1,720,970 research outputs found
Sonia Birocheau, Incarner un modèle progressiste. La professionnalisation de l’enseignement à Chicago (1890-1940). Lyon : ENS Editions, 2020, 280 p.
No full textFruit d’un travail de recherche doctorale achevé en 2014, cet ouvrage retrace l’histoire de la professionnalisation de l’enseignement à Chicago à l’ère progressiste. Le livre est découpé en cinq chapitres et agrémenté de quelques photographies et illustrations tirées de la presse locale. Le lecteur trouvera également en fin d’ouvrage, en plus d’une bibliographie sélective sur le sujet, une liste des centres d’archives et des sources consultées, témoignant d’un travail de terrain minutieux et ..
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Culture and discourse of public relations professionals: A study and proposal for ESP teaching and learning
No full textInternational audienceThis paper aims to capture the rich and complex interplay of national, global, and professional cultures that emerges at every stage of the ESP teaching and learning process. The moments in which the teacher designs the course, the students are exposed to the texts of a professional domain, and the latter are required to use specialized language in work-related tasks are all encompassed by this process. As part of broader research into the integration of culture in the ESP classroom, the paper focuses specifically on how studying the culture and discourse of public relations (PR) professionals can help build the communicative competence of Information and Communication students and prepare them to navigate intercultural work environments
La compétence culturelle en anglais de de spécialité : approche inductive et co-construction des savoirs
No full textInternational audienceThis paper addresses the acquisition of sociocultural knowledge in relation to the construction of cultural competence in ESP. Since the 1990s, research in language teaching and learning has identified the different components of this competence, which consist of knowledge, skills and attitudes (Byram & Zarate, 1994). Didactic research has shown the need to situate language learning within its cultural environment to promote an understanding of the representations embedded in professional discourse (Briend, 1994), on the one hand, and to develop cultural competence in professional contexts (Isani, 2004), on the other. Although the needs and objectives are now clearly identified, the didactic path to achieve them still raises a number of questions in the French institutional context. What criteria should guide the selection of the specific cultural content to be taught? Which approaches are most relevant for their teaching? Based on a teaching-learning experience for students of corporate labor law, this paper demonstrates how the acquisition of socio-cultural knowledge through an inductive approach fosters the construction of cultural competence, co-constructed and in line with the learners' professional needs.Cette communication aborde la question de l’acquisition des savoirs socioculturels en lien avec la construction de la compétence culturelle en anglais de spécialité. Depuis les années 1990, les recherches en didactique ont permis de mettre au jour les différentes composantes de cette compétence déclinée en un ensemble de savoirs, savoir-faire et savoir-être (Byram & Zarate, 1994). Les travaux des didacticiens en langue de spécialité ont quant à eux montré la nécessité d’ancrer l’apprentissage de la langue dans son environnement culturel afin de favoriser la compréhension des représentations contenues dans les discours spécialisés (Briend, 1994), d’une part, et de construire une compétence culturelle permettant de faire face aux situations de communication rencontrées en contexte professionnel (Isani, 2004), de l’autre.Bien que les besoins et les objectifs soient aujourd’hui clairement identifiés, le cheminement didactique pour les atteindre pose encore plusieurs questions dans le contexte institutionnel français. Sur quels critères les contenus culturels spécialisés à enseigner doivent-ils être sélectionnés ? Quelles sont les démarches pertinentes pour leur enseignement ? A partir d’un exemple tiré d'une expérience d'enseignement-apprentissage à destination d’étudiant.es en droit social de l’entreprise, cette communication montrera de quelle manière l’acquisition de savoirs socioculturels par le biais d’une approche inductive favorise la construction d’une compétence culturelle spécialisée co-construite et adossée aux besoins professionnels des apprenant.es
Les mineurs transnationaux ou « Génération 0,5 ». Repenser « l’homme marginal » dans le contexte des migrations de retour États-Unis/Mexique
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L’investigation historique comme méthode d’enseignement-apprentissage et outil de construction d’un « savoir commun » en langue de spécialité : l’exemple de l’anglais du droit du travail
No full textInternational audienceThis paper presents a teaching unit in English for Labor Law, designed for Master's students in both initial and continuing education. It shows how the historical inquiry approach, characterized by critical questioning in response to a problem situation, is a method compatible with teaching and learning in the LANSOD (Languages for Specialists of Other Disciplines) context. It first shows that this approach shares some of the characteristics specific to the didactics of ESP identified by Sarré and Whyte (2016), such as:•The use of content and methods specific to the discipline (in this case, legal history),•The consideration of learner profiles,•The use of authentic documents,•The application of a specific teaching method.The integration of activities based on historical inquiry is particularly relevant to work on nativization, a cognitive process in which "all individuals begin by analyzing the linguistic and/or cultural