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1.
Daigle Daniel Berthiaume Rachel Costerg Agnès Plisson Anne Ruberto Noémia Varin Joëlle 《Reading and writing》2020,33(2):313-328
The French orthographic code is complex, and its acquisition is laborious (Catach, 2008; Fayol & Jaffré, 2008). Three hypotheses attempt to explain orthographic knowledge acquisition (OKA). For some, exposure to the code leads to OKA through a self-learning process (Share, 2004). For others, OKA benefits from graphophonological processes (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). Finally, some authors suggest that OKA is possible thanks to visual specific processes (Ans, Carbonnel, & Valdois, 1998). The main goal of this study was to test these hypotheses in a classroom context with comparable samples. In total, 143 2nd-grade children participated in this quasi-experimental study with a pretest, immediate posttest, and delayed posttest design. We assigned participants to one of four conditions. For three conditions, we created three teaching procedures based on each of the hypotheses: frequency of contacts with target words; explicit teaching of graphophonological properties of words; explicit teaching of visual properties of words. The fourth served as a control group. ANOVA analyses indicated that all three experimental conditions favored OKA, showing that the different teaching procedures led to spelling development. However, the visual condition was the most favorable. Three main conclusions can be drawn from this study: (a) models of OKA should account for the different paths that can lead to spelling acquisition; (b) visual properties of words and their acquisition need additional research, and (c) applied research in real classroom contexts is not only relevant for informing teaching practices but also for better understanding how learning takes place.
相似文献2.
Agnés Danis 《European Journal of Psychology of Education - EJPE》1997,12(3):261-272
The purpose of this study was to determine whether the dynamics and structure of mother-child interactions around toys vary with the familiarity of toys. Twelve mother-child dyads with a 5- or 9-month-old infant were filmed two consecutive 5-minute sessions in the presence of familiar or novel objects. By relating the mother’s behaviour to her infant’s, we were able to define episodes consisting of phases of joint engagement of the two partners on the same topic or reference object. In a context involving familiar objects, mothers more often took the initiative to introduce a topic, and they kept the child’s attention focused on the object for longer periods, by means of various manipulations. In contrast, the attractiveness of the novelty gave the infants more initiative, and the mothers followed the child by providing mostly verbal support. 相似文献
3.
Juliette Langlois Guylaine Mary Hélène Bluzat Agnès Cascio Nathalie Balcar Yannick Vandenberghe 《文物保护研究》2017,62(5):247-265
Prior to the exhibition Portrait-making, Rodin and his models (2009), the Rodin museum wanted to restore two busts of Hanako and Clemenceau. Interestingly, these two sculptures contain pieces of modern modeling materials (MMMs) invented at the end of the nineteenth century as an alternative to clay or waxes. The poor state of conservation of the two portraits made any handling and exhibition impossible. Accordingly, the purpose of this article is twofold: to contribute to technical art history and conservation. Elemental and chemical analyses were done on samples from 12 sculptures (SEM–EDX, FTIR, GC–MS, GC–FID, XRD, synchrotron-based µXRF, µXANES, and µFTIR) aimed at identifying the composition of MMMs used by Rodin on plaster sculptures and establishing hypotheses about the origins of their degradation. This thorough study of their composition and degradation was necessary to implement an appropriate restoration plan. The development of conservation protocols adapted to such materials is rarely documented. Different tests were performed on mock-ups (pH, solubility, adhesion, consolidation, and cleaning). In particular, a protocol based on laser cleaning was developed and successfully applied to remove superficial dust and crusts so that the sculptures regained their original aspect. 相似文献
4.
Fatma Fourati-Jamoussi Michel J.F. Dubois Maxime Agnès Valérie Leroux Loïc Sauvée 《European Journal of Engineering Education》2019,44(4):570-588
ABSTRACTThe 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
5.
Agnès Florin 《European Journal of Psychology of Education - EJPE》1998,13(3):335-345
Most children attend kindergarten very early in western societies; in fact, they are inserted in different contexts of socialization (family, school and/or other day-care). In what are these contexts of socialization different for linguistic abilities that they contribute to develop? How can the young children adapt themselves to these differences? These questions are discussed considering theoretical interactionnist approaches, and some analyses of communication practices in french kindergarten. Perspectives are released for a discussion on a pedagogy of oral language with young children. 相似文献
6.
