maximal velocity phases     

Hans C. von Lieres Und Wilkau  Neil E. Bezodis  Jean-Benoît Morin  Gareth Irwin  Scott Simpson  Ian N. Bezodis 《Journal of sports sciences》2020,38(20):2359-2366

ABSTRACT

Successful sprinting depends on covering a specific distance in the shortest time possible. Although external forces are key to sprinting, less consideration is given to the duration of force application, which influences the impulse generated. This study explored relationships between sprint performance measures and external kinetic and kinematic performance indicators. Data were collected from the initial acceleration, transition and maximal velocity phases of a sprint. Relationships were analysed between sprint performance measures and kinetic and kinematic variables. A commonality regression analysis was used to explore how independent variables contributed to multiple-regression models for the sprint phases. Propulsive forces play a key role in sprint performance during the initial acceleration (r = 0.95 ± 0.03) and transition phases (r = 0.74 ± 0.19), while braking duration plays an important role during the transition phase (r = ?0.72 ± 0.20). Contact time, vertical force and peak propulsive forces represented key determinants (r = ?0.64 ± 0.31, r = 0.57 ± 0.35 and r = 0.66 ± 0.30, respectively) of maximal velocity phase performance, with peak propulsive force providing the largest unique contribution to the regression model for step velocity. These results clarified the role of force and time variables on sprinting performance.  相似文献   

Student gender stereotypes: contrasting the perceived maleness and femaleness of mathematics and language     

Isabelle Plante  Manon Théorêt  Olga Eizner Favreau 《教育心理学》2009,29(4):385-405

The purpose of this study was to evaluate the gender stereotypes endorsed by elementary and high school students regarding mathematics and language. We developed a questionnaire allowing students to rate mathematics and language as either male or female domains and administered it to a sample of 984 elementary and high school French‐speaking Canadian students (Grades 6, 8, and 10). Results showed that, with the exception of Grade 6 boys, students did not believe that mathematics was a male domain, or even conceived of mathematics as a predominantly female domain, suggesting that the traditional stereotype favouring boys in mathematics might have changed over the past few years. Moreover, language was clearly viewed as a female domain. Overall, our findings suggest that boys seem to be in need of encouragement in school, especially regarding language, where the advantage given to girls is particularly salient.  相似文献   

Influences of population size and density on birthplace effects     

David J. Hancock  Patrícia Coutinho  Jean Côté  Isabel Mesquita 《Journal of sports sciences》2018,36(1):33-38

Contextual influences on talent development (e.g., birthplace effects) have become a topic of interest for sport scientists. Birthplace effects occur when being born in a certain city size leads to participation or performance advantages, typically for those born in smaller or mid-sized cities. The purpose of this study was to investigate birthplace effects in Portuguese volleyball players by analysing city size, as well as population density – an important but infrequently used variable. Participants included 4062 volleyball players (M_age = 33), 53.2% of whom were men. Using Portuguese national census data from 1981, we compared participants (within each sex) across five population categories. In addition, we used ANOVAs to study expertise and population density. Results indicated that men and women athletes born in districts of 200,000–399,999 were 2.4 times more likely to attain elite volleyball status, while all other districts decreased the odds of expert development. For men, being born in high-density areas resulted in less chance of achieving expertise, whereas there were no differences for women. The results suggest that athletes’ infrastructure and social structure play an important role in talent development, and that these structures are influenced by total population and population density, respectively.  相似文献   

Whitehead's Organic Philosophy of Science.     

t. e.  burke 《Philosophical Books》1981,22(2):123-126

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Introduction to the special issue in memory of Jean-Claude Eicher: The Second Dijon Conference     

Benoît Millot   《Economics of Education Review》2007,26(6):645

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Early Nonparental Care and Social Behavior in Elementary School: Support for a Social Group Adaptation Hypothesis          下载免费PDF全文

Jean‐Baptiste Pingault  Richard E. Tremblay  Frank Vitaro  Christa Japel  Michel Boivin  Sylvana M. Côté 《Child development》2015,86(5):1469-1488

This study examined the contribution of nonparental child‐care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child‐care services, while elementary school teachers rated children's shyness, social withdrawal, prosociality, opposition, and aggression. Children who received nonparental child‐care services were less shy, less socially withdrawn, more oppositional, and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care caught up with those who received nonparental care services. This “catch‐up” effect from the perspective of children's adaptation to the social group is discussed.  相似文献   

Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms     

F??mi S. ��t��l��j��  Ann Cameron  Audrey Msimanga 《Cultural Studies of Science Education》2011,6(3):693-703

Our response to Hewson and Ogunniyi’s paper focuses, on the one hand, on some of the underlying tensions associated with alinging indigenous knowledge systems with westernized science in South African science classrooms, as suggested by the new, post-apartheid, curriculum. On the other hand, the use of argumentation as a vehicle to accomplish the alignment when the jury is still out on the appropriateness of argumentation as a pedagogical and research tool heightens the tension. We argue that the need for education stakeholders from indigenous heritages to value, know and document their own indigenous knowledge becomes paramount. The textualizing of indigenous knowledge, as has been done in western science, will create repositories for teachers to access and may help with the argumentation strategies such as advocated by the authors.  相似文献   

Experiencing failure in the classroom and across the university     

Veselin Jungic  David Creelman  Ann Bigelow  Etienne Côté  Sara Harris  Steve Joordens 《International Journal for Academic Development》2020,25(1):31-42

ABSTRACT

In this article, 10 award-winning post-secondary instructors use narrative inquiry to explore failure individually by reflecting on their own definition and framework of failure, by giving examples of their experience with failure, and by elaborating how they deal with and learn from failure. The outcome of this collective exploration is an article that reflects the reality of life in academia where members of the academic community face failures, their own and those of others, on a daily basis.  相似文献