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The educational design research movement asserts that the use of new tools or innovative devices is a powerful vector for the professional development of teachers, to the benefit of pupils' learning. It recommends that these tools be designed using a participatory approach that translates the knowledge gained from research into resources for action. The design-in-use approach shares the same presupposition. As part of our thesis work, we adopted this approach to co-design a teaching aid. With the help of a student in training practice and engineering, we studied the effects of this participatory approach on the professional development of the sixteen co-designing teachers. This study enabled us to identify and categorize the professional contributions perceived by the practitioners. This work encouraged reflection on the "meta" processes used by teacher-designers to self-evaluate their professional development. [ABSTRACT FROM AUTHOR]

In interrogating the specificities of unaccompanied minors' accompanying by the child welfare service’s workers, this contribution, which belongs to the field of biographical research in education, specifically targets the question of ignorance through comprehensive interviews with social workers. Being often under-trained and caught up in inter-cultural situations which destabilize their usual educational methods, as well as confronted with administrative demands, those workers face different types of ignorance and powerlessness in their praxis. To them, such ignorance is however an opportunity to rethink both the shape of their action and the quality of their presence by the youth. The relationship’s work then takes on a new meaning which opens the possibility of an « educational companionship ». This article explores such a progression, at once theoretical and practical. [ABSTRACT FROM AUTHOR]

The article focuses on the evolving intersection between French Studies and Pacific Studies, exploring the intellectual and cultural movements that shape these fields and the integration of Polynesian cultures into academic research, the growth of Indigenous studies in the Pacific.

Faced with the proliferation of systems aimed at improving the success of students in the first cycle of higher education, research work in education and training sciences has multiplied. However, it remains difficult to have a global view of the effects of these systems: what impact do they have? to what extent? under what conditions? In this article, we discuss the interest of metaanalysis in answering these questions. Widespread in medical research, this method consists of re-exploiting data from previous research in order to propose a critical review as well as an evaluative combination to identify a central trend. In the field of education and training sciences, this is a method that is still little used. However, it has many strengths while not being without its limitations (heterogeneity of the data used, methodological quality of the studies, etc.). If the implementation of such a method requires determining inclusion criteria on the primary studies used, it also requires a strong definition of the object studied, i.e. the devices, their effects and the contexts in which they are deployed. By showing the plurality of possible definitions, effects and contexts in which these devices are deployed, this article proposes a methodological reflection for the implementation of future research programs using meta-analysis to study student success support devices. In response to the growing number of measures aimed at improving student success in the first cycle of higher education, research in the educational sciences has proliferated. However, it remains difficult to gain an overall view of the effects of these schemes: what impact do they have? to what extent? under what conditions? In this article, we discuss the value of metaanalysis in answering these questions. Widely used in medical research, this method involves reusing data from previous research to propose a critical review and an evaluative combination to identify a central trend. In the field of educational science, this method is still little used. It has many strengths, but is not without its limitations (heterogeneity of data mobilized, methodological quality of studies, etc.). If the implementation of such a method requires the determination of inclusion criteria for the primary studies mobilized, it also implies the need for a strong definition of the object studied, i.e. the systems, their effects and the contexts in which they are deployed. By showing the plurality of possible definitions, effects and contexts in which these schemes are deployed, this article proposes a methodological reflection for the implementation of future research programs mobilizing meta-analysis to study student success support schemes. [ABSTRACT FROM AUTHOR]

This article addresses partnerships in the fields of refugee education and education in emergencies research. We use the framework of political reflexivity to critically engage with our experiences as researchers from the Global South working on research projects funded and led by institution in the Global North. Based on these experiences we highlight issues of claimed and assigned positionalities, hierarchies and power dynamics and how they shape knowledge production and dominant narratives in the field. Based on this analysis and the authors’ personal experiences facing dominant colonial privilege(s), the article concludes with precepts that could make partnerships in the fields of refugee education and education in emergencies research more equitable and capable of adopting more humanised and humanising ethical frameworks.

