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31.
Maximising meaning: creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective 总被引:1,自引:0,他引:1
Yvonne van Rijk Monique Volman Dorian de Haan Bert van Oers 《Learning Environments Research》2017,20(1):77-98
Sociocultural theories based on the work of Vygotsky have been increasingly influential in educational sciences. Developmental education (DE) is a pedagogical approach based on Vygotskian theory that has inspired primary schools in the Netherlands to change the learning environment innovatively in a comprehensive way. In this article, we focus on the learning environment for reading comprehension of informative texts in upper-primary grade classrooms in DE. Our aim is to contribute to a more profound understanding of the characteristics of learning environments that are inspired by a Vygotskian approach and that are conducive to reading comprehension of informative texts. Five fourth-grade expert DE teachers participated in a multiple case study aimed at describing and analysing these characteristics for the domain of reading informative texts. Data were collected over a period of six to eight weeks for each teacher and consisted of videotaped interviews, classroom observations and documents. We conclude that DE learning environments are focused on maximising meaning from text for students. This is achieved by organising learning on the basis of emergent goals within students’ participation in sociocultural practices. 相似文献
32.
Ellen Vea Rosnes Monique Irène Rakotoanosy 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):43-57
AbstractAvant la colonisation de Madagascar par la France en 1896, la plupart des enfants malgaches scolarisés avaient fréquenté des écoles dirigées par des missions protestantes. La langue d’enseignement était la langue malgache, une langue écrite, développée avec l’aide de missionnaires britanniques à partir de 1820. Elle était celle du groupe clanico-politique dominant. La colonisation imposa la langue française. Le pouvoir colonial avait considéré la langue comme un instrument important dans la politique d’assimilation et la création d’élites qui pourraient servir son projet. Mais l’administration coloniale dans les pays colonisés influençait fortement l’exécution de la politique éducative. Madagascar est d’ailleurs un cas pertinent dans ce sens à cause de l’existence et le statut de la langue écrite Malgache. La politique assimilatrice dominante n’a pas empêché des désaccords au sein de l’administration coloniale sur la place de la langue malgache dans l’éducation. L’argument majeur était que cette langue renforcera le groupe ethnique Merina et alimentera davantage le nationalisme malgache au détriment de l’assimilation. Depuis l’Indépendance en 1960, la politique linguistique a évolué selon les régimes politiques. Les perspectives théoriques dans le domaine de la “literacy” (des aptitudes à lire et à écrire vu comme une pratique sociale) décrivent celle-ci comme une pratique sociale et un instrument de pouvoir. Sa diffusion générale a été associée avec un développement démocratique, mais aussi avec l’oppression. L’article montre comment la politique des langues d’enseignement à Madagascar s’est basée sur des arguments politique et pédagogique dans des contextes différents. 相似文献
33.
This article discusses the way in which social identities structure the learning processes of students in two subjects in the Dutch secondary school curriculum—Care and Technology. It analyses interviews with 23 students and their teachers with a view to explaining the disappointing results in these subjects in terms of breaking through gender and class‐related preferences and learning outcomes. The subjects Care and Technology refer to social practices with which groups of students identify in different ways. On the other hand, students also appear to make active use of these subjects in their identity development. The authors argue for explicitly combining the notion that learning is peripheral participation in social practices with analyses of the power relationships that structure those practices. Also, the question should be addressed of how the relative autonomy of the school can be used for organizing learning experiences in such a way that the constraints of social position and identity are reduced, and the restrictive character of social identities is challenged. 相似文献
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This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were recovered through class observations. Findings confirm the need for long and continuous forms of teacher support, and expose the advantages and disadvantages of support delivered by pedagogues and support delivered by university science students. Writing in science class, which isa fundamental aspect of the French IBSE programme, is far from being implemented according to advocated practices. 相似文献
37.
