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Archives
Archives mensuelles : décembre 2016
Serina-Karsky Fabienne, 2013, « L’enfant à l’école : la conception de l’enfant dans l’Education nouvelle, de la théorie à la pratique », Thèse en sciences de l’éducation sous la direction d’Antoine Savoye. Université Paris 8-Vincennes-Saint-Denis
Abstract The objective of this thesis is to bring forward the conception of the child in school within the main theorists founders of progressive education (Claparede, Cousinet, Decroly, Dewey, Freinet, Montessori, …), and to show how this conception has evolved, … Continuer la lecture
Publié dans Serina-Karsky Fabienne
Marqué avec child, Claparede, Cousinet, Decroly, Dewey, École, Education nouvelle, enfant, formation des enseignants, Freinet, Montessori, new education, School, teachers’ training, THESE de Doctorat
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SHANKLAND Rébecca , 2007, Adaptation des jeunes à l’enseignement supérieur Les pédagogies nouvelles : aide à l’adaptation ou facteur de marginalisation ? Thèse de Doctorat de Psychologie Clinique et Psychopathologie Université Paris VIII Sous la direction du Professeur Serban IONESCU
Summary: Our research focuses on the adaptation of young people to higher education by comparing students from schools with new pedagogies (Steiner, Montessori, New Schools) to others from the traditional school system. It is part of a national questioning of … Continuer la lecture
Yiaglis, Dimitrios, 1979, Contribution à l’étude de l’éducation montessorienne (genèse, spécificité, validité). Thèse de doctorat en psychologie (Sciences de l’éducation), Université Lumière Lyon 2.
Résumé Divisant donc la présente recherche en trois parties, nous nous proposons d’examiner, dans la première, les rapports de M. MONTESSORI avec ses précurseurs et les divers courants éducatifs. On essayera ainsi de comprendre, d’une part, les inspirations et les … Continuer la lecture
Publié dans Yiaglis Dimitrios
Marqué avec inspiration, original contribution, Philosophie, précurseurs, THESE de Doctorat
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Babini, V. (2000). Science, feminism, and education: The early work of Maria Montessori. History Workshop Journal, 49, 44–67.
Abstract This authorwrites about a relatively unknown time in Maria Montessori’s life, the years from 1896 to 1907. During this period Montessori graduated with a degree in medicine and wrote her “method of scientific pedagogy.” The author discusses how Montessori’s … Continuer la lecture
Hillairet de Boisferon Anne, Apprentissage multisensoriel de lettres et de formes abstraites chez les jeunes enfants et les adultes. Psychologie. Université de Grenoble, 2010. Français. THESE Pour obtenir le grade de Docteur de l’Université de Grenoble. Spécialité : Sciences cognitives, Psychologie & Neurocognition
Abstract Learning to read in an alphabetic system requires children to understand that letters (graphemes) in written language correspond to sounds (phonemes) in oral language. To learn these novel associations requires several years of specific instruction. Using some methods early … Continuer la lecture
Publié dans Hillairet de Boisferon Anne
Marqué avec acquisition, apprentissages, cognitive sciences, Ecriture, entraînement multisensoriel, handwriting, haptic modality, Lecture, letters, lettres, modalité haptique, multisensory training, neurocognition, PhD thesis, Psychologie, Psychology, Reading, sciences cognitives, THESE de Doctorat
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Gromko Joyce Eastlund, The development of scientific thought as a metaphor for educational practice, Educational Theory 45 (4):519-524 (1995)
Introduction Racial, cultural, political, and socioeconomic diversity in public school classrooms is an accepted fact. In response to the need for pluralistic approaches in teaching diverse populations of school students, many institutions of higher education require students of teacher … Continuer la lecture
Richardson Sylvia Onesti, The Montessori Preschool: Preparation for Writing and Reading, Annals of Dyslexia, Vol. 47 (1997), pp. 241-256
Abstract Dr. Maria Montessori was a perceptive observer of the learning processes of children, and nowhere is this revealed more clearly than in her approach to language. She viewed reading as the ultimate abstraction of language rather than a specific … Continuer la lecture
Publié dans Richardson Sylvia Onesti
Marqué avec activités antécédentes, antecedent activities, direct preparation, Ecriture, épigénèse du fonctionnement intellectuel, epigenesis of intellectual functioning, indirect preparation, langage écrit, Lecture, préparation directe, préparation indirecte, Reading, Writing, written language
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Joan Judge, Observational skills of children in Montessori and Science-A Process approach classes, Journal of research in science teaching, vol. 12, no. 4, pp. 407413 (1975)
Introduction In the past decade there has been a renewed concern for innovative science curriculum in elementary schools concurrent with the development of new techniques in early childhood education. Concern for processes of learning in these two areas led to … Continuer la lecture
Mark Morgan, Reward-Induced Decrements and Increments in Intrinsic Motivation, Review of Educational Research, Vol. 54, No. 1 (Spring, 1984), pp. 5-30
Abstract The circumstances under which rewards undermine or enhance intrinsic interest are examined. It emerges that the recipient’s perception of the functions of the dispensed reward is critically important. In particular, the distinction between reward instrumentality and rewards as symbols … Continuer la lecture
Publié dans Morgan Marc
Marqué avec intérêt intrinsèque, intrinsic interest, Intrinsic motivation, Motivation intrinsèque, récompenses, rewards
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Jere Brophy, Teacher Praise: A Functional Analysis, Review of Educational Research, Vol. 51, No. 1 (Spring, 1981), pp. 5-32
Abstract Classroom-process data indicate that teachers’ verbal praise cannot be equated with reinforcement. Typically, such praise is used infrequently, without contingency, specificity, or credibility. Often it is not even intended as reinforcement, and even when it is, it frequently … Continuer la lecture