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BackgroundeHealth can help reduce social health inequalities (SHIs) as much as it can exacerbate them. Taking a co-design approach to the development of eHealth tools has the potential to ensure that these tools are inclusive. Although the importance of involving future users in the development of eHealth tools to reduce SHIs is highlighted in the scientific literature, the challenges associated with their participation question the benefits of this involvement as co-designers in a real-world context. ObjectiveOn the basis of Amartya Sen’s theoretical framework of social justice, the aim of this study is to explore how co-design can support the development of an inclusive eHealth tool for caregivers of functionally dependent older persons. MethodsThis study is based on a social justice design and participant observation as part of a large-scale research project funded by the Ministry of Families as part of the Age-Friendly Quebec Program (Québec Ami des Aînés). The analysis was based on the method developed by Miles and Huberman and on Paillé’s analytical questioning method. ResultsA total of 78 people participated in 11 co-design sessions in 11 Quebec regions. A total of 24 preparatory meetings and 11 debriefing sessions were required to complete this process. Co-designers participated in the creation of a prototype to support the search for formal services for caregivers. The majority of participants (except for 2) significantly contributed to the tool’s designing. They also incorporated conversion factors to ensure the inclusiveness of the eHealth tool, such as an adequate level of digital literacy and respect for the caregiver’s help-seeking process. In the course of the experiment, the research team’s position regarding its role in co-design evolved from a neutral posture and promoting co-designer participation to one that was more pragmatic. ConclusionsThe use of co-design involving participants at risk of SHIs does not guarantee innovation, but it does guarantee that the tool developed will comply with their process of help-seeking and their literacy level. Time issues interfere with efforts to carry out a democratic process in its ideal form. It would be useful to single out some key issues to guide researchers on what should be addressed in co-design discussions and what can be left out to make optimal use of this approach in a real-world context.

BackgroundeHealth can help reduce social health inequalities (SHIs); at the same time, it also has the potential to increase them. Several conversion factors can be integrated into the development of an eHealth tool to make it inclusive: (1) providing physical, technical, and financial access to eHealth; (2) enabling the integration of people at risk of SHIs into the research and development of digital projects targeting such populations (co-design or participatory research); (3) promoting consistency between the digital health literacy level of future users (FUs) and the eHealth tool; (4) developing an eHealth tool that is consistent with the technological skills of FUs; (5) ensuring that the eHealth tool is consistent with the help-seeking process of FUs; (6) respecting the learning capacities of FUs; and (7) being sensitive to FUs’ cultural context. However, only little empirical evidence pointing out how these conversion factors can be integrated into an effective eHealth tool is available. ObjectiveOn the basis of Amartya Sen’s theoretical framework of social justice, the objective of this study was to explore how these 7 conversion factors can be integrated into an eHealth tool for caregivers of functionally dependent older persons. MethodsThis study was based on a social justice design and participant observation as part of a large-scale research project funded by the Ministère de la Famille through the Quebec Ami des Aînés Program. Data were collected by recording the preparation sessions, the co-design and advisory committee sessions, as well as the debriefing sessions. The results were analyzed using Miles and Huberman’s method. ResultsA total of 78 co-designers participated in 11 co-design sessions, 24 preparation sessions, and 11 debriefing sessions. Of the 7 conversion factors, 5 could be explored in this experiment. The integration of conversion factors has been uneven. The participation of FUs in the development of the tool supports other conversion factors. Respecting the eHealth literacy level of FUs means that their learning abilities and technological skills are also respected because they are closely related to one another and are therefore practically difficult to be distinguished. ConclusionsConversion factors can be integrated into the development of eHealth tools that are intended to be inclusive and contribute to curbing SHIs by integrating FU participation into the tool design process.

