113 research outputs found
Les effets dâun programme bilingue dâapprentissage de lâĂ©crit (initiative ELAN-Afrique) Ă lâĂ©cole primaire en Afrique subsaharienne francophone
Cette Ă©tude Ă©value lâimpact dâun programme dâapprentissage (ELAN-Afrique) de lâĂ©crit (lecture, Ă©criture) en langues nationales (L1) et en français (L2) aux deux premiĂšres annĂ©es de lâĂ©cole primaire (CP1 et CP2) sur les performances orales et Ă©crites en L1 et en L2, dans huit pays dâAfrique subsaharienne francophone. Il sâagit aussi de tester les effets de transferts interlangues entre la L1 et la L2. 2700 Ă©lĂšves ont Ă©tĂ© Ă©valuĂ©s trois fois en deux ans (dĂ©but CP1, fin CP1, fin CP2). Environ la moitiĂ© des Ă©lĂšves est issue de classes pilotes impliquĂ©es dans le programme (dix par pays) et lâautre moitiĂ© de classes tĂ©moins. DĂ©but CP1, le protocole dâĂ©valuation comporte cinq Ă©preuves : connaissance du monde de lâĂ©crit et du nom des lettres, vocabulaire, conscience phonologique, comprĂ©hension orale. Fin CP1, deux Ă©preuves sont ajoutĂ©es : identification de mots Ă©crits et lecture de mots en une minute. Fin CP2, plusieurs Ă©preuves de fin CP1 sont conservĂ©es avec ajout de deux autres : comprĂ©hension Ă©crite et orthographe. Lâimpact positif du programme est attestĂ© dans sept des huit pays, mais avec des diffĂ©rences selon les compĂ©tences, les contextes et les pays. Des recommandations sont proposĂ©es pour amĂ©liorer ce dispositif et penser son extension Ă dâautres pays.This study assessed the impact of the programâs teaching methods ELAN-Africa for reading and writing in national languages (L1) and French (L2), at the first two years of elementary school (Grade 1 year 1 and Grade 1 year 2) in eight Sub-Saharan African countries. The cross-lingual effects between L1 and L2 was also investigated. 2 700 pupils were assessed at 3 times of measure during the 2 years (at the beginning of Grade 1 year 1, at the end of Grade 1 year 1 and at the end of Grade 1 year 2). Approximately the half of the pupils was enrolled in experimental classrooms implied in the program (10 by country) and the other in control classrooms. At the beginning of Grade 1 year 1, the protocol of assessment included 5 tests: print concepts and letters knowledge, vocabulary, phonological awareness and oral comprehension. At the end of Grade 1 year 1, two reading tests were added: reading words and a one-minute reading. At the end of Grade 1 year 2, several tests of the last assessment were preserved and 2 others were added: written comprehension and spelling. The positive effect of the program was found in 7 of the 8 countries, but with a varying efficacy according to writing skills, the contexts and the countries. Recommendations were proposed to improve the program and to think its extension into other countries
Ăvaluation des comportements et des compĂ©tences scolaires par les enseignants et prĂ©diction des performances et des parcours Ă lâĂ©cole Ă©lĂ©mentaire et au collĂšge
La prĂ©sente Ă©tude vise Ă comparer la capacitĂ© dâune Ă©valuation des comportements et des compĂ©tences des Ă©lĂšves effectuĂ©e par les enseignants et dâune Ă©valuation cognitive standardisĂ©e Ă prĂ©dire les performances et les parcours scolaires ultĂ©rieurs. 5 549 Ă©lĂšves provenant dâun panel constituĂ© par la Direction de lâĂ©valuation et de la prospective du ministĂšre de lâĂducation nationale (MEN) ont Ă©tĂ© suivis longitudinalement de la premiĂšre annĂ©e primaire (cours prĂ©paratoire) Ă la sixiĂšme de collĂšge. En dĂ©but de premiĂšre annĂ©e primaire, les comportements en classe et les compĂ©tences des Ă©lĂšves ont Ă©tĂ© Ă©valuĂ©s par leurs enseignants, et leurs performances scolaires au moyen dâun protocole standardisĂ©. Ces donnĂ©es ont Ă©tĂ© mises en relation avec les rĂ©sultats de ces mĂȘmes Ă©lĂšves aux Ă©valuations nationales de CE2 et de sixiĂšme en français et en mathĂ©matiques ainsi quâavec les donnĂ©es concernant leur parcours scolaire (redoublement ou non). Les analyses (rĂ©gressions linĂ©aires et logistiques) montrent que lâĂ©valuation des enseignants apporte une contribution significative Ă lâexplication des performances et des trajectoires scolaires ultĂ©rieures indĂ©pendamment de lâeffet propre des performances scolaires initiales et des variables sociodĂ©mographiques. Les implications de cette recherche dans le champ de lâĂ©valuation en psychologie de lâĂ©ducation et de la prĂ©vention des difficultĂ©s dâapprentissage sont prĂ©sentĂ©es.The current study compares the capacity of a teacher rating and of a cognitive standardized evaluation to predict the future pupilsâ academic performances and their later school pathways. 5 549 pupils coming from a panel built up by the Evaluation and Forecasting Directorate from the French Ministry of National Education, were followed longitudinally from 1st Grade to 6th Grade. At the beginning of 1st Grade, the pupilsâ behaviours were evaluated by their teachers, and their academic performances by means of a standardized protocol. These data were linked with the results of these pupils at the national assessments in 3rd Grade and in 6st Grade in French and Maths and with the data concerning their school pathway (repeating or not). The analyses (linear and logistic regressions) show that teacher rating contributes significantly to the explanation of the future academic performances and later school pathways independently of the specific effect of the initial academic performances and the socio-demographic variables. The implications of this research in the field of the psycho-educational assessment and the prevention of learning difficulties are presented
Le bien-ĂȘtre Ă lâĂ©cole et au collĂšge selon les Ă©lĂšves et les chefs dâĂ©tablissements : des reprĂ©sentations diffĂ©renciĂ©es
International audienc
Is severe hypocalcemia immediately life threatening?
