1,720,954 research outputs found
La différenciation pédagogique en lycée professionnel
No full textNowadays, many reforms are undertaken to improve our French education system. A report published by the CNIRE "Conseil national de l'innovation pour la réussite éducative" and the CNESCO "Conseil national d'évaluation du système scolaire", dated September 2016, states the following: "teaching practices and their effects on the success of the greatest number of students, calling into question practices that do not lead to an improvement in the academic results of the most disadvantaged students". The very principle of equality of opportunity is thus called into question. On the other hand, teachers express their dismay at these heterogeneous classes, in many respects. This is a problem that has been going on for many years now, with the arrival of inclusive education and the acceptance of pupils with different educational needs in vocational high school classes. Access to knowledge for all must not be an obstacle to the transmission of learning. It is in this context that the notions of "pedagogical differentiation", "differentiated pedagogy or teaching", "pedagogical strategy and approach" have appeared. We will then see how pedagogical differentiation in vocational schools is applied in a heterogeneous class. How does it respond to the complex and varied needs of the students, and does it allow the teacher to better manage his class? Between brutal confrontation with the reality of the field and theoretical hypotheses, the challenge is big!De nos jours, de nombreuses réformes sont entreprises en vue d’apporter des améliorations à notre système d’éducation français. Un rapport publié par le CNIRE « Conseil national de l’innovation pour la réussite éducative » et le CNESCO « Conseil national d’évaluation du système scolaire », datant de Septembre 2016, dresse le constat suivant : « les pratiques enseignantes et leur effets sur la réussite du plus grand nombre, remettant en cause des pratiques qui n’induisent pas une amélioration des résultats scolaires des élèves les plus en difficulté ». Le principe même de l’égalité des chances est alors remis en cause. D’un autre côté, les enseignants expriment leur désarroi, face à ces classes hétérogènes, et à de multiples égards. Une problématique qui dure depuis de nombreuses années déjà, avec l’arrivée de l’inclusion scolaire et l’acceptation des élèves aux besoin éducatifs variés dans les classes de lycées professionnels. L’accès aux savoirs pour tous ne dois pas être un frein dans la transmission des apprentissages. C’est dans ce contexte que sont apparues les notions de « différenciation pédagogique », « pédagogie ou enseignement différenciés », « stratégie et approche pédagogiques ». Nous verrons alors, de quelle manière la différenciation pédagogique en lycée professionnel est appliquée au sein d’une classe hétérogène. En quoi répond-elle aux besoins complexes et variés des élèves, et permet-elle à l’enseignant une meilleure gestion de sa classe ? Entre confrontation brutale à la réalité de terrain et hypothèse théoriques, le défi est de taille
La différenciation pédagogique en lycée professionnel
No full textNowadays, many reforms are undertaken to improve our French education system. A report published by the CNIRE "Conseil national de l'innovation pour la réussite éducative" and the CNESCO "Conseil national d'évaluation du système scolaire", dated September 2016, states the following: "teaching practices and their effects on the success of the greatest number of students, calling into question practices that do not lead to an improvement in the academic results of the most disadvantaged students". The very principle of equality of opportunity is thus called into question. On the other hand, teachers express their dismay at these heterogeneous classes, in many respects. This is a problem that has been going on for many years now, with the arrival of inclusive education and the acceptance of pupils with different educational needs in vocational high school classes. Access to knowledge for all must not be an obstacle to the transmission of learning. It is in this context that the notions of "pedagogical differentiation", "differentiated pedagogy or teaching", "pedagogical strategy and approach" have appeared. We will then see how pedagogical differentiation in vocational schools is applied in a heterogeneous class. How does it respond to the complex and varied needs of the students, and does it allow the teacher to better manage his class? Between brutal confrontation with the reality of the field and theoretical hypotheses, the challenge is big!De nos jours, de nombreuses réformes sont entreprises en vue d’apporter des améliorations à notre système d’éducation français. Un rapport publié par le CNIRE « Conseil national de l’innovation pour la réussite éducative » et le CNESCO « Conseil national d’évaluation du système scolaire », datant de Septembre 2016, dresse le constat suivant : « les pratiques enseignantes et leur effets sur la réussite du plus grand nombre, remettant en cause des pratiques qui n’induisent pas une amélioration des résultats scolaires des élèves les plus en difficulté ». Le principe même de l’égalité des chances est alors remis en cause. D’un autre côté, les enseignants expriment leur désarroi, face à ces classes hétérogènes, et à de multiples égards. Une problématique qui dure depuis de nombreuses années déjà, avec l’arrivée de l’inclusion scolaire et l’acceptation des élèves aux besoin éducatifs variés dans les classes de lycées professionnels. L’accès aux savoirs pour tous ne dois pas être un frein dans la transmission des apprentissages. C’est dans ce contexte que sont apparues les notions de « différenciation pédagogique », « pédagogie ou enseignement différenciés », « stratégie et approche pédagogiques ». Nous verrons alors, de quelle manière la différenciation pédagogique en lycée professionnel est appliquée au sein d’une classe hétérogène. En quoi répond-elle aux besoins complexes et variés des élèves, et permet-elle à l’enseignant une meilleure gestion de sa classe ? Entre confrontation brutale à la réalité de terrain et hypothèse théoriques, le défi est de taille
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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