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Maryse Bianco Catherine Pellenq Eric Lambert Pascal Bressoux Laurent Lima Anne‐Lise Doyen 《Journal of Research in Reading》2012,35(4):427-455
In a 3‐year longitudinal study, we examined the relationships between oral language development, early training and reading acquisition on word‐identification and reading‐comprehension tests administered to a sample of 687 French children. Hierarchical linear models showed that both phonological awareness and oral comprehension at the age of 4 years were relevant to reading acquisition 2 years later. These two broad skills explained separate parts of the variance on both outcome measures, while revealing opposite effects: phonological skills explained more variance for alphabetic reading skills and oral comprehension explained more variance for reading comprehension. We also assessed the effects of two preschool training programmes focusing on either phonological awareness or comprehension skills. The results showed that phonological awareness training had a positive effect on alphabetic scores, and comprehension training had a positive effect on reading comprehension. These results provide insight into early oral instruction and contribute to the theoretical debate about the linguistic predictors of literacy acquisition. 相似文献
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Pascal Bressoux 《School Effectiveness & School Improvement》2013,24(3):252-279
This investigation examines the effects of teachers’ training on pupils’ achievement in French and mathematics. The aim of the research is to compare the effectiveness of three samples of elementary school teachers with different levels of experience and training. Using a multilevel model, the results demonstrate that training enhances the effectiveness of novice teachers. In addition, experience was also found to have a positive effect. Neither training nor experience have a significant effect on equity, defined as the capacity of reducing the initial gap between high and low achieving pupils. 相似文献
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Long‐term teacher effects on pupils' learning gains 总被引：1，自引：1，他引：0
Many studies have demonstrated that a teacher has a substantial impact on how much pupils learn. However, research on the long‐term effects of teachers is scarce, and the results obtained so far are inconsistent. Some studies have concluded that teacher effects are relatively permanent, while others claim that they fade away more or less rapidly over time. The present study was conducted at the elementary‐school level in France. Multilevel random crossed models were used to assess teacher effects over a period of two school years. The assessments showed that the pupils' test scores in French and mathematics after two years were linked to the second‐year teachers but not to the first‐year ones. These results suggest that teacher effects on pupils' learning gains wear off quickly over time. In other words, ‘immediate’ teacher effects on learning do seem to exist, but not long‐term ones. The merits of multilevel random crossed models in this research field are presented, and the potential limitations of the results obtained are discussed. 相似文献
4.
Maryse Bianco Pascal Bressoux Anne-Lise Doyen Eric Lambert Laurent Lima Catherine Pellenq 《Scientific Studies of Reading》2013,17(3):211-246
A sample of 1,273 4-year-old children were followed for 3 years. The children participated in 1 of 2 comprehension training programs, or in a phonological awareness training program. The comprehension programs explored the possibility of improving young children's oral comprehension in an educational setting. The first focused on the component skills of comprehension; the second involved storybook reading. Phonological awareness and oral language comprehension skills were measured repeatedly in the course of the study. The data were analyzed using multilevel growth-curve models. The results showed that it is possible to improve oral comprehension if the training focuses on its component skills and extends over 2 semesters. When these conditions were met, training effects still existed 9 months after the program had ended. Finally, phonological training improved phonological awareness but not comprehension, and comprehension-skill training improved oral comprehension but not phonological awareness. 相似文献
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Nadia Leroy Pascal Bressoux Phillippe Sarrazin David Trouilloud 《European Journal of Psychology of Education - EJPE》2007,22(4):529-545
According to self-determination theory, when teachers establish an autonomy supportive climate in the classroom, students
demonstrate high levels of self-determination and are intrinsically motivated. The aim of this study was to identify factors
leading teachers (N=336) to report that they create such a climate. We conducted a path analysis in order to examine the respective
roles of teachers’ implicit theories, their seniority, and their perceptions of pressures at work. We also attempted to find
out whether these personal and contextual variables have a direct influence or are mediated by teachers’ self-efficacy. Our
first finding was that a theory of academic ability as a fixed trait caused a drop in the teachers’ reported support for autonomy.
