L’autorégulation de l’apprentissage et la collaboration dans le développement professionnel des enseignants

Cet article examine l’interrelation entre l’autorégulation et l’apprentissage collaboratif dans le développement professionnel des enseignants. Pour commencer, un cadre théorique est établi afin de définir le développement professionnel chez les individus comme situé dans la pratique, au sein de communautés d’apprentissage collaboratif. Cette discussion fournit les balises pour décrire deux initiatives consécutives de développement professionnel dans lesquelles les enseignants ont cherché à traduire des principes éducatifs innovants dans la pratique. Un aperçu des deux projets est fourni, accompagné d’un rapport de résultats centrés sur l’enseignement de processus d’apprentissage, et sur comment les enseignants sont arrivés à changer leur pratique à travers leur participation à cette recherche collaborative.This article examines the relationship between self-regulation and collaborative learning in teachers’ professional development. Firstly, the author presents a theoretical frame that defines individual professional development as being present in practices within collaborative learning communities. This discussion provides the criteria for describing two series of initiatives for professional development in which teachers were asked to translate innovative educational principles into practice. The author provides a brief description of these projects and a report of results centred on teaching learning processes and specifically on how teachers changed their practices through their participation in this collaborative research project.Este artículo analiza la interrelación entre la autoregulación y el aprendizaje cooperativo en el desarrollo profesional de los docentes. En primer lugar, se establece un marco teórico con la finalidad de definir el desarrollo profesional en los individuos tal como aparece en la práctica, dentro de comunidades de aprendizaje cooperativo. Este examen facilita las pautas para describir dos iniciativas consecutivas de desarrollo profesional dentro de las cuales los docentes han buscado la manera de aplicar los principios educativos innovadores en la práctica. Se presenta un resumen de los dos proyectos, acompañado de un informe de los resultados centrados en la enseñanza de los procesos de aprendizaje, y en cómo los docentes han llegado a cambiar su práctica por medio de su participación a la presente investigación cooperativa

Decolonizing Possibilities in Special Education Services

Colonial contexts continue to shape the experiences of Indigenous students, especially in special education, even as educators work to respond to Indigenous perspectives. In this article we first apply a decolonizing critique to consider how colonialism affects special education programming, then survey Indigenous and decolonizing scholarship to (re)imagine how educators may start to address these concerns. Our analysis suggests that educators (1) engage in critical self-examination, (2) adopt holistic assessment strategies, (3) explore teaching practices emerging from decolonizing perspectives, and (4) examine and (re)imagine service delivery models. Educators may use these ideas as a springboard for exploring more contextualized decolonizing possibilities. Keywords: inclusive education, special education, decolonizationLes contextes coloniaux continuent de façonner les expériences des élèves autochtones, en particulier en enseignement spécialisé, et ce, même si les éducateurs s’efforcent de s’adapter au point de vue autochtone. Dans cet article, nous utilisons une critique de la décolonisation afin d’examiner comment le colonialisme affecte les programmes d’éducation spécialisée, et nous sondons le savoir autochtone et de décolonisation pour (ré)imaginer par où les éducateurs peuvent commencer pour répondre à ces préoccupations. Notre analyse permet de suggérer aux éducateurs de : (1) s’engager dans un autoexamen critique, (2) d’adopter des stratégies d’évaluation holistiques, (3) d’explorer les pratiques d’enseignement émergeant des perspectives de décolonisation, et (4) d’examiner et de (ré)imaginer des modèles de prestation de services. Les éducateurs peuvent utiliser ces idées comme un tremplin pour explorer des pistes de décolonisation plus contextualisées. Mots-clés : éducation inclusive, éducation spécialisée, décolonisatio

L’autorégulation de l’apprentissage par la lecture d’adolescents en milieu défavorisé

