Partant du constat d'une école en souffrance qui affecte les élèves, les enseignants et les parents, Dorothée Muraro analyse à travers des situations concrètes les effets pervers d'un système scolaire capable de provoquer le décrochage comme les difficultés d'apprentissage. L'orthopédagogie, la philosophie et la psychanalyse permettent de quitter les préjugés liés aux ratages, aux erreurs et aux incompétences de chacun pour repenser le courage de l'héroïsme, le sens de la responsabilité et le goût de l'inventivité indispensables pour apprendre et progresser. (...) Car enseigner et apprendre relèvent d'un droit de grandir, de dire. Ils posent un acte civilisateur que l'on peut appeler un acte pédagogique. (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

Following a usage-based approach to language acquisition, lexically specific patterns are considered to be important building blocks for language productivity and feature heavily both in child-directed speech and in the early speech of children (Arnon, Inbal & Morten H. Christiansen. 2017. The role of multiword building blocks in explaining L1-L2 differences. Topics in Cognitive Science 9(3). 621–636; Tomasello, Michael. 2003. Constructing a language: A usage-based theory of language acquisition. Cambridge: Harvard University Press). In order to account for patterns, the traceback (...) method has been widely applied in research on first language acquisition to test the hypothesis that children’s utterances can be accounted for on the basis of a limited inventory of chunks and partially schematic units (Lieven, Elena, Dorothé Salomo & Michael Tomasello. 2009. Two-year-old children’s production of multiword utterances: A usage-based analysis. Cognitive Linguistics 20(3). 481–508). In the current study, we applied the method to code-mixed utterances (n = 1,506) of three German-English bilingual children between 2 and 4 years of age to investigate individual differences in each child’s own inventory of patterns in relation to their input settings. It was shown that units such as I see X as in I see a Kelle ‘I see a trowel’ could be traced back to the child’s own previous productions. More importantly, we see that each child’s inventory of constructions draws heavily on multiword chunks that are strongly dependent on the children’s language input situations. (shrink)