1,721,036 research outputs found
“Milieu didactique” et “régulations” comme outils d’analyse de l’activité du professeur en éducation physique
No full textFrom a comparative didactics point of view, this contribution is to investigate the "didactical techniques" used by physical education teachers. A certain kind of genericity of these didactical techniques is postulated. The paper tries to highlight this through the concepts of "didactical environment" and "regulations" which are pertinent tools used to analyse different didactical episodes in three teaching-learning contexts : primary school, middle school and high-schoolCette contribution se propose d’examiner, selon le point de vue de la didactique comparée, quelques "techniques didactiques" utilisées par les professeurs d’éducation physique. Il est postulé une certaine généricité de ces techniques. L’article tente de la mettre en évidence en mobilisant les concepts de "milieu didactique" et de "régulations" comme outils d’analyse d’épisodes didactiques observés dans trois contextes d’enseignement/ apprentissage : l’école primaire, le collège, le lycée.Amade-Escot Chantal, Verscheure Ingrid, Devos Odile. “Milieu didactique” et “régulations” comme outils d’analyse de l’activité du professeur en éducation physique. In: Les dossiers des sciences de l'éducation, N°8, 2002. Didactique des disciplines scientifiques et technologiques : concepts et méthodes. pp. 87-97
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
A didactic analysis of teaching and learning practices related to gender in the context of priority education areas : physical education case studies during two handball units in underprivileged multi-ethnic middle schools
No full textLa thèse vise à analyser les pratiques d’éducation physique et sportive en réseau d’éducation prioritaire (collège REP+) à partir de la focale du genre dans l’action didactique conjointe. La méthodologie, de type qualitatif, relève d’études de cas. Elle mobilise deux échelles d’analyse. A un niveau macrodidactique, nous recomposons pour chaque séance et au niveau du cycle l’avancée des savoirs ainsi que les variations du type d’interactions verbales adressées aux filles et aux garçons de l’ensemble de la classe. Cette échelle permet de caractériser la direction d’étude des deux professeur·es (une femme et un homme) selon le sexe. A un niveau microdidactique, nous étudions plus particulièrement, dans chaque site, quatre élèves, filles et garçons de niveaux contrastés en termes d’excellence scolaire et d’habileté en EPS, lors de certains épisodes remarquables. La mobilisation du concept de positionnement de genre épistémique permet d’éclairer les processus différentiels à l’œuvre. A cette échelle d’analyse, les résultats mettent en évidence l’articulation du positionnement de genre du professeur et des élèves et son rôle dans l’actualisation des trajectoires didactiques des élèves lors du cycle. Il ressort que les phénomènes différentiels selon le genre se redoublent en raison des difficultés à maintenir l’épaisseur des enjeux de savoirs lors des transactions. La recherche met en évidence une pluralité de facteurs intervenant dans ces processus en pointant l’intérêt d’une démarche inspirée de l’intersectionnalité pour rendre compte des inégalités de réussite en EPS des filles et des garçons en éducation prioritaire.A didactic analysis of teaching and learning practices related to gender in the context of priority education areas. Physical education case studies during two handball units in underprivileged multi-ethnic middle schools.Abstract: This doctoral thesis aims at analyzing physical education teaching and learning practices in two underprivileged and multi-ethnic middle schools that are located in low socioeconomic areas. The focus is about how gender order is enacted in day-to-day classrooms using the didactic joint action conceptual framework within the French didactique tradition. The case study methodology is based on observational research. Two scales of data analysis were performed. The first one (a macrodidactic analysis) characterizes teachers’ practices and identifies all contents delivered during each unit. The findings put light on the gendered chronogenesis of the knowledge taught and learned by girls and boys. The second scale (a microdidactic analysis) focuses on specific transactions and co-construction of gendered content in each site. Four students (two girls and two boys having contrasted handball skill levels and various academic achievement) were observed during prominent episodes over the unit. The analytical tools used allow describing teachers’ and students’ ‘epistemic gender positioning’. The findings show the articulation of participants’ epistemic gender positioning and its role in the making of student didactical trajectories over the unit. Particularly, they point out the effect of overlapping categories such as sex, ethnicity and socioeconomic origins on the process that leads to provide disparate knowledge thickness to girls and boys within the episodes. Using an intersectionality-based approach, the research highlights how gender inequalities in physical education are constructed in underprivileged multi-ethnic middle schools
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
Étude comparative du devenir d'une ingénierie didactique relative à l’introduction de la soustraction au premier cycle du primaire dans des systèmes didactiques contrastés
No full textCe chapitre rend compte des premiers résultats d’une recherche doctorale portant sur le devenir d’une ingénierie didactique relative à l’introduction de la soustraction au premier cycle du primaire dans des systèmes didactiques se différenciant par le niveau d’expérience des enseignantes. Dans une première partie nous présentons le contexte et la problématique, dans une deuxième partie, nous résumons brièvement l’ingénierie didactique telle qu’elle a été pensée par son concepteur, Brousseau (1981). Nous présentons ensuite l’inscription théorique de cette recherche, puis donnons quelques indications de méthode pour présenter enfin les résultats au niveau macrodidactique à partir desquels nous pointons quelques spécificités et quelques généricités entre la manière dont les enseignantes observées ont utilisé l’ingénierie didactique dans leur classe
- …