Cette étude a pour but de présenter les portraits d’autorégulation, lors de l’apprentissage par la lecture, de 20 545 élèves du secondaire (12 à 17 ans) fréquentant 59 écoles francophones de milieux défavorisés du Québec. Elle repose sur le questionnaire d’évaluation Lire pour apprendre (Cartier et Butler, 2003). Les résultats montrent que les élèves voient une certaine complexité à la situation, par leur interprétation, leurs objectifs et les critères de performance. Le volet apprentissage de la situation est moins ciblé. Par ailleurs, les élèves présentent des portraits d’autorégulation lacunaires. Des différences d’autorégulation entre les élèves du début et de la fin du secondaire ont été observées.This study presents a portrait of the self-regulated learning-by-reading strategies of 20,545 secondary level students (aged 12 to 17) from 59 Francophone schools in low socio-economic areas in Quebec. The authors applied an evaluation questionnaire, “Lire pour apprendre” (Cartier et Butler, 2003). Results show that students understand the complexity of a situation based on their interpretation, their objectives and their performance criteria. The learning aspect in the situation is less targeted. However, students present self-regulated learning strategies that are inadequate. Differences in self-regulation by students at the beginning and at the end of the secondary level were found.Este estudio tiene por objetivo presentar los perfiles de autorregulación durante el aprendizaje por la lectura de 20 545 alumnos de la secundaria (de 12 a 17 años de edad) provenientes de 59 escuelas francófonas de medios desfavorecidos de la provincia de Quebec. Se fundamenta en el cuestionario de evaluación Lire pour apprendre (Cartier y Butler, 2003). Los resultados muestran que los alumnos encuentran una cierta complejidad a la situación por su interpretación, sus objetivos y los criterios de desempeño. La parte « aprendizaje » de la situación se encuentra menos señalada. Por otro lado, los alumnos presentan perfiles de autorregulación con lagunas. Se observaron diferencias de autorregulación entre los alumnos del principio y del final de la secundaria

Examining Classroom Contexts in Support of Culturally Diverse Learners’ Engagement: An Integration of Self-Regulated Learning and Culturally Responsive Pedagogical Practices.

Research shows that culturally diverse students are often disengaged in multicultural classrooms. To address this challenge, literatures on self-regulated learning (SRL) and culturally responsive teaching (CRT) both document practices that foster engagement, although from different perspectives. This study examined how classroom teachers at schools that enrol students from diverse cultural communities on the West Coast of Canada built on a Culturally Responsive Self-Regulated Learning Framework to design complex tasks that integrated SRL pedagogical practices (SLPPs) and culturally-responsive pedagogical practices (CRPPs) to support student engagement. Two elementary school teachers and their 43 students (i.e., grades 4 and 5) participated in this study. We used a multiple, parallel case study design that embedded mixed methods approaches to examine how the teachers integrated SRLPPs and CRPPs into complex tasks; how culturally diverse students engaged in each teacher’s task; and how students’ experiences of engagement were related to their teachers' practices. We generated evidence through video-taped classroom observations, records of classroom practices, students’ work samples, a student self-report, and teacher interviews. Overall findings showed: (1) that teachers were able to build on the CR-SRL framework to guide their design of an CR-SRL complex task; (2) benefits to students’ engagement when those practices were present; and (3) dynamic learner-context interactions in that student engagement was situated in features of the complex task that were present on a given day. We close by highlighting implications of these findings, limitations, and future directions.   &nbsp

Exploring teacher practices for enhancing student engagement in culturally diverse classrooms

Self-regulated learning (SRL) and culturally responsive teaching (CRT) research, although from different viewpoints, both show instructional practices that enhance student engagement. This study examined the integration of self-regulated learning promoting practices (SRLPPs) and culturally responsive pedagogical practices (CRPPs) in the classroom context especially during a complex task. Using mixed-methods case study design, it explored how an elementary classroom teacher at a multicultural public school in the West Coast of Canada combined SRLPPs and CRPPs to support culturally diverse students’ engagement. Data were collected through:(a) classroom observations, (b) practice records and documents, (c) students’ work samples, (d) teacher interview, (e) student interviews, and (f) student surveys. Findings indicated that the teacher enacted integrated practices categorized as: (a) classroom foundational practices; (b) designed instructional practices; and (c) dynamic support practices. Also, students’ engagements related to their perceptions of teacher practices. Culturally diverse students were highly engaged in contexts with rich combinations of SRLPPs and CRPPs. Finally, this paper discussed the implications for theory (e.g., CRT, SRL), practice (e.g., an integrated pedagogy), and research (e.g., how to support culturally diverse learners’ engagement in contexts)

Subjectivation and performative politics—Butler thinking Althusser and Foucault: intelligibility, agency and the raced-nationed-religioned subjects of education

Judith Butler is perhaps best known for her take-up of the debate between Derrida and Austin over the function of the performative and her subsequent suggestion that the subject be understood as performatively constituted. Another important but less often noted move within Butler‘s consideration of the processes through which the subject is constituted is her thinking between Althusser‘s notion of subjection and Foucault‘s notion of subjectivation. In this paper, I explore Butler‘s understanding of processes of subjectivation; examine the relationship between subjectivation and the performative suggested in and by Butler‘s work, and consider how the performative is implicated in processes of subjectivation – in =who‘ the subject is, or might be, subjectivated as. Finally, I examine the usefulness of understanding the subjectivating effects of discourse for education, in particular for educationalists concerned to make better sense of and interrupt educational inequalities. In doing this I offer a reading of an episode of ethnographic data generated in an Australian high School. I suggest that it is through subjectivating processes of the sort that Butler helps us to understand that some students are rendered subjects inside the educational endeavour, and others are rendered outside this endeavour or, indeed, outside student-hood

Does gender matter? A cross-national investigation of primary class-room discipline.