Objective: Severe hypocalcemia (Ca <1.9 mmol/L) is often considered an emergency because of a potential risk of cardiac arrest or seizures. However, there is little evidence to support this. The aim of our study was to assess whether severe hypocalcemia was associated with immediately life-threatening cardiac arrhythmias or neurological complications.
Methods: A retrospective observational study was carried out over a 2-year period in the Adult Emergency Department (ED) of Nantes University Hospital. All patients who had a protein-corrected calcium concentration measure were eligible for inclusion. Patients with multiple myeloma were excluded. The primary outcome was the number of life-threatening cardiac arrhythmias and/or neurological complications during the stay in the ED.
Results: A total of 41,823 patients had protein-corrected calcium (pcCa) concentrations measured, 155 had severe hypocalcemia, 22 were excluded because of myeloma leaving 133 for analysis. Median pcCa concentration was 1.73 mmol/L (1.57â1.84). Seventeen (12.8%) patients presented a life-threatening condition, 14 (10.5%) neurological and 3 (2.2%) cardiac during ED stay. However, these complications could be explained by the presence of underlying co-morbidities and or electrolyte disturbances other than hypocalcemia. Overall, 24 (18%) patients died in hospital. Vitamin D deficiency, chronic kidney disease and hypoparathyroidism were the most frequently found causes of hypocalcemia.
Conclusion: Thirteen percent of patients with severe hypocalcemia presented a life-threatening cardiac or neurological complication on the ED. However, a perfectly valid alternative cause could account for these complications. Further research is warranted to define the precise role of hypocalcemia
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Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland
A growing body of research suggests that behavioral self-regulation skills are critical for early
school success. However, few studies have explored the links between self-regulation and
academic achievement among young children in Europe. This study examined the contribution of
behavioral self-regulation to academic achievement gains among young children in France,
Germany, and Iceland. Gender differences in behavioral self-regulation skills were also explored.
A total of 260 children were followed longitudinally over one to two years (average age at Wave
1 was 74.5 months). Behavioral self-regulation was assessed using a structured direct observation
(Head-Toes-Knees-Shoulders task) and teachers assessed how well children could apply
behavioral self-regulation in the classroom. Multilevel analyses revealed that higher levels of
directly assessed and teacher ratings of behavioral self-regulation predicted higher academic
skills after controlling for gender, age, maternal education, and previous achievement, but the
relations depended on the cultural context. Also, teacher ratings of behavioral self-regulation
were more consistently related to achievement gains than directly assessed behavioral self-regulation.
Girls outperformed boys only in the Icelandic sample, which may explain the
noticeably large gender differences in later academic achievement in this country. We discuss
universal and culture-specific findings as well as implications for educational practices.Keywords: Behavioral self-regulation, Academic achievement, Europe, School readiness, Head-Toes-Knees-Shoulders task (HTKS
COVID-19 symptoms at hospital admission vary with age and sex: results from the ISARIC prospective multinational observational study
Background:
The ISARIC prospective multinational observational study is the largest cohort of hospitalized patients with COVID-19. We present relationships of age, sex, and nationality to presenting symptoms.
Methods:
International, prospective observational study of 60â109 hospitalized symptomatic patients with laboratory-confirmed COVID-19 recruited from 43 countries between 30 January and 3 August 2020. Logistic regression was performed to evaluate relationships of age and sex to published COVID-19 case definitions and the most commonly reported symptoms.
Results:
âTypicalâ symptoms of fever (69%), cough (68%) and shortness of breath (66%) were the most commonly reported. 92% of patients experienced at least one of these. Prevalence of typical symptoms was greatest in 30- to 60-year-olds (respectively 80, 79, 69%; at least one 95%). They were reported less frequently in children (â€â18 years: 69, 48, 23; 85%), older adults (â„â70 years: 61, 62, 65; 90%), and women (66, 66, 64; 90%; vs. men 71, 70, 67; 93%, each Pâ<â0.001). The most common atypical presentations under 60 years of age were nausea and vomiting and abdominal pain, and over 60 years was confusion. Regression models showed significant differences in symptoms with sex, age and country.