Over the past 50 years, a consensus emerged from the scientific literature regarding the positive effects of school, family and community partnerships on school achievement. However, researchers noted that the implementation of these partnerships still gives rise to tensions on the ground. This research tackled with how parents and teachers get involved in the school-family-community cooperation process to support pupils at the elementary school (age 6 to 12). The goal of this paper is to compare on the one hand, the parents' views in their narratives on parents and teachers practices, and on the other hand, the teachers' views in their narratives on parents and teachers practices as well, to gain insight on the tensions characterizing these partnerships and on the possible solutions set forth by these actors. To this end, the empirical analyses are based on a approach with qualitative interviews among 14 teachers and 45 parents of pupils at six elementary schools in the Greater Quebec City area. To this end, interviews were conducted with 14 teachers and 45 parents of pupils at six elementary schools in the Greater Quebec City area. The results suggest that practices such as school-family communication or homework are privileged among parents and teachers. The analyses also suggest that parents and teachers diverge over the tools teachers use to support parents involvement.

Participating in effective professional development (PD) is beneficial in many ways for teachers themselves, but also for improving school systems. "Effective" PD differs from "traditional" PD in that it employs elements known to support changes in teaching practices and in student learning. Characteristics of effective PD include collective participation, sustained duration, active learning and specific content focus, all within a coherent development process. Based on these effectiveness characteristics, the authors of this article conducted a survey to assess the PD provided to Quebec elementary (primary) school teachers (N = 708) and to identify the content, the learning modes emphasised, the reasons why teachers participated, the perceived benefits, the impacts of participation, as well as the incentives for and potential barriers to participation. Overall, they found that teachers rarely participate in PD unless it has first been specifically offered to them. Although Quebec teachers have access to a relatively wide range of PD activities (e.g., in-school or out-of-school workshops, conferences, teacher networks, professional learning communities, university courses), there is still a need for improvement in terms of the inclusion of effectiveness characteristics in PD activities. The authors conclude their article with avenues for further research and recommendations to increase the effectiveness of teacher PD.

This study describes the planning activities of 12 in-service elementary school teachers in Quebec. Theureau's (2006) course-of-action theory was used to document the teachers' life course relating to their planning activities over an entire school year. Semi-directed interviews were conducted using authentic planning materials (agendas, workbooks, schedules, etc.) used by teachers in order to describe their activity as it unfolds over time. The results show that teachers for all school subjects concurrently, mainly differ according to the timeframe involved (short, medium, long-term). Their concerns remain largely unchanged over the three timeframes, except that they are fleshed out in more detail for the short term, particularly with regard to the complexity of taking into account the pupils' characteristics, the teachers' situation and the collaborative nature of these activities. Results also describe how their planning activities are supported by multiple actions and communications over an entire school year.

Cet article présente une analyse d'un questionnaire distribué à des stagiaires de troisième année du baccalauréat en enseignement secondaire après cinq semaines de stage en milieu scolaire. Une question est à l'origine de cette recherche : comment les stagiaires perçoivent-ils l'apport de chacun des formateurs--enseignant associé, superviseur universitaire généraliste et didacticien--par rapport à l'articulation théorie-pratique vécue en stage ? Au-delà de cette question, le modèle d'accompagnement triadique traditionnel est-il suffisant pour assurer l'articulation théorie-pratique ? Notre expérimentation visait l'analyse des perceptions des stagiaires par rapport à l'accompagnement reçu à la suite de la planification et du pilotage d'une séquence d'enseignement-apprentissage en stage. À l'intérieur de la problématique, notre contribution expose les défis que vivent les formateurs par rapport à l'accompagnement de leurs stagiaires pour le développement de liens entre la théorie et la pratique, tant dans les stages que dans les cours. Prenant appui sur un cadre conceptuel pour étudier le développement des compétences professionnelles, nous avons élaboré un questionnaire dont les résultats soulèvent d'importantes interrogations quant au rôle perçu de chaque formateur face à la professionnalisation des stagiaires. Mots-clés : formation en enseignement secondaire, formateurs, développement de compétences professionnelles This article presents the challenges faced by trainers in relation to supporting their trainees in the development of theory-to-practice links in the course. The objective of the research is to describe the perceptions of trainees in secondary education in relation to the practices of each of their trainers, associate teacher, university supervisor and didactic teacher, during the planning, class management and analysis of the development of a training course in an internship III. Supported by a conceptual framework making it possible to study the coaching practices of trainers, a questionnaire was developed and distributed to third-year trainees of the baccalaureate in secondary education after five weeks of internship in a school environment. The analysis of the results raises questions about the support model to promote practical theory links in the training of future teachers in Quebec. Keywords: mentoring pre-service teachers, trainers, professional competencies development, Introduction Les étudiants inscrits au baccalauréat en enseignement secondaire suivent quatre stages en alternance avec leurs cours universitaires. Au cours de ces stages, les universités québécoises privilégient un mode d'accompagnement [...]

