L'education des minorites dans la francophonie

Sans résumé     

Optimizing recovery to support multi-evening cycling competition performance

Road criterium and track bicycle racing occur at high speeds, demand repeated high power outputs, last 10–90?min, and offer little chance for recovery after the event. Consecutive evenings of criterium and track racing are respectively known as speed-week or six-day events and take place in evening hours over the course of a week. Given the schedule and timing of these competitions, return to homeostasis can be compromised. No recommendations exist on how to optimize recovery for cyclists participating in these types of repeated evening competitions. Criterium and track cyclists spend considerable time, near and above the individual lactate threshold and therefore mostly utilize carbohydrate as their chief energy substrate. Henceforth, pre – and post-race nutrition and hydration is examined and recommendations are brought forward for carbohydrate, protein, and fluid intake. As evening high-intensity exercise perturbs sleep, strategies to optimize sleep are discussed and recommendations for an optimal sleep environment are given. Active recovery is examined, and the benefits of a short duration low intensity exercise reviewed. Passive recovery methods such as compression garments and cold water immersion are recommended, while evidence for massage, pneumatic compression devices, and neuromuscular electrical stimulation is still lacking. Optimizing recovery strategies will facilitate a return to the resting state following strenuous night competition.     

Spelling,Reading Abilities and Speech Perception in Deaf Children with a Cochlear Implant

ABSTRACT

This study aims to compare word spelling outcomes for French-speaking deaf children with a cochlear implant (CI) with hearing children who matched for age, level of education and gender. A picture written naming task controlling for word frequency, word length, and phoneme-to-grapheme predictability was designed to analyze spelling productions. A generalized linear mixed model on the percentage of correct spelling revealed an effect of participant’s reading abilities, but no effect of hearing status. Word frequency and word length, but not phoneme-to-grapheme predictability, contributed to explaining the spelling variance. Deaf children with a CI made significantly less phonologically plausible errors and more phonologically unacceptable errors when compared to their hearing peers. Age at implantation and speech perception scores were related to deaf children’s errors. A good word spelling level can be achieved by deaf children with a CI, who nonetheless use less efficiently the phoneme-to-grapheme strategy than do hearing children.     

School effectiveness or the horizon of the world as a laboratory

The present paper aims to provide an account of the genesis and development of a collection of scientific work that has received strong international recognition – the paradigm of school effectiveness. It shows how this theory, based on the design of measurement tools, has gradually influenced educational management and policies in promoting the effectiveness and quality of educational systems. In mobilising allies, setting up laboratories and extending its networks into major international organisations, school effectiveness research has contributed to the emergence of a new form of governance of education systems at a European level and to the promotion of new assessment methods of research in education.     

Seasonal variation in physical activity among preschool children in a northern Canadian city

Little research has examined seasonal differences in physical activity (PA) levels among children. Proxy reports of PA were completed by 1,715 parents on their children in Edmonton, Alberta, Canada. Total PA (TPA) minutes were calculated, and each participant was classified as active, somewhat active, or inactive. Logistic regression models were conducted to examine associations between PA status and seasons. Significant seasonal differences were observed for TPA, weekday PA, weekend PA, and active play. Children were significantly more likely to be physically active in the summer and spring and somewhat physically active in the summer and fall, relative to winter Children living in cold climates are less likely to be physically active in the winter.     

Correlations between teaching practices and class achievement in introductory algebra

Certain teaching practices were found to be linked to the educational achievement of students learning algebra for the first time. Collective teaching was observed with an instrument based on one developed by Stallings (1977). Student achievement appeared related, to some extent, to academic discourse. For this to be the case, this discourse had to come mainly from the teacher who was dispensing instruction, lecturing in a large-group context with or without teaching materials, asking questions, helping the student unable to give a correct answer, or giving feedback. The quantity of such discourse was also important. It appeared that it must be plentiful, but not excessive. Correlations with student achievement of large-group instruction and of instruction where the teacher monitors student work are the main focus of this paper. Student discourse in general, and non-academic discourse in particular, appear to have negative effects on achievement if they become frequent.     

Influence of deviant behaviours in workgroups in relation with group composition

The potential for behaviourally challenged students to negatively impact typically developing students is a concern shared by many parents and teachers. However, deviant peer influence during workgroup activities has not been thoroughly investigated through systematic observation of deviant interactions. This study compares sequences of deviant behaviours and peer responses recorded during cooperative activities. Seventy fifth-grade elementary school students were observed in three specific contexts, homogeneous EBD workgroups, homogeneous regular workgroups and inclusive workgroups. Findings reveal a greater prevalence of verbal aggressions and more explosive exchanges in EBD workgroups. In groups consisting solely of typically developing students, intentionally ignoring disruptive teammates proved to be effective in stopping deviant behaviours. Finally, it was in inclusive workgroups that observed deviant interactions sequences were the longest. These findings are discussed in relation with the role of group composition and workgroup training in fostering effective cooperative learning environments.     

Seasonal Variation in Physical Activity Among Preschool Children in a Northern Canadian City

Little research has examined seasonal differences in physical activity (PA) levels among children. Proxy reports of PA were completed by 1,715 parents on their children in Edmonton, Alberta, Canada. Total PA (TPA) minutes were calculated, and each participant was classified as active, somewhat active, or inactive. Logistic regression models were conducted to examine associations between PA status and seasons. Significant seasonal differences were observed for TPA, weekday PA, weekend PA, and active play. Children were significantly more likely to be physically active in the summer and spring and somewhat physically active in the summer and fall, relative to winter. Children living in cold climates are less likely to be physically active in the winter     

How Do Children Acquire Early Grammar and Build Multiword Utterances? A Corpus Study of French Children Aged 2 to 4

In the last 50 years, researchers have debated over the lexical or grammatical nature of children's early multiword utterances. Due to methodological limitations, the issue remains controversial. This corpus study explores the effect of grammatical, lexical, and pragmatic categories on mean length of utterances (MLU). A total of 312 speech samples from high‐low socioeconomic status (SES) French‐speaking children aged 2–4 years were annotated with a part‐of‐speech‐tagger. Multiple regression analyses show that grammatical categories, particularly the most frequent subcategories, were the best predictors of MLU both across age and SES groups. These findings support the view that early language learning is guided by grammatical rather than by lexical words. This corpus research design can be used for future cross‐linguistic and cross‐pathology studies.