© 2018 Informa UK Limited, trading as Taylor & Francis GroupFewer than 15% of primary school teachers in both Germany and the UK are male. With the on-going international debate about educational performance highlighting the widening gender achievement gap between girl and boy pupils, the demand for more male teachers has become prevalent in educational discourse. Concerns have frequently been raised about the underachievement of boys, with claims that the lack of male ‘role models’ in schools has an adverse effect on boys’ academic motivation and engagement. Although previous research has examined ‘teaching’ as institutional talk, men’s linguistic behaviour in the classroom remains largely ignored, especially in regard to enacting discipline. Using empirical spoken data collected from four primary school classrooms in both the UK and in Germany, this paper examines the linguistic discipline strategies of eight male and eight female teachers using Interactional Sociolinguistics to address the question, does teacher gender matter?Peer reviewedFinal Accepted Versio

Mechanistic investigations of the Fe( ii ) mediated synthesis of squaraines †

The scission and homologation of CO is a fundamental process in the Fischer–Tropsch reaction. However, given the heterogeneous nature of the catalyst and forcing reaction conditions, it is difficult to determine the intermediates of this reaction. Here we report detailed mechanistic insight into the scission/homologation of CO by two-coordinate iron terphenyl complexes. Mechanistic investigations, conducted using in situ monitoring and reaction sampling techniques (IR, NMR, EPR and Mössbauer spectroscopy) and structural characterisation of isolable species, identify a number of proposed intermediates. Crystallographic and IR spectroscopic data reveal a series of migratory insertion reactions from 1Mes to 4Mes. Further studies past the formation of 4Mes suggest that ketene complexes are formed en route to squaraine 2Mes and iron carboxylate 3Mes, with a number of ketene containing structures being isolated, in addition to the formation of unbound, protonated ketene (8). The synthetic and mechanistic studies are supported by DFT calculations

Multicenter study of the impact of community-onset Clostridium difficile infection on surveillance for C. difficile infection

OBJECTIVE: To evaluate the influence of community-onset/healthcare facility-associated cases on Clostridium difficile infection (CDI) incidence and outbreak detection. DESIGN: Retrospective cohort. SETTING: Five acute-care healthcare facilities in the United States. METHODS: Positive stool C. difficile toxin assays from July 2000 through June 2006 and healthcare facility exposure information were collected. CDI cases were classified as hospital-onset (HO) if they were diagnosed > 48 hours after admission or community-onset/healthcare facility-associated if they were diagnosed ≤ 48 hours from admission and had recently been discharged from the healthcare facility. Four surveillance definitions were compared: HO cases only and HO plus community-onset/healthcare facility-associated cases diagnosed within 30 (HCFA-30), 60 (HCFA-60) and 90 (HCFA-90) days after discharge from the study hospital. Monthly CDI rates were compared. Control charts were used to identify potential CDI outbreaks. RESULTS: The HCFA-30 rate was significantly higher than the HO rate at two healthcare facilities (p<0.01). The HCFA-30 rate was not significantly different from the HCFA-60 or HCFA-90 rates at any healthcare facility. The correlations between each healthcare facility’s monthly rates of HO and HCFA-30 CDI were almost perfect (range, 0.94–0.99, p<0.001). Overall, 12 time points had a CDI rate >3 SD above the mean, including 11 by the HO definition and 9 by the HCFA-30 definition, with discordant results at 4 time points (κ = 0.794, p<0.001). CONCLUSIONS: Tracking community-onset/healthcare facility-associated cases in addition to HO cases captures significantly more CDI cases but surveillance of HO CDI alone is sufficient to detect an outbreak

IGEMS : The Consortium on Interplay of Genes and Environment Across Multiple Studies - An Update

The Interplay of Genes and Environment across Multiple Studies (IGEMS) is a consortium of 18 twin studies from 5 different countries (Sweden, Denmark, Finland, United States, and Australia) established to explore the nature of gene-environment (GE) interplay in functioning across the adult lifespan. Fifteen of the studies are longitudinal, with follow-up as long as 59 years after baseline. The combined data from over 76,000 participants aged 14-103 at intake (including over 10,000 monozygotic and over 17,000 dizygotic twin pairs) support two primary research emphases: (1) investigation of models of GE interplay of early life adversity, and social factors at micro and macro environmental levels and with diverse outcomes, including mortality, physical functioning and psychological functioning; and (2) improved understanding of risk and protective factors for dementia by incorporating unmeasured and measured genetic factors with a wide range of exposures measured in young adulthood, midlife and later life.Peer reviewe