How do teachers coordinate their work? A framing approach     

Xavier Dumay 《International journal of qualitative studies in education》2013,26(1):88-109

Since the 1970s, schools have been characterized as loosely coupled systems, meaning that the teachers’ work is weakly coordinated at the local level. Nonetheless, few studies have focused on the local variations of coordination modes, their sources and their nature. In this article, the process of local coordination of the teachers’ work is analyzed, using a sociocognitive approach. A longitudinal study of the framing process conducted during two years in one school is presented, in order to capture the parallel evolution of the teachers’ cognitive structures and the school’s social structures. The results show that: (1) the framing process is at the heart of political games, meaning that the local definition of teaching and its conditions represent an important issue for the teachers; and that (2) the cognitive structures that emerge from the framing process appear to some extent to be decoupled from the teachers’ actual practices, contributing only partially to the local process of the teachers’ work coordination.  相似文献   

Preservice Science Teachers' Perceptions of Their Practicum Classrooms     

Xavier Fazio  Louis Volante 《The Teacher Educator》2013,48(2):126-144

Practicum experiences in schools are highly valued in science teacher education programs. Yet, there are few studies examining secondary preservice science teachers' practicum classrooms. This mixed-methods study explored secondary preservice science teachers' perceptions of their practicum classroom learning environments, interpreted from an open-ended survey questionnaire, as well as from an adapted version of the Constructivist Learning Environment Survey (CLES; Taylor, Fraser, & Fisher, 1997). Twenty-two preservice teachers within secondary science methods courses volunteered to complete the survey. Qualitative survey findings were corroborated by quantitative results from the CLES survey. Overall, the preservice teachers perceived their practicum classrooms to incorporate some constructivist learning environment factors, but the critical constructivist perspective underpinning the survey was not found. Additionally, innovative practices cogent with these practices were not supported by most of their co-operating teachers. Implications of how preservice education programs can better support prospective science teachers' views and practices during practicum are discussed.  相似文献   

Children's creative potential: An empirical study of measurement issues     

Todd Lubart  Chantal Pacteau  Anne-Yvonne Jacquet  Xavier Caroff 《Learning and individual differences》2010,20(4):388-392

Relations between measures of creative potential and different scoring methods were examined in 154 French schoolchildren. The Test for Creative Thinking — Drawing Production (TCT-DP), parallel lines task from the Torrance Test for Creative Thinking, and an object-based creative drawing task were used. Factor analysis of TCT-DP subscores showed an originality factor and an appropriateness factor. The relations between these factors, judge's creativity ratings of the same drawings, and statistical originality scores based on the frequency of elements in the drawings were tested by means of a LISREL model. Moreover, TCT-DP scores correlated positively but weakly with performance in the parallel lines task and the object-based drawing task.  相似文献   

NARCISSE     

Xavier Perrot 《Archives and Museum Informatics》1993,7(4):4-6

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Standards     

Xavier Perrot 《Archives and Museum Informatics》1990,4(4):13-16

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Development in multimedia in Belgium: The Musée de Louvain-la-Neuve’s commitment to the exploration of new technology-based access of National Cultural Heritage     

Xavier Perrot 《Archives and Museum Informatics》1995,9(3):308-315

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Reacting to poverty: A comparative analysis of schools in Brazilian deprived areas     

Aina Tarabini  Xavier Bonal  Oscar Valiente 《Prospects》2014,44(3):335-349

Schools in the most deprived areas in Brazil are marked by extreme poverty, a situation that has obvious consequences for the everyday life in schools and for efforts to develop a supportive culture of schooling. Nevertheless, schools’ responses to poverty are far from uniform. Although the context of poverty generally determines what is possible for schools to achieve, this context is by no means consistent. Not all schools located in poor areas offer poor education. And, in themselves, unfavourable contexts do not necessarily generate educational failure. This article captures the diversity of effects generated by poverty at the school level, and the variety of responses by schools situated in very similar socioeconomic and cultural contexts. It draws on a study conducted in the state of Minas Gerais, which explored five schools and their corresponding cultures to reveal the diverse effects of poverty at the school level.  相似文献   

Pedagogical innovation and music education in Spain: Introducing the Dalcroze method in Catalonia     

Francesca Comas Rubí  Xavier Motilla-Salas  Bernat Sureda-Garcia 《Paedagogica Historica: International Journal of the History of Education》2014,50(3):320-337

The aim of this paper is to analyse how the Dalcroze method was introduced to Spain and became known there, more specifically in the Catalonia of the Noucentisme movement, and why it made the greatest impact and was more widely disseminated in this particular region of Spain. Following a summary of Dalcroze’s contributions to music education, an outline is given of how the Junta para la Ampliación de Estudios or Committee for Extended Studies (the JAE, in Spanish) became a springboard for the method’s introduction in Catalonia through a grant awarded to Catalan musician and teacher Joan Llongueras Badía, even though the JAE had not shown much interest in its diffusion. It goes on to explain how the method’s use spread in Catalonia, partly thanks to the efforts of Joan Llongueras and his Institute for Rhythmic Gymnastics and partly as a result of the support that these efforts received in the political, philosophical, moral and aesthetic context of the Noucentisme movement – which, the paper argues, explains why the method’s impact was much greater in Catalonia than in the rest of Spain.  相似文献   

Consumer Information Requirements and Telecommunications Regulation     

Patrick Xavier 《The Information Society》2013,29(5):342-354

Consumers can be disadvantaged and suffer detriment when information is withheld, when there is deception in the information provided, or when information is too difficult for consumers to obtain or evaluate. While information provision is often favored as a policy/regulatory tool to address “market failure,” it can have its own failings and drawbacks. For instance, the volume of information presented can contain its effectiveness. While the demand-side analysis indicates that actual consumer behavior exhibits systematic departures from the “rational” behavior assumed by conventional (neoclassical) economics, behavioral economics goes further in questioning whether additional information is always useful. It challenges some of the presumptions of conventional economics that consumers make their choices coherently and rationally. This article incorporates such considerations in proposing measures (including regulatory initiatives) that could improve the information made available to telecommunications consumers.  相似文献   

FIDJI: using syntax for validating answers in multiple documents     

Véronique Moriceau  Xavier Tannier 《Information Retrieval》2010,13(5):507-533

This article presents FIDJI, a question-answering (QA) system for French. FIDJI combines syntactic information with traditional QA techniques such as named entity recognition and term weighting; it does not require any pre-processing other than classical search engine indexing. Among other uses of syntax, we experiment in this system the validation of answers through different documents, as well as specific techniques for answering different types of questions (e.g., yes/no or list questions). We present several experiments which show the benefits of syntactic analysis, as well as multi-document validation. Different types of questions and corpora are tested, and specificities are commented. Links with result aggregation are also discussed.  相似文献