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the 1990s, the rise of the Internet throughout the world helped significantly the job of the English language teachers, in ways of having access to vast information and access to new methods of teaching foreign languages. We think that, back then, nobody thought of what technology and access to Internet would mean to us one day. But since the beginning of 2020, the world has been going through an unprecedented crisis. The pandemic has changed everything: family behaviour, schools, businesses, environment, and so on and so forth. The world has been divided into two: the businesses and companies that have been stopped and the sector of the jobs that continued working. Since many countries have faced lockdowns, subsequently many schools have closed their doors. The teachers have faced the situation of delivering courses using virtual classrooms, not matter how tech-shy they have been. Of course, online teaching English has both advantages and disadvantages. The question is simple: do the perks outweigh the downsides of teaching English online? The answer is difficult. It depends on every teacher. The present paper is trying to throw some light on this question.

Nowadays, adult education is crossed by syntagms mobilized by a managerial ideology that distorts terms such as autonomy, responsibility or capacity. Following a critical analysis of these diversions, the article first proposes to resituate these semantic shifts in the contemporary context and their evolution in adult education research and practices. The work of Ricoeur and Honneth is then used to discuss their respective contributions to extend these questions. The article ends with the opening that this work allows to lay the foundations of adult education, towards the horizon of a "good life". [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to examine the impact of mirror prompts on the conduct of a non-directive clinical interview for research purposes. If the latter can contribute to arouse certain effects of meaning on an interviewee by promoting in the latter the emergence of psychic resonances from the free associations aroused by the instruction, reflective prompts may themselves be subject to unconscious psychic processes leading a researcher to ask the interviewee on a particular point resonating, or mirroring, with his own story. In this case, when the latter mirror the interviewer's psyche, but unbeknownst to the interviewer, can we speak of unconscious reflexivity? Thus, this article proposes some hypotheses about these prompts through the analysis of fragments of a clinical interview taken from a research in educational sciences devoted to philosophy teaching in high school. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, I focus on two contributions of Denis Miéville, in order to stress the relevance of this early work of Natural Logic for ongoing research in educational research, and for the development of our understanding of logico-discursive construction. Drawing on Miéville's work on explanation and explanatory process (« démarche explicative »), a teacher's explanatory discourse in biology, recorded from his teaching practice, is analyzed with in order to describe the progressive construction of a schematization. The challenge for pupils to reconstruct the teacher's schematization is briefly addressed through Miéville's concept of knowledge threshold (« seuil de connaissance »), and leads to an analysis that stresses the multiple constraints making the teacher's discursive activity of explaning concepts particularly difficult. Moreover, the result of this short analysis shows the interest in detailed analysis of discourse for better understanding the learning processes involved in the production and audience of discourse, and the potential of Natural Logic for doing it. [ABSTRACT FROM AUTHOR]

This article is about a PhD research in progress phase, whose preliminary results are consistent with the constitution and an Epistemological Model of Alternative Reference (EMAR) for the study of Flat Analytical Geometry (FAG). This MERA, constituted from the raison d'être of GAP, aims to base a proposal for a study and research path (SRP), a professional formation for future mathematics teachers of a Brazilian university, with trainees in the final phase of the undergraduate course in mathematics, besides evaluating its effects. The SRP will consider the conditions and institutional restrictions and the mathematical and didactic training of the research subjects. [ABSTRACT FROM AUTHOR]

Ce travail fait partie d'une recherche plus large dont l'objectif général est l'enseignement des mathématiques pour non-mathématiciens à l'université dans le cadre de la Théorie Anthropologique du Didactique. On propose un modèle praxéologique de référence sur le calcul de coûts d'une micro-entreprise. La question génératrice est Comment calculer les coûts dans une micro-entreprise? Elle associe plusieurs organisations mathématiques et économiques. Ce modèle permet de couvrir une partie du programme d'études d'un cours de Calcul du niveau universitaire. [ABSTRACT FROM AUTHOR]

The aim of this study is to expose the progress of a doctoral research project whose objective is the analysis of the limits and possibilities of a study and research course (SRC) as a didactical strategy to face the monumental paradigm of school mathematics. Only preliminaryr esults are presented in this report. [ABSTRACT FROM AUTHOR]

The primordial issue (Chevallard, 2011) studies the praxeological equipment need or useful for an institution or a person to perform a project. In this case, a methodologic problem appears: How identify this equipment? This text studies how a researcher in didactics can explore the mathematical and didactical praxeologies that are required to teach mathematics. [ABSTRACT FROM AUTHOR]