On the other hand, the belief that academic abilities can be improved through students’ own efforts indirectly favored an
autonomy supportive climate by acting positively on the teachers’ self-efficacy. Also, seniority had a significant positive
effect on autonomy support that was direct, but was also mediated by self-efficacy. Finally, perceived pressures had a negative
impact on reported autonomy support, but their influence was also mediated by self-efficacy. 相似文献
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Pupils’ self-perceptions: the role of teachers’ judgment controlling for big-fish-little-pond effect
This article aims to study the relationship between teachers’ judgment and pupils’ self-perceptions controlling for the big-fish-little-pond effect (BFLPE). Three studies were conducted among third-grade pupils. Study 1 (n?=?585) focused on pupils’ perceptions of their scholastic competence. Teachers’ judgment and BFLPE were found to have an independent relation with pupils’ self-perceived scholastic competence. Study 2 (n?=?660) replicated the same results of study 1. Study 3 (n?=?683) extended the analysis to other domains of self-perception identified by Harter (Child development, 53, 87–97, 1982). The results showed that the relation with the BFLPE was significant only for pupils’ self-perceived scholastic competence. They also showed that the teachers’ judgment was related to two other domains of self-perception (behavioral conduct and peer acceptance) but was not directly related to pupils’ global self-worth. 相似文献
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An integrative model of scholastic judgments: Pupils’ characteristics, class context, halo effect and internal attributions 总被引：1，自引：0，他引：1
Benoît Dompnier Pascal Pansu Pascal Bressoux 《European Journal of Psychology of Education - EJPE》2006,21(2):119-133
This article proposes a model that integrates some of the determinants of scholastic judgment. The model is based on the assumption
that a teacher’s judgment in a particular discipline is influenced by different variables: the pupil’s actual performance
in the discipline, his/her actual performance in other disciplines (halo effect), the average performance of the class in
the discipline (class context effect), the pupil’s individual characteristics such as whether he/she has ever repeated a grade
and the teacher’s perception of the pupils’ causal explanations. Furthermore, the model proposes that a teacher’s perceptions
are related to the pupil’s spontaneous expression of causality, which in turn is influenced by the pupil’s knowledge of the
social value of causal explanations. In order to test the validity of the proposed model, the authors conducted a study in
a real classroom setting on a population of 663 pupils from 38 classes (3rd grade) and their respective teachers. Path analyses
showed that the theoretical model fit the data to a satisfactory extent. However, a comparison of the fit indexes of the theoretical
model and two alternative models (one nonhierarchical and one hierarchical) showed that the initial theoretical model could
be significantly improved by additional paths. 相似文献
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Beno?t Dompnier Pascal Pansu Pascal Bressoux 《European Journal of Psychology of Education - EJPE》2007,22(3):333-350
The aim of this article is to gain further insight into the determinants of scholastic judgments. On the basis of a previous
study (Dompnier, Pansu, & Bressoux, 2006), we propose a model of the processes underlying teachers’ judgments. In addition
to taking into account some of these determinants, the proposed model grants to pupils’ social utility, as perceived by their
teacher, the status of central mediator between scholastic judgments and their determinants (pupils’ actual academic achievement,
pupils’ scholastic history, classroom context, and internality perceived by teachers). The initial model was tested on a first
sample of 250 pupils (3rd grade) and their teachers, and then improved. Next, the modified model was validated on a second
sample of 249 pupils (3rd grade) and their teachers. The results obtained on this sample indicated that the modified model
fit the data to a satisfactory extent, and that it is more parsimonious that alternative nonhierachical models. 相似文献
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This shortnote deals with measuring normative clearsightedness about internality and assessing its effects. After raising
the issue of how to measure normative clearsightedness, another operationalization of this concept is proposed based on a
multilevel model. In an attempt to understand the relationship between pupils’ clearsightedness about internality and their
teachers’ judgments of them, empirical data was collected from 404 third-grade pupils and their 19 teachers. The estimates
obtained point out the heuristic value of the proposed model. 相似文献
10.
Lardy Laurent Bressoux Pr Pascal De Clercq Mikael 《European Journal of Psychology of Education - EJPE》2022,37(3):949-969
European Journal of Psychology of Education - The massification and diversification of the student population who enters university has become a challenge for Higher Education institutions. A... 相似文献
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