Reading Place: Bodies and Spaces in Québécois Adolescent Literature

This paper examines two Canadian (Québécois) novels for young adults, translated from French to English in Canada: The Road to Chlifa by Michèle Marineau, and Pieces of Me by Charlotte Gingras. We examine the representation of adolescent bodies in space and movement, and how these coming of age narratives play out in relation to discourses about nationality and citizenship. This paper suggests that there are subtle differences in sensibilities in works published in French by Québécois writers and publishers, and that there is evidence of a lingering solitude in relation to young adult literature in Canada. We argue that we need to understand and continue to explicate the complex set of cultural readings and re-readings engendered by these and other coming of age novels that cross real and imagined boundaries of federation and language; that is, we encourage educators to examine representations of adolescent protagonists in relation to the production and reception of literary works that travel within and across our borders.     

Students’ transition from elementary to high school and changes of the relationship between motivation and academic performance

336 students, 186 girls and 150 boys were met at the end of the school year, both at grade six and at Secondary one, in order to examine the impact of the transition from elementary to secondary school on various motivational variables. Analyses showed changes in self-efficacy beliefs and learning goals, whatever students’ level of achievement and gender. However, self-efficacy beliefs appeared as the most powerful predictor of academic performance at both school levels. In addition, the pattern of relations between academic performance and the variables examined was relatively similar at both times of measurement. The discussion focuses on changes in self-efficacy beliefs and learning goals and on their relations to academic performance.     

Interacción y símbolo en autistas

Resumen

El análisis del autismo, desde una perspectiva interaccionista, pone de manifiesto la falta de fundamento de muchas de las posiciones «cognitivistas» y «afectivistas», mantenidas tradicionalmente en la interpretación del sindrome, y la escasa eficacia de muchos procedimientos terapéuticos basados en tales interpretaciones. La comparación del desarrollo interactivo del niño normal con el del niño autista permite una interpretación más adecuada del sindrome y sugiere vías terapéuticas para su tratamiento eficaz.     

A developmental study of the relationship between reading development and the self-system

The aims of this three-year longitudinal study were to examine 1) the concurrent development of different components of the self-system; 2) how the development of this self-system relates to cognitive and metacognitive development in reading; and 3) whether or not there are gender differences both in the development of the self-system as well as in its relation to the development of reading. One hundred and seventy-eight elementary school children were first assessed in the fourth grade and then again in each of the two following years. A similar pattern of intercorrelations between self-system components was evident for boys and girls, and this pattern was quite stable across the three school grades. In addition, similar patterns of moderate relations between the self-system and cognitive and metacognitive development in reading were observed across time. According to these findings, there appears to be some stability, consistency and coherence in how late elementary school children’s beliefs about themselves as learners are organized in their self-system. It is also evident that children of this age are able to make valid self-appraisals of their capabilities.     

Roles, caring and learning to teach science

Classroom narratives and stories are rich and powerful in offering deep insights into classrooms and the reality of teaching—a reality critically re-examined in this forum. Discussing Maria’s narratives led to reflections about what it takes to support teachers to become agents of more equitable science practices. Factors such as time and identity-work are key dimensions of the authors’ struggle, but they also address understanding students in profound ways. The ways in which contradictions at different levels in the educational system can become sources of growth, reflection and action are discussed; yet no simple answers follow. Teaching and becoming a teacher are best understood as life-long processes of reflection and action and as political acts that entail challenging many boundaries. They also involve putting oneself into vulnerable roles and positions. This dialogue opens up many questions about how we can collaborate, guide and support both novices and experienced professionals in education as researchers, science staff developers, and teacher educators. It seeks to support the on-going quest to make science education authentic and equitable.     

A right to be heard: learning from learners with additional needs in literacy

This study aimed to explore the consultation experiences of pupils who have additional needs in literacy. An opportunistic sample of eight schools – four in Northern Ireland and four in the Republic of Ireland – were chosen by the researchers; selected pupils were receiving additional literacy support. Focus group discussions and arts‐based creative methodologies were used through which visual and verbal stimuli supported and extended the narratives of the children. The findings showed that pupils have a capacity for self‐reflection and metacognitive talk around literacy. They had a keen awareness of their specific difficulties and the reading strategies they use. However, they wished for greater choice in how literacy support is organised and for more information about individual reading targets and scores. There was a great desire among pupils for consultation at meetings concerning their progress. Involving pupils in planning and evaluating their literacy learning needs as a fundamental right raises questions about teachers’ current protectiveness of pupils with additional needs.     

Expression de savoir-faire conversationnels et conditions de production du discours: Observations en milieu Préscolaire

European Journal of Psychology of Education -     

Retrieving information from scientific periodicals

Considers the indexing of scientific and medical periodicals, covering the need for indexes, the effect on information retrieval of the electronic revolution, types of journals and entries, the process of indexing, cumulation, and publisherAndexer relations