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1.
Jean-Luc Gurtner Alberto Cattaneo Elisa Motta Laetitia Mauroux 《Vocations and Learning》2011,4(2):113-131
In the ‘dual’ system of vocational training, working in company represents the major part of training. At the workplace, apprentices
are expected to acquire the typical skills of their profession but, at the same time, to contribute to the production of the
company. For this reason apprentices are expected to carry out activities on their own from early on in their training and
to ask for help only when they need it. Learning to ask questions and to seek help appropriately is, therefore, an important
competence for learners to acquire during vocational training, just as it is important for the company to offer the learner
every opportunity to ask for help when needed. In this study, we used mobile phones to follow at a distance 19 apprentices
in car mechanics at the workplace. We then analyzed a corpus of approximately 77 hours of work, in search of all questions
and requests they addressed during this time. Data show that requests for information are twice as frequent as requests for
assistance (i.e. intervention or physical help) and that all together, requests are introduced more often by more advanced
apprentices than by those in the early stages of their training. These findings are linked with the facts that: a) bringing
apprentices to be autonomous early in their work is a deciding factor of the philosophy of work in many of the enterprises
training apprentices, b) more advanced apprentices are given more complex tasks to work on, c) more advanced apprentices work
more is often undertaken in collaboration with an expert car mechanics and d) questions and requests for help are more likely
to be addressed when working collaboratively than when working alone. These findings are interpreted as evidences of a natural
regulation which takes place at the workplace between the learner’s engagement and the workplace affordances. 相似文献
2.
Laetitia Mlissande Amde Amlie Tremblay‐Perreault Martine Hbert Chantal Cyr 《Psychology in the schools》2019,56(7):1077-1088
This study assessed the social adaptation of sexually abused children and tested whether children's emotion regulation competencies mediated the association between child sexual abuse (CSA) and two outcomes of the social domain (i.e. withdrawal and social difficulties). A group of 283 child victims of sexual abuse and a comparison group composed of 60 nonabused children was recruited. Teachers completed questionnaires assessing the children's emotion regulation competencies, withdrawal, and social difficulties exhibited in the school context. Results showed that sexually abused children displayed poorer emotion regulation skills and higher levels of both withdrawal and social difficulties relative to nonabused children. CSA was associated with social difficulties and withdrawn behavior through the mediation of emotion regulation competencies. Teachers and school psychologists should be assisted in identifying children at risk of social difficulties and emotional dysregulation and schools be encouraged to adopt a trauma‐informed approach. 相似文献
3.
Fradet L Botcazou M Durocher C Cretual A Multon F Prioux J Delamarche P 《Journal of sports sciences》2004,22(5):439-447
Previous studies on overarm throwing have described a proximal-to-distal segmental sequence. The proximal segments reached their maximal linear velocities before the distal ones. In handball, no study has demonstrated this sequence from the upper torso to the wrist, although a recent study did present a different organization. The aim of this study was to analyse the throwing arm segmental organization during handball throwing. We found that the maximal linear velocity of the shoulder occurred after the maximal linear velocity of the elbow. Moreover, the maximal angular velocity of the upper torso occurred later than that of the elbow. Hence, contrary to other disciplines, the rotation of the upper torso was not suddenly stopped just after the forward arm motion was initiated. These results may apply to handball in general or be specific to the population of handball players studied. It may be advisable in future studies to include international players. 相似文献
4.
ABSTRACTThis paper comprises findings from three parallel case studies within the broad framework of English for Academic Purposes (EAP). These provide results from classroom-based action research conducted over two years working with Semantics, Specialisation and axiological cosmologies from Legitimation Code Theory (LCT). Each author shares how one or both of these LCT dimensions have guided their practice in the teaching of English for academic writing and specifically, the development of their students’ critical dispositions by teaching them how to apply lenses to analyse texts so that they may make informed judgements. Data from classroom interventions and student writing are provided. It is hoped that this paper elicits further discussion in the growing field of applying LCT and may draw attention to the role of the EAP teacher as expert in linguistics and the need to focus more on knowledge in EAP writing courses. 相似文献
5.
