92 research outputs found
Aboriginal Students’ Achievement in Science Education: The Effect of Teaching Methods
Some authors assume that the academic difficulties encountered by Aboriginal students can be partly explained by the discrepancy between teaching methods and Aboriginal learning styles. However, this hypothesis lacks empirical foundations. Using pan-Canadian data, we tried to identify the most efficient teaching methods for Aboriginal students and assessed whether these methods were associated with performance differences between Aboriginals and non-Aboriginals in science education. Results revealed that judicious dosage and a proper balance among teaching methods seem to be required for students’ optimal achievement. In addition, only marginal differences were observed between Aboriginals and non-Aboriginals. However, standard assessment methods might partly explain these unexpected results
L’interprétation des tests d’hypothèses : p, la taille de l’effet et la puissance
Cet article vise Ă expliciter la logique des tests d’hypothèses en recherche. Plusieurs Ă©tudes ont dĂ©montrĂ© une confusion quant Ă la signification des rĂ©sultats de tests d’hypothèses. Cette confusion proviendrait en partie des points divergents entre les approches de Fisher, de Neyman et Pearson ainsi que de Bayes. L’article prĂ©cise l’information fournie par le coefficient de signification, la taille de l’effet et la puissance et propose diffĂ©rents logiciels permettant l’analyse de la puissance et de la taille de l’effet.This paper aims to explain the rationale of hypothesis testing in research. Many studies have shown some confusion as to the significance of hypothesis testing results. This confusion could partially come from discrepancies between the approaches of Fisher, Neyman and Pearson as well as Bayes. The article clarifies the information provided by the significance coefficient, effect size and power, and proposes various software to perform power and effect size analysis.Este artĂculo tiene por objetivo explicitar la lĂłgica de las pruebas de hipĂłtesis en investigaciĂłn. Varios estudios han demostrado una confusiĂłn en cuanto al significado de los resultados de las pruebas de hipĂłtesis. Esta confusiĂłn tendrĂa en parte por origen los puntos divergentes entre los enfoques de Fisher, de Neyman et Pearson asĂ como de Bayes. El artĂculo precisa la informaciĂłn proporcionada por el coeficiente de significado, el tamaño del efecto y la potencia y propone distintos programas que permiten el análisis de la potencia y del tamaño del efecto
Premiers résultats de l’enquête 2005 sur l'insertion professionnelle des diplômés des HEP BEJUNE, HEP-FR et HEP-VS
L’insertion professionnelle des enseignants :: recension d'écrits
Cette recension de la documentation scientifique porte sur trois aspects du processus d’insertion professionnelle des enseignants novices : les conditions d’exercice, les stratégies d’insertion ainsi que la formation et le développement professionnel. Il ressort que les conditions d’exercice sont généralement difficiles et marquées par la précarité. Comme l’accent est mis sur les programmes d’induction, les stratégies d’insertion des enseignants demeurent peu explorées. La formation initiale est unanimement critiquée et le développement professionnel s’opérerait entre collègues, à l’intérieur des murs de l’école. Des conséquences pour la recherche suisse sur l’insertion professionnelle sont identifiées
L’insertion professionnelle en enseignement: validation d’un modèle inspiré de Bronfenbrenner
En éducation, la transition de la formation à la pratique professionnelle demeure un phénomène complexe. Nous avons donc entrepris de tester un modèle de l’insertion professionnelle en enseignement inspiré de celui de Bronfenbrenner. Ce modèle situe le novice au centre de systèmes concentriques et a inspiré six hypothèses que nous avons testées. Trois institutions ont pris part à ce projet, soit les HEP BEJUNE, de Fribourg et du Valais. Un échantillon de 186 novices a répondu à un questionnaire au printemps 2006. La modélisation d’équations structurelles a permis de tester les relations entre des variables touchant à la perception de compétence, aux conditions de travail, à la formation initiale et au succès perçu de l’insertion. Nos résultats soulignent l’importance des conditions à l’embauche et de la satisfaction au travail sur la perception du succès de l’insertion et l’engagement à l’école
Technology platform for the fabrication of titanium nanostructures
Abstract : This paper presents two approaches for the fabrication of top-down titanium nanostructures. The first approach involves electron beam lithography followed by a tailored titanium plasma etching. The two main challenges of this process lie in the optimization of the negative tone Ma–N electroresist resolution and in the definition of a controlled titanium etching process for titanium patterns less than 20 nm thick and wide. The second proposed approach is a damascene process where the titanium nanostructures are buried in the oxide. Very shallow and narrow (20 nm × 20 nm) trenches are first patterned in the oxide and nanostructures are obtained by planarization of an evaporated titanium film. The dimensions of the structures are defined by the electron beam lithography resolution and the etching recipe. The third dimension is given by the titanium or any other metal thickness and can be controlled down to few nanometers thanks to the planarization step
Análisis de la práctica docente y construcción de un referente de competencias profesionales
Hoy en dĂa, el análisis de la práctica docente bascula entre el estudio de la práctica efectiva y el estudio del discurso sobre dicha práctica. En esta lĂnea de acciĂłn, en el campo de las ciencias de la educaciĂłn parece difĂcil abandonar el terreno de los estudios exploratorios, a menudo llevados a cabo de manera poco estructurada sobre un nĂşmero restringido de sujetos, impidiendo asĂ cualquier esfuerzo de generalizaciĂłn. En este artĂculo se presenta un proceso cientĂfico de modelizaciĂłn de invariantes a la base de la práctica. Este proceso comprende dos tiempos: 1) el estudio de las representaciones de la práctica formuladas por un nĂşmero suficiente de docentes y extraĂdas al hilo de análisis lexicomĂ©tricos, y 2) el estudio de prácticas efectivas, grabadas en vĂdeo y ligadas entre sĂ con la ayuda de análisis factoriales. Se presentan, a la vez, ilustraciones del proceso
Only a small proportion of patients with first episode psychosis come via prodromal services: A retrospective survey of a large UK mental health programme
BACKGROUND: Little is known about patients with a first episode of psychosis (FEP) who had first presented to prodromal services with an "at risk mental state" (ARMS) before making the transition to psychosis. We set out to identify the proportion of patients with a FEP who had first presented to prodromal services in the ARMS state, and to compare these FEP patients with FEP patients who did not have prior contact with prodromal services. METHODS: In this study information on 338 patients aged ≤37 years who presented to mental health services between 2010 and 2012 with a FEP was examined. The data on pathways to care, clinical and socio-demographic characteristics were extracted from the Biomedical Research Council Case Register for the South London and Maudsley NHS Trust. RESULTS: Over 2 years, 14 (4.1% of n = 338) young adults presented with FEP and had been seen previously by the prodromal services. These ARMS patients were more likely to enter their pathway to psychiatric care via referral from General Practice, be born in the UK and to have had an insidious mode of illness onset than FEP patients without prior contact with the prodromal services. CONCLUSIONS: In the current pathways to care configuration, prodromal services are likely to prevent only a few at-risk individuals from transitioning to psychosis even if effective preventative treatments become available
Active and Passive Surveillance and Phylogenetic Analysis of Borrelia burgdorferi Elucidate the Process of Lyme Disease Risk Emergence in Canada
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