Interpersonal conflict resolution strategies in children: A father-child co-construction

The interpersonal conflict gives an opportunity to learn living together and to accept differences. We consider the interpersonal conflict resolution strategies as an indicator of the socialization and as such of the autonomisation and social integration. If, at the earliest age, the child has the advantage of a differentiated and early paternal involvement, he would use a larger variety of adjustment mechanisms when he will be in conflitual situations. Indeed, the father facilitates and stimulates the subjectivation process which integrates the appearing premises of self-consciousness, around 3–4 year old, in the conducts of initiative and self affirmation; the father introduces and consolidates the process which integrates the opening to wider interpersonal relations, which notably appears in collaboration conducts and more especially resolution interpersonal conflict.     

Evolution des Jugements de Conservation des Quantités de Gaz Chez des Elèves de CM2

This research studies the evolution in taking into account the constancy of a quantity of air. It is studied following a didactic sequence aiming at helping the students to be conscious of the variation of physical dimensions different from volume, when describing the state of gas. The experiment has been carried out in a class of 21 students (10–11 years old). Important improvements are stated. They are analysed according to the didactic sequence and the physical experiments proposed in the evaluation test used for the research. The interpretation of the results concerns the knowledge about gas acquired by the students during the didactic sequence. The reference to the Piagetian theory in the field of teaching experimental sciences is discussed.     

Victimization during childhood and revictimization in dating relationships in adolescent girls

OBJECTIVE: Various experiences with violence during childhood and adolescence (parental violence, exposure to marital violence, sexual abuse within and outside the family, sexual harassment at school, community violence, involvement with violent or victimized peers, and previous dating violence) are examined as potential risk factors for psychological, physical, and sexual revictimization in adolescent girls' dating relationships. METHOD: A group of 917 teenage girls (mean age = 16.3) were recruited in 5 high schools located in low to middle socioeconomic areas. Participants were in the 10th and 11th grades, and each completed a self-administered questionnaire. Analyses were performed on the 622 participants who reported having at least one dating partner in the last 12 months. RESULTS: Prevalence rates for past victimization experiences varied from 13% to 43%. Regarding last-year dating victimization, prevalence rates varied from 25% to 37%, depending on the type of violence sustained. Results suggest that extrafamilial experiences with violence are stronger risk factors for recent dating victimization than intrafamilial experiences, especially being sexually harassed by male peers at school and being involved with violent or victimized peers during the year preceding the survey. However, it is important to differentiate between girls who are repeatedly victims of violence in a single, long-term relationship (repeat dating victimization), and girls who are revictimized by different partners (dating revictimization), the former sustaining more frequent physical and psychological violence than the latter. CONCLUSIONS: Findings underline the importance of early prevention of adolescent dating violence. Prevention programs should especially address extrafamilial experiences with violence as important risk factors for victimization in dating relationships, and teach girls strategies to break up abusive relationships.     

What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation

We study the comprehension of a multimedia technical document about gear functioning by young pupils. The research is focused on the effect of three factors on the construction of a mental model: illustration format (animated versus static) signaling cues (presence versus absence) learner-control of information delivery (three rhythms of presentation: speed, slow and self-controlled). The experimental procedure, conducted with 123 children, follows three phases: pre-test, individual passation of the lesson, comprehension test, delayed post-test. The goal of the pre-test is the evaluation of prior knowledge about gears, but also the control of spatial and verbal working memory aptitude and reading performance. The results show an effect of the animated format, of signaling cues and of the rhythm on the immediate comprehension test and delayed test. For the immediate comprehension test, these effects are different according to the kind of comprehension question (recall, transfer, explanation). These effects are maintained at the delayed post-test, for the self-controlled condition and for the pupils with low prior knowledge. The factor information delivery rhythm shows an effect for the delayed post-test. Our observation device of the behaviour of the child during the lesson was specially designed to explore the reading strategies between the medias.     

