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Olivier Vors Amélina Girard Nathalie Gal-Petitfaux Benoît Lenzen Nicolas Mascret Alain Mouchet 《Physical Education & Sport Pedagogy》2020,25(4):331-345
ABSTRACTIntroduction: Since the 1990s, the notion of intervention has expanded with growing interest in the analysis of practices in Francophone country. French-speaking research community considers intervention sciences as a specific field of research in sport and PE. The aim of this literature review was to characterize the penetration of Francophone research in the English-language literature in physical education and sport concerned with intervention since 2010 in the category ‘Education & Educational Research’ of the Journal Citation Reports (2017). This research was in line with the analysis of the papers presented during six Francophone congresses from 2000 to 2010 of the Association for Research on Intervention in Sport (Musard and Poggi 2015).Methods: The selection of articles was carried out in three stages: selection of journals, selection of articles manually, the second level of selection. The selection of journals is do in this category "Education & Educational Research" (JCR, 2017) focusing primarily on sport and physical education. Six journals met these criteria: Physical Education and Sport Pedagogy, European Physical Education Review, Journal of Teaching in Physical Education, Sport Education and society, Quest, Journal of Hospitality Leisure Sport & Tourism Education. Then, the selection of articles was manually analyzing all the publications of each journal since 2010 (almost 2000 articles) according to inclusion criteria "sport or physical education", "francophone authors", and "intervention". Each 46 articles selected was classified according to its theoretical framework. The last stage of selection corresponded to an analyze and an extension of the literature review by a French-speaking specialist in each theoretical framework.Results: The results show that French-language research on/in/for intervention is in close connection with the international tradition. Some approaches such as didactique, a technological approach, and course of action, have a Francophone specificity based on various international theoretical anchors; others such as motor learning, social psychology, ecological approach come from non-French-speaking international theoretical frameworks.Discussion and conclusion: These findings raise the question of the Francophone specificity of intervention sciences. Beyond particular French-speaking theoretical frameworks, concepts and concerns join Anglophone traditions. As in the international fields of ‘sport pedagogy’ or ‘praxis’, the Francophone intervention sciences are composed of a diversity of theoretical approaches and are focused towards an epistemology of action. These two communities can enrich each other and deserve more interaction and exchange. 相似文献
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Johann Bigot Nathalie Pichot Benoît Testé 《European Journal of Psychology of Education - EJPE》2004,19(4):335-347
Numerous studies have demonstrated a decrease in the expression of internality in French sixth graders as compared to fifth
graders. The present study examines normative clearsightedness in addition to internality across four French school grades
(fourth to seventh). The results confirmed the sixth-grade drop in internality and showed that the decrease also applies to
normative clearsightedness. 相似文献
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Beno?t Dompnier Pascal Pansu Pascal Bressoux 《European Journal of Psychology of Education - EJPE》2007,22(3):333-350
The aim of this article is to gain further insight into the determinants of scholastic judgments. On the basis of a previous
study (Dompnier, Pansu, & Bressoux, 2006), we propose a model of the processes underlying teachers’ judgments. In addition
to taking into account some of these determinants, the proposed model grants to pupils’ social utility, as perceived by their
teacher, the status of central mediator between scholastic judgments and their determinants (pupils’ actual academic achievement,
pupils’ scholastic history, classroom context, and internality perceived by teachers). The initial model was tested on a first
sample of 250 pupils (3rd grade) and their teachers, and then improved. Next, the modified model was validated on a second
sample of 249 pupils (3rd grade) and their teachers. The results obtained on this sample indicated that the modified model
fit the data to a satisfactory extent, and that it is more parsimonious that alternative nonhierachical models. 相似文献
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A tale of two logics: social reproduction and mobilisation in university access in Quebec, 1945–2000
Benoît Laplante Pierre Doray Nicolas Bastien Pierre Chenard 《British Journal of Sociology of Education》2016,37(2):313-333
The 2012 Quebec students’ protests against university tuition fees fostered a debate on access to higher education in Quebec, and specifically on the Quebec ‘educational lag’. Using census data, we show that degree-holding is the same among Quebec French-speaking and Ontario English-speaking populations. Using event history analysis, we show that, during the second half of the twentieth century, university access increased at a different rhythm in each province and, within each province, within socio-linguistic groups. Quebec current education policy should not focus on the ‘educational lag’, which past policies have helped make up for, but on inequality in university access. 相似文献
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This paper presents a quick, easy to implement and versatile way of using stochastic simulations to investigate the power and design of using single nucleotide polymorphism (SNP) arrays for genome-wide association studies in farm animals. It illustrates the methodology by discussing a small example where 6 experimental designs are considered to analyse the same resource consisting of 6006 animals with pedigree and phenotypic records: (1) genotyping the 30 most widely used sires in the population and all of their progeny (515 animals in total), (2) genotyping the 100 most widely used sires in the population and all of their progeny (1102 animals in total), genotyping respectively (3) 515 and (4) 1102 animals selected randomly or genotyping respectively (5) 515 and (6) 1102 animals from the tails of the phenotypic distribution. Given the resource at hand, designs where the extreme animals are genotyped perform the best, followed by designs selecting animals at random. Designs where sires and their progeny are genotyped perform the worst, as even genotyping the 100 most widely used sires and their progeny is not as powerful of genotyping 515 extreme animals. 相似文献
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Before a breeder invests selection pressure on a trait of interest, it needs to be established whether that trait is actually heritable. Some traits may not have been measured widely in pedigreed populations, for example, a disease or deformity may become more prevalent than previously, but is still relatively rare. One approach to detect inheritance would be to screen a commercial population to obtain a sample of "affecteds" (the test group) and to also obtain a random control group. These indi- viduals are then genotyped with a set of genetic markers and the relationships between individuals within each group estimated. If the relatedness is higher in the test group than in the control group, this provides initial evidence for the trait being heritable. A power simulation shows that this approach is feasible with moderate resources. 相似文献