Evaluer pour mieux comprendre les enfants et ameliorer sa pratique

Une grande majorité des écoles primaires néerlandaises utilise le suivi des élèves développé par le Citogroep pour signaler le progrès des élèves entre 6 et 12 ans et gérer leurs apprentissages à partir de données empiriques. Ce suivi fonctionne dans ce sens comme un outil de pilotage de l’enseignement données et de l’amélioration des pratiques d’adaptation dans les classes et au niveau de l’école. Une telle évaluation formative etautorégulatrice centrée sur la gestion de longs processus exige un ensemble complexe de connaissances et d’aptitudes. Cela explique bon nombre de problémes auxquels se heurtent les professeurs dans leur pratique, en particulier dans le cadre du soutien des éléves les plus en retard. Ces problémes nous ont poussés à développer une panoplie d’outils adaptés à leurs besoins ainsi que des activités de formation ’sur le tas’, ancrées dans l’évaluation formative pratiquée à l’école. Nous présentons dans cet article la structure, les principes et les outils de cette gestion de (l’amélioration de) l’enseignement différentié, exposons les problémes structurels qui émergent dans la pratique et développons par-là les idées clés de notre approche expérimentale de formation.. This revised version was published online in July 2006 with corrections to the Cover Date.     

Seeking Nettle Textiles – Utilizing a Combination of Microscopic Methods for Fibre Identification

Bast fibres have been commonly used as a textile material in Northern Europe since Neolithic times. However, the process of identifying the different species has been problematic, and many important questions related to their cultural history are still unanswered. For example, a modified Herzog test and the presence of calcium oxalate crystals have both been used in identification. In order to generate more reliable results, further research and advancement in multi-methodological methods is required. This paper introduces a combination of methods which can be used to identify and distinguish flax (Linum usitatissimum), hemp (Cannabis sativa), and stinging nettle (Urtica dioica). The research material consisted of reference fibres and 25 fibre samples obtained from 12 textiles assumed to be made of nettle. The textiles were from the Finno-Ugric and Historical Collections of The National Museum of Finland. The fibre samples were studied by observing the surface characteristics and cross sections with transmitted light microscopy, and by using a modified Herzog test with polarized light, in order to identify the distinguishable features in their morphological structures. The study showed that five out of 25 samples were cotton, 16 nettle, one flax, and one hemp. Findings from two samples were inconsistent. The results show that it is possible to distinguish common north European bast fibres from each other by using a combination of microscopic methods. Furthermore, by utilizing these combined methods, new and more reliable information could be obtained from historical ethnographic textiles, which creates new vistas for the interpretation of their cultural history.     

Consistent results with the consistency hypothesis? The effects of epistemic beliefs on metacognitive processing

We explored relations between students’ epistemic beliefs, metacognitive monitoring and recall performance in the context of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational, empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton’s First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical. Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge Muis’ (2008) consistency hypothesis; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring and epistemic beliefs rather than the underlying epistemology of the domain.     

Increase in retention of a taste aversion by weanling rats after a long interval

Weanling rats were tested for retention of an aversion to a novel flavor (chocolate milk) that had been conditioned as a single-element conditioned stimulus (CS) or in compound with a novel ambient odor (banana). The presence of the ambient odor during conditioning had no effect on flavor aversion shortly thereafter, confirming previous results. The flavor aversion observed 21 days after conditioning, however, was significantly stronger for pups conditioned with the single-element CS than for those given the flavor-odor compound as the CS. This retention effect was due to a surprisingincrease in the conditioned aversion observed 21 days after conditioning with the single-element CS. A second experiment confirmed this paradoxical increase in retention of the aversion to chocolate milk. This experiment also verified that no such increase occurred in retention of the conditioned aversion to a different flavor (saccharin), whether the initial aversion was strong or weak. The results may be explained in terms of generalized latent inhibition from consumption of mother’s milk.     

Re-referral to child protective services: the influence of child, family, and case characteristics on risk status

INTRODUCTION: This study examines child, family, and case characteristics that impact rates of re-referral to Child Protective Services (CPS) using data on all closed CPS investigations for the state of Rhode Island between 2001 and 2004. METHOD: A longitudinal dataset of all referrals to CPS was created using state submissions to the National Child Abuse and Neglect Data System (NCANDS). After excluding children whose initial CPS investigation resulted in removal from the home, a Cox proportional hazards model was tested to examine factors impacting the likelihood of re-referral. RESULTS: Consistent with other research in this area, the initial 6-month period following case disposition is the period of greatest risk of re-referral. Approximately 13% of cases experienced a recurrent allegation during the first 6-month period; an additional 14% experienced a re-referral over the following 12-month period; 7% during the next 12-month period. Family poverty was the strongest predictor of re-referral, though a number of child and case characteristics were significantly related to recurrence. Cases that were substantiated at index were significantly less likely to result in a new allegation, though substantiated cases of physical abuse or those receiving post-investigation services were at higher risk. CONCLUSIONS: Children from families facing multiple stressors (e.g., low SES, parental substance abuse child disability) are at highest risk of re-referral to CPS and may benefit from the development of preventive services targeted immediately following case closings within CPS.     

School psychologists as researchers: An approach for initiating training and practice

A project is described that involved school psychology students in doing applied research. The possible impact that implementing such a plan might have on creating cooperative research opportunities, on providing training in applied research, and on influencing the school's perception of the school psychologist's role is considered.     

Where, when, and why young athletes use imagery: an examination of developmental differences

The purpose of this study was to investigate young athletes' imagery use from a developmental perspective. The participants were 110 male and female athletes competing in both team and individual sports. They represented four different age cohorts (i.e., 7-8, 9-10, 11-12, and 13-14 years). Sixteen focus groups, two for each age category and gender, were used as the method of data collection. The findings indicated "where," "when, " and "why" young athletes use imagery and how imagery use changes as children move from early childhood through to early adolescence. Overall, results revealed that all age cohorts reported using imagery in both training and competition and for both cognitive and motivational purposes. The present research also found support for studying imagery use by young athletes from a developmental perspective.     

Coaches' encouragement of athletes' imagery use

To investigate whether coaches encourage their athletes to use imagery, two studies were undertaken. In the first, 317 athletes completed the Coaches' Encouragement of Athletes' Imagery Use Questionnaire. In the second, 215 coaches completed a slightly modified version of this questionnaire. It was found that coaches and athletes generally agreed on the relative frequency with which coaches encourage athletes to use imagery across the 4 Ws (i.e., where, when, why, and what). Coaches promoted imagery use more in conjunction with competition than training and injury rehabilitation, and higher-level coaches encouraged imagery use far more than their recreational counterparts. In addition, the level of athlete being coached had a major impact on how much or little coaches encouraged their athletes to use imagery. Coaches encouraged higher level athletes (i.e., international, national, varsity) to use imagery more than club and recreational athletes.     

Increased consultation opportunities for school psychologists: A service delivery model

A model of delivery of services that enables school psychologists to meet testing demands while initiating a broad range of consultative services is described. Requirements of the model include: (a) having funds available for contract testing, (b) having conferences with teachers prior to formal referral of children, and (c) having qualified contract evaluators available. Benefits, as well as obstacles to be expected in implementing the model, are discussed.