Mariek M. P. Vanden Abeele Marjolijn L. Antheunis Monique M. H. Pollmann Alexander P. Schouten Christine C. Liebrecht Per J. van der Wijst 《Communication Studies》2018,69(3):272-282
In 2007 Ellison, Steinfield, and Lampe published an article on the positive association between Facebook use and social capital that started a decade of research on the social outcomes of social network site use. Although cited almost 9,000 times, it received critique on the conceptualization and operationalization of Facebook use and social capital. In this study we replicate Ellison et al.’s study with original and alternative measures of social capital and Facebook use, thereby shedding light on the robustness, stability, and ecological validity of the original findings. We found that Facebook intensity positively predicts the original social capital measures, lending support to the validity of the original findings. Its relationship with structural measures, however, was weak for bridging and absent for bonding social capital. 相似文献
38.
Annemarie M.H. de Witte Marco J.M. Hoozemans Monique A.M. Berger Lucas H.V. van der Woude Dirkjan Veeger 《Journal of sports sciences》2016,34(9):811-820
Improved understanding of mobility performance in wheelchair basketball is required to increase game performance. The aim of this study was to quantify the wheelchair-athlete activities of players in different field positions and of different playing standard during wheelchair basketball matches. From video analysis, absolute and relative duration and frequency of wheelchair movements and athlete control options were examined in 27 national standard and 29 international standard players during entire wheelchair basketball matches. Between-group factorial analysis of variances identified that national players drove more forward (42.6 ± 6.8 vs. 35.4 ± 3.7%; effect size Cohen’s d (ES) = 1.48) and started more often driving forward (33.9 ± 2.6 vs. 31.8 ± 2.8; ES = 0.77) during a match while the mean activity duration for a single driving forward activity was longer (4.3 ± 0.9 vs. 3.7 ± 0.6 s; ES = 0.75) than for international players. Furthermore, national players performed fewer rotational movements (21.8 ± 4.0 vs. 28.9 ± 7.8%; ES = –1.30) and started less often with the rotational movements (35.0 ± 3.6 vs. 40.5 ± 5.5; ES = –1.21) while the mean activity duration for a single rotation activity was shorter (2.1 ± 0.3 vs. 2.3 ± 0.3 s; ES = –0.67) than for international players. Differences in mobility performance among guard, forward and centre players were minimal. The results should help wheelchair basketball coaches specify wheelchair-handling training techniques and means to optimise wheelchair-athlete configurations. 相似文献
39.
Monique de Haan 《Economics of Education Review》2010,29(4):576-588
This paper investigates the effect of family size and birth order on educational attainment. An instrumental variables approach is used to identify the effect of family size. Instruments for the number of children are twins at last birth and the sex mix of the first two children. The effect of birth order is identified, by examining the relation with years of education for different family sizes separately. No significant effect of family size on educational attainment of the oldest child is found. Birth order has a significant negative effect. Potential mechanisms behind the birth order effects are investigated. The results show that birth order effects are not affected by the average age gap between children. Information on financial transfers shows that earlier born children have a higher probability of receiving money from their parents than later born children, also the amount they receive is higher. These results indicate that the allocation of parental resources is a potential mechanism behind the birth order effects. 相似文献
40.
Eric Dion Monique Brodeur Catherine Gosselin Marie‐Ève Campeau Douglas Fuchs 《Learning disabilities research & practice》2010,25(2):87-96
It is currently considered imperative to introduce reading instruction as early as possible. This proposition was tested by assigning groups of kindergarteners (N = 256) to two conditions differing in their emphasis on prevention. In the first, teacher‐implemented research‐based interventions were implemented during kindergarten and first grade. In the second, only the first‐grade intervention was implemented. Analyses were conducted separately for students not at risk, at low risk, and at high risk of reading problems. In the short term, the kindergarten intervention was highly effective for both low‐risk and high‐risk students, but it is only for the latter group that early gains translated into better reading skills at the end of first grade. Not‐at‐risk students did not benefit from the early introduction of reading instruction. 相似文献