Given the effort invested in workplace professional development programs, professional learning, as it takes place in context, should be examined closely to help inform the design of training mechanisms that will truly contribute to professional development. In particular, given the interest and growth in the use of video for the development of reflective practice among professionals, it appears relevant to further examine video-based mechanisms. Teacher education constitutes a fertile ground in this regard. This article thus presents a literature review on the use of video for the professional development of teachers, particularly regarding their ability to reflect on their own teaching practices. To this end, 89 articles were analyzed to bring out the participants' learning, in terms of both the learning process itself and its effects. Our findings show that video-based training mechanisms lead to significant learning, at least in the medium term, but that the collaborative dimension of learning could be further explored.

This paper investigates the presence (or absence) of Ely's (1999) conditions for implementing innovation in a rural context in the province of Quebec (Canada). The innovation, namely the Remote Networked School (RNS) initiative, is designed to bring new technology tools to enrich the learning environment of students and diminish teachers' isolation in the smallest and most remote schools of the province. The study presents a discourse analysis of four major stakeholder groups of the RNS initiative over three years. The qualitative analysis was designed to identify: 1) the conditions for innovation that were most present in stakeholder discourse over the years; 2) the indicators that strengthened the conditions for innovation presence or absence; and finally, 3) certain variations occurring during the adoption/implementation years of the RNS initiative. This paper reconfirms the adequacy of Ely's model as an effective framework for understanding and monitoring ICT-based systemic teaching and learning innovations such as the province-wide RNS initiative in Quebec.

This article describes the just-in-time online professional development offered to teachers in the Remote Networked Schools (RNS), a systemic initiative funded by the Quebec Ministry of Education (Canada), which aims at enriching the learning environment of small rural schools with the use of information and communication technologies (ICTs). The design experiment method studies the activity identified and the types of professional development offered by a university-based intervention team (UBIT) over six years of deployment. (Contains 4 tables, 4 figures and 5 footnotes.)

As part of the bachelor's degree in Secondary Education at Laval University, students have the option of completing a final practicum in their region of origin. The structure of this final practicum requires new configurations in order to meet not only the requirements of practical training in teaching, but also the needs of remote communities who want to see students return home after their studies. This article aims to examine the various mechanisms put in place during an experimental design for academic proximal supervision of a practicum conducted with the assistance of information technology and communication, in particular video-conferencing and an electronic forum. The results show that video-conferencing can reproduce the main steps of the practicum and the electronic forum increases the interactions between pre-service teachers. The practice of university supervisor is transformed while preserving the triad between him, the cooperative teacher and pre-service teacher. (Contains 1 table and 2 footnotes.)

Knowledge Building is approached in this study from an organizational perspective, with a focus on the nature of school-university-government partnerships to support research-based educational innovation. The paper starts with an overview of what is known about effective partnerships and elaborates a conceptual framework for Knowledge Building partnerships based on a review of literature and two case studies of school-university-government partnerships. In one case, a Ministry of Education wanted to bring more vitality into schools of small remote villages, and in the other case another Ministry of Education wanted to renew its school-based international cooperation profile. Emerging from this work is a three-component model for going to scale with Knowledge Building partnerships: Knowledge Building as a shared vision; symmetric knowledge advancement; and multi-level, research-based innovation. Characteristics of, and conditions for, effective partnerships for Knowledge Building are elaborated, and an emerging model is developed to help communities establish effective partnerships and contribute to this evolving model. (Contains 1 figure.)