Interpretation:
This international collaboration has allowed us to report reliable symptom data from the largest cohort of patients admitted to hospital with COVID-19. Adults over 60 and children admitted to hospital with COVID-19 are less likely to present with typical symptoms. Nausea and vomiting are common atypical presentations under 30 years. Confusion is a frequent atypical presentation of COVID-19 in adults over 60 years. Women are less likely to experience typical symptoms than men
L'évaluation des compétences scolaires
Les fonctions de lâĂ©valuation des compĂ©tences scolaires ont largement Ă©voluĂ© tout au long du xxe siĂšcle, tant en psychologie quâen Ă©ducation. Conçus dâabord pour classer et orienter les Ă©lĂšves, les outils dâĂ©valuation ont progressivement permis de mieux comprendre les processus dâapprentissage dans le but dâamĂ©liorer lâefficacitĂ© des actions Ă©ducatives et la prise en charge des Ă©lĂšves en difficultĂ©. Cette Ă©volution nâest pas le fait du hasard. Elle est en grande partie dĂ©pendante de lâĂ©voluti..
Représentation de l'écrit et compétences cognitives en fin de maternelle
This paper tries to show that conceptualization of the writing system described by the Emilia Ferreiro 's structuralist approach (1988) can be, when used to identify inter- individual differences in writing language acquisition, be analyzed in terms of different cognitive capacities.
The data which come from a longitudinal, predictive and differential study realised among 98 children followed from kindergarten to second grade, try to verify this hypothesis and pose the problem of the psychometric evaluation of conceptualization's levels and of their predictive effect on later acquisitions in reading and writing.
This study is a complementary approach to the socio-genetic thesis which considers that the genesis of conceptualization of writing is due to environemental contexts.Cet article tente de montrer que les niveaux de reprĂ©sentation de l'Ă©crit dĂ©finis dans le cadre de l'approche structuraliste d'Ămilia Ferreiro (1988) peuvent, lorsqu'ils servent Ă identifier les diffĂ©rences interindividuelles dans la maĂźtrise de l'Ă©crit, ĂȘtre interprĂ©tĂ©s en termes de capacitĂ©s diffĂ©rentes de traitement de l'information.
Les données issues d'une étude longitudinale prédictive et différentielle, réalisée auprÚs de 98 enfants suivis de la fin de maternelle au CP, tentent de vérifier cette hypothÚse et posent également le problÚme de l'évaluation psychométrique des niveaux de représentation de l'écrit et de leur valeur prédictive sur les acquisitions ultérieures en lecture-écriture.
Cette étude contribue à compléter la thÚse sociogénétique attribuant aux contextes environnementaux un rÎle déterminant dans la genÚse des niveaux de représentation de l'écrit.Guimard Philippe. Représentation de l'écrit et compétences cognitives en fin de maternelle. In: Enfance, n°4, 1997. pp. 469-482
Favoriser le bien-ĂȘtre des Ă©lĂšves. Pourquoi ? Comment ?
National audienc
LâĂ©valuation des compĂ©tences scolaires
International audienceLes fonctions de lâĂ©valuation des compĂ©tences scolaires ont largement Ă©voluĂ© tout au long du xxe siĂšcle, tant en psychologie quâen Ă©ducation. Conçus dâabord pour classer et orienter les Ă©lĂšves, les outils dâĂ©valuation ont progressivement permis de mieux comprendre les processus dâapprentissage dans le but dâamĂ©liorer lâefficacitĂ© des actions Ă©ducatives et la prise en charge des Ă©lĂšves en difficultĂ©. Cette Ă©volution nâest pas le fait du hasard. Elle est en grande partie dĂ©pendante de lâĂ©volution des objectifs Ă©ducatifs, mais aussi plus largement, des transformations sociales, Ă©conomiques, culturelles et des progrĂšs scientifiques en sciences humaines et en psychologie qui ont marquĂ© le xxe siĂšcle. Les mutations sociales et Ă©conomiques et les nouveaux dĂ©fis et enjeux Ă©ducatifs qui se dessinent pour la construction de la sociĂ©tĂ© du xxie siĂšcle, obligent aujourdâhui les systĂšmes Ă©ducatifs Ă devoir former des personnes plus autonomes, plus crĂ©atives, plus confiantes dans leurs capacitĂ©s dâapprentissage et plus Ă mĂȘme de se former tout au long de la vie. De nouvelles recherches en psychologie du dĂ©veloppement et de lâĂ©ducation sont donc nĂ©cessaires afin dâĂ©tudier ces nouvelles compĂ©tences et, Ă terme, de concevoir les outils dâĂ©valuation de demain."[Source : site de l'Ă©diteur
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