Laetitia Cassells Caitlin Weber 《Perspectives: Policy and Practice in Higher Education》2018,22(3):82-91
This study aimed to determine what the best practice guidelines were for making academic reading material available to visually impaired students at the University of Pretoria (UP) easily and efficiently. A basic literature review of relevant research data was done to help create further context for this study. A semi-structured interview with a staff member from the Disability Unit at the UP as well as a focus group consisting of five visually impaired students who make use of the unit were used to obtain responses to the research questions. The visually impaired students felt that local publishers and UP staff needed further insight into these students’ academic needs in order to make the acquisition process for their academic material run smoother and more efficiently. 相似文献
6.
Successful aging is the ability to maintain low probability of disease and disability, high cognitive and physical functioning, and active engagement with life (Rowe &; Kahn, 1999). These criteria allow for a minority of people to be classified as being “successful” and overlook the importance of psychological variables in balancing the weight of disease. A total of 1322 seniors (55 + years) were classified on their overall functioning according to core domains (health, psychological, cognitive, biobehavioural, social, personality). Findings support the idea that a broader perspective of aging outcomes, rather than success criteria, may better reflect reality. 相似文献
7.
Journalists are frequently reporting about new and innovative products in news articles. Oftentimes, journalists use specific company and product information provided by enterprises that highlight a corporation’s social responsibility (CSR) activities. Based on framing theory and theory of reasoned action, an experiment was conducted to examine how types of CSR-framed news (either highlighting ethical, ecological, or philanthropic responsibilities of a company) affect news recipients’ product purchasing intentions. A mediation analysis showed that CSR-framed news indirectly and positively affected individuals’ purchasing intentions via company and product attitudes. No relevant differences could be detected for the specific type of CSR frame. Implications of the results are discussed. 相似文献
8.
This action learning study in a year three classroom explored the implementation of five formative assessment principles to assist students' understandings of the scientific topic of liquids and solids. These principles were employed to give students a greater opportunity to express their understanding of the concepts. The study found that the principles of formal assessment worked well in concert with the pedagogical framework of the interactive teaching model. 相似文献
9.
Learning about decimal fractions is difficult because it requires an extension of the number concept built on natural numbers. The aim of the present study was to investigate developmental changes in children's misconceptions in decimal fraction processing. A large sample of children from Grades 3 to 6 performed a numerical comparison task on different categories of pairs of decimal fractions. The success rate and the type of error they made varied with age and categories. We distinguished the impact of the value of the digits from the impact of the length of the fractional part on children's pattern of responses. Although both kinds of impact affected the success rate, the digit values had a stronger impact and were mastered later than the length. Our results also showed that a zero just after the decimal point was understood better and earlier than a zero at the end of the fractional part of a number. Cluster analysis was conducted to determine groups of children who answered similarly regarding the response type across the various categories of decimal fractions. To interpret the data the conceptual change framework was used. 相似文献
10.
Phonological contribution during visual word recognition in child readers. An intermodal priming study in Grades 3 and 5 
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下载免费PDF全文 Karinne Sauval Séverine Casalis Laetitia Perre 《Journal of Research in Reading》2017,40(Z1):S158-S169
This study investigated the phonological contribution during visual word recognition in child readers as a function of general reading expertise (third and fifth grades) and specific word exposure (frequent and less‐frequent words). An intermodal priming in lexical decision task was performed. Auditory primes (identical and unrelated) were used in order to directly activate phonological codes independently of orthographic processing. Overall, the results revealed a widespread phonological priming effect in both grades. There was a significant interaction between grade, priming condition and frequency, revealing that the impact of frequency on identity priming differed between grades. In third grade, the results indicated that the priming effect was greater for less‐frequent than for frequent words. In fifth grade, priming effects were similar for both frequent and less‐frequent words. These findings indicate that print and speech processing systems are interconnected in young readers. Moreover, phonological codes play an important role in word recognition throughout reading development. 相似文献