Remote Networked Schools (RNS) is an initiative by the Quebec Ministry of Education, Leisure and Sports (MELS) to investigate solutions that the use of information and communication technologies (ICT) can offer for the preservation of small rural schools in Quebec, Canada. The implementation of RNS mobilized then--as it still does now--the local capacity for innovation of all the stakeholders involved in this networking effort to improve learning. Building on Donald P. Ely's work (1990; 1999), this paper presents the results of an investigation of the RNS educational stakeholders' perceptions of the importance of the conditions that facilitate the implementation of educational technology innovations for the success of RNS in their locations.

Make-believe play (MBP) provides kindergarteners with an authentic form of engagement that is particularly favourable to the development of oral and written language. As part of an action research study, an activity-oriented professional development (PD) program incorporating video was established to provide kindergarten teachers with guidance on their teaching practices in MBP situations. The findings show changes in the participant's PD trajectories. These findings provide direction as to how teachers who wish to implement more MBP practices in the classroom to promote language development in children can be supported within the framework of such a program. For instance, the results match those of previous research as regards whether a program that uses evidence such as videos would be more effective in leading a participant to effect changes in their PD. The results also indicate that PD programs cannot be exclusively collective or individual, but benefit from combining the two approaches. [ABSTRACT FROM AUTHOR]

This article delves into the multifaceted role of voice in various aspects of life, such as politics, personal experiences, and social interactions. It emphasizes the need for voice educators and practitioners to critically examine their teaching and coaching methods to promote fairness in vocal expression. The article also explores the Western perspective of the body as separate from the mind and its implications for marginalized communities. It suggests a different understanding of the body that acknowledges its central role in human existence and its connection to social and political forces. Lastly, the article underscores the significance of recognizing the relational nature of voicing and the influence of social contexts on how voices are perceived. It advocates for an ethical approach to voice that challenges unequal listening and speaking practices, promotes vocal justice by distributing vocal opportunities more equitably, and resists oppressive norms. [Extracted from the article]

This study addressed computer-supported collaborative scientific inquiries in remote networked schools (Quebec, Canada). Three dyads of Grade 5-6 classrooms from remote locations across the province collaborated using the knowledge-building tool Knowledge Forum. Customized scaffold supports embedded in the online tool were used to support student understanding and practice of an authentic inquiry process. The research studied how the use of the scaffolds could help students to understand and put into practice an authentic inquiry process. Students created notes and used the scaffolds to support their inquiry process; however, without sufficient direct teacher modeling, coherent use of the scaffolds stayed low across activities. Pre- and posttest results show that the students gained a better understanding of the inquiry process, but low posttest scores suggest further need for direct teacher modeling of the inquiry process during science instruction.

The goal of this study was to examine the relationship between the quality of classroom interactions in kindergarten and executive functions (EFs) among 5-year-old children. The sample consisted of 118 children, with a mean age of 73.34 months (SD = 4.22), from 12 kindergarten classes. The quality of classroom interactions was measured using the Classroom Assessment Scoring System (CLASS), while the children's EFs (working memory (WM), inhibition, cognitive flexibility, and planning) were measured using various tests conducted on the children (e.g. Forward and Backward Digit Span). The results show that emotional support in the classroom was positively correlated with EF skills among the children, in particular, those related to WM and cognitive inhibition. Moreover, the results indicate that instructional support was negatively correlated with the children's WM. Further analyses demonstrated that gross family income reduced the association between instructional support and WM. These findings attest to the importance of emotional support for the development of EFs, particularly WM, and bring out the potential moderating effect of family characteristics (e.g. gross family income) on executive functioning.

Education research has shown the importance of helping students develop comprehension skills. Explanation-seeking rather than fact-seeking pedagogies have been shown to warrant deeper student understanding. This study investigates the use of Knowledge Forum (KF) in K-6 classrooms (n = 251) to develop students' explanation skills. To this end, we conducted pre- and post- activity interviews with students who used KF to investigate various topics. Their online collaborative discourse was also analyzed. Our results show that: 1) students' explanations improved significantly between pre- and post-activity interviews, 2) active KF users scored higher than less active users on the post-activity interviews, and 3) students who had the best written explanations on KF scored much higher on the post-activity interviews even when they had scored much lower than less active students in the pre-activity interviews.