Agnès van Zanten 《Zeitschrift für Erziehungswissenschaft》2014,17(3):11-25
Research on elites (that is, on status groups that occupy dominant positions) is characterized by the lack of connection between studies that focus on elite recruitment and those that focus on the exercise of power by elites. As underlined by Giddens (Elites and power in British society, 1974), both types of approach are important and should complement each other in the analysis of mediations between the class structure, the organizational structure and the power structure in a given society. Giddens also insists on the need for recruitment studies to take account of two different dimensions: the types of channel that are privileged by elite groups to reproduce their social position, and the degree of social closure or openness of these channels to other groups (Parkin, The social analysis of class structure, 1974). This distinction is used to organize the present chapter, which focuses on a single channel that has come to play a crucial role in post-industrial societies, that is schools and, more precisely, upper secondary and higher education institutions, and on their influence in three different national contexts: France, the United Kingdom and the United States. In the first section, the specific features of elite education are examined. The second section explores the extent and modes of institutional and social closure. 相似文献
7.
Blaye Agnès Light Paul Rubtsov Vitaly 《European Journal of Psychology of Education - EJPE》1992,7(4):257-267
In drawing an ‘outline sketch’ of the field of research on interactional learning situations with computers, this paper attempts to provide a general framework for the contributions which follow. After a brief overview of the theoretical grounding of studies in the field, we examine the extent to which learner-computer interaction and learner-learner interaction can interfere with or support one another.
The need for a change of theoretical perspective on the role of social interaction in learning is highlighted. It is argued that viewing collaborative learning in terms of joint negotiation of a common problem space might help in defining the optimal characteristics of educational software.
Finally, the critical role of social dimensions such as social comparisons between partners is pointed out. In conclusion, the need for more local theories, taking particular account of the learning domain, is stressed.
相似文献8.
Agnès Lattuati-Derieux Céline Egasse Sylvie Thao-Heu Nathalie Balcar Gilles Barabant Bertrand Lavédrine 《Journal of Cultural Heritage》2013,14(3):238-247
In recent years, plastics are designated as a source of indoor pollution and particular attention has thus been devoted to the identification of emitting low molecular weight compounds. Headspace-solid phase microextraction-gas chromatography coupled with mass spectrometry (HS-SPME-GC/MS) has been already successfully applied for screening emissions from synthetic materials. This analytical tool being also non-invasive, it has been already successfully applied in the field of cultural heritage science for the identification of volatile organic compounds (VOCs) emitted from various museum objects made of natural materials. In this research, we aimed at assessing the use of HS-SPME-GC/MS as an in situ non-invasive analytical tool for a better knowledge of the volatile organic compounds emitted by plastics in collections. The possibility of characterizing plastics based on their emission signatures was also evaluated. Twelve new standard plastic samples, belonging to seven main polymer families widely present in museum collections as well as three naturally aged museum objects, were investigated. In this paper, we provide a survey of the VOCs emitted, and the use of HS-SPME-GC/MS for identifying volatile marker compounds, degradation products, additives, and monomer residues of the plastic synthesis is evaluated. More than 200 different VOCs were identified from the new standard samples. Two categories of VOCs were distinguished: “non-specific” and “specific” ones. We showed that based on the “specific” VOCs, it was possible to identify the nature of the polymeric matrix itself or at least to unambiguously distinguish a plastic by family. Emissions from the museum objects were then characterised, and main volatile degradation compounds considered as degradation markers of the natural deterioration of polymeric matrices, were identified. This identification procedure could be further exploited for the characterization of VOCs emitted by objects made of multiple synthetic polymers. Complementary to other techniques, this analytical tool is an interesting way to assess the risk for the objects stored in the vicinity of emitting plastics. 相似文献
9.
Agnès van Zanten 《教育政策杂志》2013,28(6):671-686
This article focuses on Bourdieu’s contribution to the analysis and transformation of the field of education. It shows that, when closely examined, Bourdieu’s writings on education reveal not only one but at least three competitive or complementary policy theories. There is a common principle to all of them, that is the invisibility of policy, which is embedded in the cognitive classifications and everyday activity of institutions. Nevertheless, while the first theory is strongly deterministic, the other two leave some room for political and pedagogical action. This article also shows that Bourdieu has exerted an important influence, both directly and indirectly, on collective representations and collective dynamics of educational politics and policy in France. This influence has lasted despite the extremely varied positions he took throughout his life and work on the relation between science and politics from strong reluctance to commit himself at the beginning of his career to academic radicalism at the end. 相似文献
10.
Agnès Van Zanten 《教育政策杂志》2013,28(3):289-304
This article combines a global, national and local perspective to study the effects if educational changes over the last 20 years on the relationship between head teachers, teachers and parents in France. Five kinds of transformations - decentralization, marketization, accountability, managerialism and professionalization - are examined in terms of their impact on definitions of the social and professional identities of educational agents and on the redistribution of power among them. The first section of the paper examines main shifts in policy and practice that these transformations were designed to produce from the perspective of policy-makers. The second section analyses the interaction between these global discourses and transformations of French educational models and realities at the level of the nation state. The third section shows how reform projects interact in very different ways with school realities in two contrasting local settings. 相似文献