一种特殊图的几个简单性质

有一种特殊图,它是无向、无环、联接的,并且相连任意两点的最短链只有一条,不妨用符号表示图 G=(X,E),这里X表示G的顶集,E表示G的边集,本文针对这种图,讨论其简单性质,其中有两个明显的性质,不作详细论证,只把这两个性质简单提出来,因此集中讨论另外两个性质,并加以详尽而周密严谨地证明之。     

Teachers’ recognition of children with an illusion of incompetence

This study addresses the issue of illusion of incompetence among elementary school children. The first objective is to examine whether teachers are able to recognize children with an illusion of incompetence, The second objective is to see whether teachers’ appraisal of the behaviours and psychological characteristics of these children differ from their appraisals of other children. Seventy-four teachers and their 684 pupils from the fourth and fifth grades who were participating in a larger project were examined. By and large, only 31.3% of the pupils affected by an illusion of incompetence were identified as such by their teachers. However, teachers evaluated boys with an illusion of incompetence as being less autonomous, having a more negative mood and being more withdrawn than their peers. The teachers did not report these characteristics in girls with an illusion of incompetence. The discussion focuses on various hypotheses likely involved in teachers’ difficulty in identifying children whose self-appraisals of competence are negative.     

Neo-liberal influences in a ‘conservative’ regime: the role of institutions,family strategies,and market devices in transition to higher education in France

ABSTRACT

This article focuses on the interplay between institutional arrangements, family strategies, and market devices in the transition to higher education (HE) in France with a view to documenting both persistent features of the French ‘conservative’ educational regime and recent changes, in particular those related to neo-liberal influences. Using a theoretical model inspired by research on welfare regimes and integrating key elements of the sociology of networks, institutions, and markets, as well as data from a comprehensive qualitative study, the article focuses on three main topics: the impact of both institutional stratification and family choices on segregation and channelling into HE; the framing of students’ choices generated by impersonal policy instruments and personal human guidance; the role of private providers and agencies, as well as the devices they use to influence students’ transition to HE. The conclusion emphasises the impact of these different processes on the perpetuation of educational inequalities.     

Student Identities and/in Schooling: Subjection and adolescent performativity

This article uses a fictionalized scenario to examine how three students at an “ordinary” suburban high school in Canada negotiate the context-specific conditions, discourses, and practices that make schools important sites of identity formation. It argues that drawing from Foucault's ideas on the “subjection” of individuals, as well as from the field of performance studies, provides a fresh perspective to redress the potential mismatches between official multicultural education discourses and the lived schooling realities of students. In the process, it demonstrates how subjection and adolescent performativity can be useful analytics through which to understand student identities and/in schooling. The article concludes with some implications for shifts in policy, pedagogy, and practice to help schools engage with student diversity.     

Counting at nursery school and at primary school: Toward an instrument for diagnostic assessment

For about ten years, new research data have led us to enlarge the Piagetian model of the learning of the concept of number. Research investigations of counting have especially emphasized the importance of some abilities related to the construction of the concept of number. We think these researches should more greatly influence the practice of assessment. But valid tests should be available for psychologists and teachers to appraise the child development of the mastery of counting. For this purpose, we developed a set of tasks on the base of a critical analysis of Gelman and Gallistel counting principles. In a first step of our research, we used these tasks in a large sample of children from the French-speaking community of Belgium. This sample was composed of pupils from the third year of the nursery school (N=439) and from the first year of the primary school (N=103). Some of our results are quite different from those of previous investigations. We observe that many 5-year-old children are far from mastering and to coordinating the counting principles. A significant percent of pupils in the first year of the primary school are in the same situation. The implications of these difficulties for the beginning of the learning of arithmetic are emphasized.     

Oases at the bottom of the ocean

In the early 1980s biologists were amazed, and sometimes sceptical, to be told of the existence of luxuriant fauna thriving at depths of between two and three thousand metres close to hot water springs. Frequently consisting of hitherto unknown species, these colonies are nothing less than oases, contrasting starkly with the deserts usually to be found at great depths. One of their features is a very short life cycle. But, most strikingly, they are the first discovery on our planet of living systems which survive without solar energy or photosynthesis.