In this paper, we present results of an inquiry based teaching implementation carried out on a teacher training course in the University. The framework of the Anthropological Theory of Didactics (ATD) is adopted, and a co-disciplinary Study and Research Path (SRP) whose generative question requires studying physics and mathematics together is carried out by N=25 training teachers of Mathematics at University. Some conclusions concerning the conditions, restrictions and relevance of introducing the RSC in teachers training courses at the university are performed. [ABSTRACT FROM AUTHOR]

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Video technology has undergone rapid high-tech advances over the last ten years, and it now offers a rich potential for researchers in education sciences. The aim of this article is to study the links between innovations in the use of video corpora in education sciences research that have emerged at a given moment in the French scientific landscape, and the changes in researchers' practices that these innovations have (or have not) induced, provoked, or favored. Working from a synthetic report, first of all, three innovations deemed particularly significant for research have been selected. The most pertinent documentary and experiential resources regarding these innovations have then been researched and grouped together. Finally, they have been restituted in their specific scientific, historic, social, and technological contexts and then analyzed in order to understand the changes with which they have (or have not) gone hand-in-hand, taking into consideration questions of temporality. [ABSTRACT FROM AUTHOR]

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Doctoral supervision has been described as a complex process, where research, knowledge and individuals are intertwined in a bidirectional transformative process involving both the student and his/her supervisor(s). In this article, we present EDEN, an original training programme for the supervisory dyad in which the doctoral candidate and his/her supervisor(s) are educated together for multidisciplinary collaboration in the French research institute Inra. We explain our vision of the PhD process as a professionalization and peer-learning process that relies on a mentoring relationship aiming to develop scientific autonomy in the young researcher. Based on these training objectives and our pedagogical posture to support the reflexivity of the dyad, we review the EDEN program after six years of training experience. [ABSTRACT FROM AUTHOR]

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper wants to show that the approach by competences can be related to Freinet's pedagogy, that is a system that goes beyond scholar training, to reach the basis components of all trainings, no matter its level or age. Continuity and complementarity of both pedagogies gives them such a systemic level. Our hypothesis is that the combination of both systems will potentially help to face several social issues: to solve pedagogical problems at their roots, following a care of internal integrity, external entirety and continuity. [ABSTRACT FROM AUTHOR]

An experiment of Systemic Facilitation of Collective Processes has been lead in the 2nde professional class, to develop autonomy, the team work and the collective spirit. The aim is here to understand the proceedings and the implement in systemic theory and pedagogy which better allows enlightening the process which makes the youth work on a specific way. [ABSTRACT FROM AUTHOR]

The investigation process (IP), which is being implemented (sometimes as well as possible) in the national education, brings a more interactive way to lead the class. By comparing it to experimental experimentation - one of Freinet's major ideas, this text tends to show that she (IP) is inspired by it. [ABSTRACT FROM AUTHOR]

Freinet pedagogy constitutes an educational form that is particularly structured from invariants disrupting from the "traditional" form. Analysing various dimensions of such a pedagogy, this paper lays the stress on such several disrupting aspects, that are likely to being levers for a renewal of the educational form, both in primary and secondary levels. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports published within the issue on topics including experiments of primary and secondary classes; higher education and Freinet pedagogy.

The article presents the author's comments on an international conference on education research held in Bordeaux, France in July 2018, hosted by the University of Bordeaux. Topics discussed include reflections on experiments of primary and secondary classes, in university, training, and beyond; "praxic" progression that made Freinet pedagogy; and principal notion of Freinet's pedagogy which fits into a broad political and philosophical conception.

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An interview with Pierre-Jean Benghozi (PJB), researcher in economics and management is presented. He discussed various topics including relationship between society and business, polytechnic training, his reason of becoming researcher in polytechnic schools, management of social affairs and other disciplines.

Este artigo toma como foco duas questões norteadoras: qual o lugar que o pós-estruturalismo e o neopragmatismo ocupam na produção do conhecimento referente aos estudos do currículo? Quais os desdobramentos éticos, políticos e filosóficos dessas orientações teóricas para o campo educacional em geral? Ao tratar dessas indagações, o texto coloca em xeque crenças subscritas quanto a essas duas perspectivas teóricas no campo de estudos do currículo, quais sejam: o pós-estruturalismo e o neopragmatismo colaboraram para a oposição à tradição positivista; fortaleceram a noção de convivência democrática pela defesa da pluralidade e da diferença; enriqueceram a produção do conhecimento acadêmico da educação e a criação de práticas inovadoras de viver o currículo.This paper focuses on two questions: what is the place of post-structuralism and neopragmatism in the production of knowledge on curriculum studies? What are their ethical, political and philosophical consequences for the educational field in general? When dealing with these issues, the text brings into question some beliefs about these two theoretical trends, such as: they contribute to oppose the Positivist tradition; they strengthen the notion of democratic coexistence by defending plurality and difference; finally, they enrich the production of academic knowledge in education and the creation of innovative practices for experiencing the curriculum.