Cette recherche collaborative presente une trajectoire de developpement pour la competence << Conception de situations enseignement-apprentissage >> pour les etudiants en enseignement secondaire (Ministere de l'Education du Quebec [MEQ], 2001). Apres avoir analyse les donnees recueillies lors de quatre rencontres avec des formateurs d'etudiants stagiaires, une trajectoire de developpement a ete coproduite (Desgagne, 2001). Cette trajectoire comporte un modele cognitif (Tardif, 2006) dans lequel des apprentissages critiques sont precises pour chacune des composantes et pour chacun des stages, en respectant les caracteristiques des competences professionnelles repertoriees dans la litterature. De plus, des situations professionnelles dans lesquelles cette competence se mobilisera sont decrites dans le but de soutenir les formateurs dans leur accompagnement des etudiants stagiaires. Mots-cles : trajectoire de developpement, competences professionnelles, formation pratique This collaborative research presents a developmental trajectory for the competence 'Conception of Teaching-Learning Situations' for students in secondary education (MEQ, 2001). After analyzing the data collected during four meetings with trainers, a development trajectory was co-produced (Desgagne, 2001). This trajectory includes a cognitive model (Tardif, 2006) in which critical learning is defined for each of the components and for each training period, respecting the characteristics of the professional skills listed in the literature. In addition, professional situations in which this competency will be mobilized are described in order to support the trainers as they accompany trainee students. Keywords: development trajectory, professional skills, practical training, Contexte et problematique En 2001, les universites quebecoises recoivent le mandat du ministere de l'Education du Quebec (MEQ, 2001) d'integrer le developpement de 12 competences professionnelles a leurs programmes de [...]

Elementary teachers are expected to teach complex and authentic lessons and integrating multiple disciplines. In so doing, they must take many elements into account, such as disciplinary content, learning standards, and pedagogical knowledge, in an ever more complex environment, including pupils' increasingly heterogeneous characteristics. Our study aims to understand a beginning teacher's classroom activity in the context of a research-training program involving the use of video. The teacher involved was observed giving a science lesson (on buoyancy in a fourth-grade classroom) and then took part in two interviews involving self-confrontation with researchers at 1-week intervals, returning to the classroom between these interviews. Specifically, this article presents a program aimed at training and mentoring a beginning elementary school teacher using video recordings of her classroom activities in Quebec, Canada. The analysis describes the teacher's experience during this training process. In particular, the results indicate that the teacher's participation in this training program changed her concerns related to science education at the elementary level. Her focus shifted from classroom management (e.g., managing hands-on activities in science education and pupils' interactions) to supporting an approach favoring scientific inquiry that truly engages pupils and is anchored in sociotechnical controversies.

School staff who work with autistic students are at a high risk of exhaustion. More training and guidance are needed to enable them to respond to these students' needs. The purpose of this study was to design and evaluate a professional development program offered by an occupational therapist to help a team of school staff facilitate the participation of autistic students and their peers. A design-based research approach guided the development and evaluation of the modalities of the program. A case study was conducted in a school with nine school staff members using individual interviews, questionnaires, and a logbook. The program comprised five modalities: regular presence of the occupational therapist, a needs analysis, content focused on the features of an inclusive school, individual coaching, and team coaching. The following elements emerged as particularly helpful for the participants: frequent interactions with the occupational therapist, opportunities to collaborate, personalized support, experimentation of new practices with the occupational therapist, and concrete training content that can benefit all students. The modalities of the program appear promising to help a school team facilitate the participation of all students, including those who are autistic. Occupational therapists can help school teams to facilitate the participation of autistic students and their peers. A combination of individual and team coaching sessions appears promising in helping school staff adopt practice changes to make their school more inclusive. Using a multi-tiered approach can help therapists collaborate with school staff members to first find solutions that will be applicable with all of their students. [ABSTRACT FROM AUTHOR]

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