1,720,961 research outputs found
L'âge de l'innocence reconsidéré : Préserver le meilleur de la tradition progressiste en psychologie et en pédagogie
No full textThe progressive tradition in education, the underpinning of much educational practice in Western society, assumes that the child experiences a smooth and unproblematic path from raw intelligence to disciplinary expertise. Calling into question this assumption, recent research points up three fundamental orders of knowledge : 1) intuitive conceptions, the « five year old mind » based on innate proclivities and early learning ; 2) scholastic knowledge, intellectual activity in the typical text-test format, often rote and ritualized knowledge based on the formalisms of a discipline ; and 3) genuine understanding, which integrates the flexible and generative intuitive conceptions with the formalisms of a discipline. Unfortunately, the integration of intuitive and scholastic knowledge often proves problematic, as potent and enduring misconceptions impede acquisition of disciplinary expertise. In this paper we propose a theory of learning based on symbols and symbol systems to account for these enduring misconceptions and begin to chart a pedagogy which seeks to remedy the resulting educational problems. Music and spatial cognition are given as examples.En éducation la tradition progressiste qui sous tend la pédagogie pratique de la société occidentale suppose que les expériences de l'enfant suivent un progression sans à coups de l'intelligence brute à la compétence disciplinaire. Cet a priori est remis en question par les recherches récentes sur trois ordres fondamentaux de connaissance : 1) les conceptions intuitives de l'« âge mental de cinq ans », 2) le savoir scolaire, savoir ritualisé, fondé sur un formalisme des disciplines, 3) la vraie compréhension qui intègre au formalisme des disciplines les conceptions intuitives. Malheureusement le mariage des connaissances intuitives et scolaires s'avère problématique, certaines conceptions fausses, tenaces, freinant l'acquisition des compétences disciplinaires. Dans cet article nous proposons une théorie de l'apprentissage fondée sur les symboles et les systèmes symboliques pour rendre compte de ces conceptions fausses et indiquer les orientations d'une pédagogie qui s'efforce de remédier aux problèmes éducatifs qui en résultent. Les cognitions musicale et spatiale sont prises comme exemples.Gardner Howard, Torff Bruce, Hatch Thomas. L'âge de l'innocence reconsidéré : Préserver le meilleur de la tradition progressiste en psychologie et en pédagogie. In: Revue française de pédagogie, volume 111, 1995. Psychologie de l'éducation : Nouvelles approches américaines. pp. 35-56
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
Placement of Former English Language Learners in Middle Schools: General Education or Dual Language?
Get PDFHistorically, many educators have attempted to help English Language Learners (ELLs) develop sufficient English skills to be reclassified so that they can be placed in general-education classrooms. At present, educators increasingly favor a policy of placing former ELLs in dual-language settings. But it remains unclear whether former ELLs in middle schools perform better academically in general-education (GE) or dual-language (DL) classrooms. Research was conducted to compare former ELLs placed in GE settings and those who remained in DL classrooms on state tests in English Language Arts (ELA) and math (n=99) at the middle-school level. In both subjects, DL students outperformed GE students on two of four yearly test administrations following reclassification, and for ELA averaged across the four, with single-test effects stronger in math than ELA. GE students did not outperform DL students on any of eight tests. Calling into question policies favoring placement of former ELLs in GE classes, the results underscore the efficacy of continuing to use students’ home language in instruction following reclassification
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
Teachers’ Beliefs about Authoritative Teaching: Response and Demand, or Response and Control?
Get PDFIn two studies, 254 secondary teachers completed a survey assessing beliefs about three putative factors of “authoritative teaching,” response, demand, and control. Control was positively associated with response, suggesting that teachers viewed development of relationships with students as congruent with classroom discipline. But demand was not associated with response, suggesting beliefs holding that academic rigor does not necessarily undermine relationships. Teachers apparently view authoritative teaching as combining response and control, not response and demand. Beliefs as such provide a window on classroom practices and provide a starting point for teacher educators who aim to facilitate optimal interactional styles in schools
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
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