Since the introduction of school guidance and counseling services in Papua New Guinea (PNG) schools in the 1970s little has changed. A limited number of Guidance Officers (GOs) each look after a large number of secondary schools. Consequently they only have time to administer a bank of Australian Council for Education Research (ACER) aptitude tests to grade 11 students and provide limited career guidance to year 12 students. This means that more than one million school aged children in PNG miss out on adequate guidance and counselling services, with any support they do receive being provided by untrained school personnel. This comparative study using a transformative paradigm research approach will explore guidance and counselling service in PNG and Australia with a particular focus on services available to schools in Goroka (PNG) and in Townsville (Queensland, Australia). Townsville has been identified as an ideal location because of Australia’s political history and its legacies in many systems of government (including the education system), economic practices and social life in PNG. Another factor is the researcher’s location as a post graduate student at the James Cook University in Townsville. The study will utilise a mixed methods comprising of autoethnography, survey, and interview. Through autoethnography the researcher intends to investigate his own experiences working in guidance and counselling services in PNG. Next is the use of a survey questionnaire to gauge care-givers’ views about the scope and type of services currently provided in PNG and in Queensland schools. Finally, several pertinent individuals in PNG and the State of Queensland will be interviewed about guidance and counselling services in the respective countries with a view to exploring how services will need to change to better meet anticipated future requirements. The information is then distilled to make recommendations as to how guidance and counseling services in PNG schools might be transformed.

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper we propose here is based on an exploratory research concerning a notion little developed in literature, that of the "student feeling of academic/school failure" made up of various components. The research deals with a dynamic model of positive or negative evolution of the student school future, in which interact dimensions of motivation, school situation and the pupil/student feeling of school/academic failure(mediating variables) and on which play other variables (modulators) such as the self-respect, the feeling of personal efficiency, and various strategies of adjustment ( coping ). The modulating role of these variables would consist in stressing or reducing the effects of the abovementioned mediating variables, ones compared with the others. The data collected by questionnaires were submitted to various statistical analyses including the implicative analysis by means of the CHIC software. [ABSTRACT FROM AUTHOR]

Cet article présente tout d'abord, l'origine de la situation fondamentale dans laquelle la nécessité d'organiser des comportements de réponse d'élèves à un test de didactique des mathématiques est apparue, en respectant la complexité a priori d'exercices. Cela a conduit à la création d'un indice d'implication entre items de réponses, pour évaluer des règles comme : « si a alors généralement b ». puis à des représentations du préordre partiel obtenu entre les réponses. La théorie s'est ensuite développée, sous la poussée des applications variées rencontrées, par extension de la nature des variables de comportement à des variables non binaires. Enfin, une relation topologique duale a été établie entre les sujets et les variables. [ABSTRACT FROM AUTHOR]

This article leans on researchs which we led as coordinator and speaker of the course "intervention in Educational Midler" within the framework of a master's degree "Education Teaching, Education Training" set up by the ESPE. The analysis of practices by becoming a dynamic space, allowed to spot and to illustrate the simultaneity of three times occurring in the process of professionalization of the students. The object of this contribution is to operate a putting in the day for the links between this simultaneity of the times and the method and posture adapted by the trainer. The results of this research exposed two axes of questioning in which we wish to continue will be discussed: which epistemology may be used by the trainer to create an open space several timesframes? What is an epistemology of training relationship? [ABSTRACT FROM AUTHOR]

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One of Canada’s beacons in the theory and practice of educational reform is Dr. Benjamin Levin. Dr. Levin’s steadfast commitment to improving education is rooted in a unique career that has alternated between academia as a scholar and an intimate knowledge of the workings of government as a senior provincial public servant. His publications are accessible to those within educational scholarship and within the political environments of public and educational administration. This paper explores and celebrates the continuing career and contributions of Dr. Levin.

Copyright of Revue Française de Gestion is the property of John Libbey Eurotext Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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