situations they encounter according to the criteria of their culture and language of origin, or other criteria specific to them" (Narcy-Combes, 2006). In the teaching context presented here, nativization is perceptible at the linguistic and cultural levels, as it may be in general language teaching, but it also affects specialized knowledge, through the transposition of representations or interpretations specific to the domain from the linguistic and geographical area of origin to the target language. This presentation thus demonstrates that by enabling students to construct their own knowledge of the target language and culture, historical inquiry contributes to the development of "common knowledge" (O’Connell & Chaplier, 2021), co-created by both teachers and learners through the teaching-learning process.Cette présentation propose une unité didactique en anglais juridique appliqué au droit du travail, destinée aux étudiants en Master, aussi bien en formation initiale qu'en formation continue. Elle met en évidence la manière dont la démarche d'investigation historique, caractérisée par un questionnement critique visant à répondre à une situation-problème, constitue une méthode compatible avec l’enseignement-apprentissage en contexte LANSAD (Langues pour Spécialistes d'Autres Disciplines).Cette approche partage en effet certaines caractéristiques propres à la didactique des langues de spécialité, telles qu’établies par Sarré et Whyte (2016), notamment :•l'utilisation de contenus et de méthodes spécifiques à la discipline (ici, l'histoire du droit) ;•la prise en compte des profils des apprenants ;•le recours aux documents authentiques ;•l'application d'une méthode d'enseignement spécifique.L’intégration d’activités fondées sur une démarche d’investigation historique s’avère particulièrement pertinente pour un travail autour de la nativisation, processus cognitif par lequel « tous les individus commencent par analyser les situations linguistiques et/ou culturelles qu’ils rencontrent en fonction de critères de leur culture et de leur langue d’origine, ou de critères autres qui leur sont propres » (Narcy-Combes, 2006 : 162). Dans le contexte d’enseignement présenté ici, le phénomène de nativisation est perceptible à la fois sur les plans linguistique et culturel, comme il peut l’être dans l’enseignement de la langue générale, mais il affecte également le savoir spécialisé, en opérant une transposition vers la langue cible de représentations ou d’interprétations propres au domaine d’origine, dans son aire linguistique et géographique.En conclusion, cette présentation montre qu'en permettant aux étudiants de contribuer activement au développement de leurs connaissances du domaine dans la langue-culture cible, la méthode de l’investigation historique favorise l’émergence d’un "savoir commun" (O’Connell & Chaplier, 2021), élaboré collectivement par les enseignants et les étudiants tout au long du processus d'enseignement-apprentissage
Hidden curriculum: Issues of norms, equity, and achievement in US schools
No full textInternational audienceThe term curriculum typically refers to the knowledge and skills that students are expected to learn in schools. As defined by Michael Apple, the "hidden curriculum" can be understood as the informal socialization process by which schools transmit the norms and values of the dominant society to students, both inside and outside the classroom (Apple: 2004). As such, the hidden curriculum is often associated with issues of educational inequity, the achievement gap, and discrimination. Recent research on teaching and learning has addressed the two main features that partially but significantly constitute the hidden curriculum in the United States: race and class. Awareness of "hidden" curriculum issues has increased over the past 25 years due to advances in research in curriculum development, educational policy, and pedagogy (Alsubaie 2015; Darling-Hammond 1991; Elmore and Sykes 1992; Jerald 2006). Drawing on the theoretical frameworks developed by researchers in critical pedagogy and critical race theory (Apple 2004 ; Cornbleth 1984 ; Gillborn 1992), this paper will examine the reasons why the U.S. system has never lived up to the promises of educational equality established in successive court decisions and policies: Brown vs. Board of Education (1954), Elementary and Secondary Education Act (1965), No Child Left Behind (2002), Every Student Succeeds Act (2015). The concept of "hidden curriculum" will be approached from several angles: instructional practices, standards and assessment, and school environment, in order to provide a picture of the ongoing - yet largely overlooked - debate about the impact of race and socioeconomic status on educational outcomes. Finally, the paper aims to provide insight into the future of schooling in the U.S. by exploring how the hidden curriculum could become a prominent tool for educational equity, student empowerment, and social change. References: Alsubaie, A. M. (2015) 'Hidden Curriculum as One of Current Issue of Curriculum', Journal of Education and Practice, 33: 6, 125-128.Apple, M. (2004) Ideology and Curriculum. 3rd ed. New York: Routledge Falmer. Cornbleth, C. (1984) 'Beyond hidden curriculum'. Journal of Curriculum Studies 16 : 1, 29–36. Darling-Hammond, L. (1991). The implications of testing policy for quality and equality. Phi Delta Kappan, 220–225. Elmore, R. and Sykes, G. (1992) 'Curriculum Policy'. In Jackson, P., ed. Handbook of Research on Curriculum: A Project of the American Educational Research Association. New York: Prentice Hall, 185-215.Gillborn, D. (1992) Citizenship, ‘Race’ and the Hidden Curriculum, International Studies in Sociology of Education 2:1, 57-73. Jerald, C.D. (2006) School Culture: The Hidden Curriculum. Washington, DC: The Center for Comprehensive School Reform and Improvement
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