What is crossing the virtual window? : collaborating in virtual team teaching

Essai présenté à la Faculté d'éducation en vue de l'obtention du grade de Maître en enseignement (M.Éd.) Maîtrise en enseignement au collégialM.Éd. Université de Sherbrooke 2015Comprend des références bibliographique

The effects of using cognitive discourse functions to instruct 4th-year children on report writing in a CLIL science class

The present study analyzed how a group of young Spanish-speaking English as a foreign language (EFL) learners in a content and language integrated learning (CLIL) science class responded to an instructional unit integrating attention to functional language and an inquiry-oriented approach to science. Working in cooperation with the researchers, a year 4 primary school teacher implemented a teaching sequence on levers with 48 9-10-year-olds over three weeks. The sequence, which was intended to raise the children’s awareness of the demands involved in understanding (content goals) and expressing as written reports (rhetorical goals) how levers work, scaffolded their activity from item-based writing to the production of full texts. On completing the unit, each child independently wrote a report on levers, all of which were analyzed from the perspective of cognitive discourse functions and ideational meaning. The results of these analyses are discussed in terms of their significance for CLIL writing with young learners

Influencia del método “lectura repetida” en la pronunciación de jóvenes aprendices de inglés

This study explores whether the Repeated Reading (RR) method can help young Spanish EFL learners improve their pronunciation. The study was carried out with eight 10-to-11year old children who systematically read different passages from the same storybook for six weeks. Data were collected in a pretest and three post-tests involving the re-reading of the original text, reading of an unknown textand an oral interview. Data were analyzed with a classification of pronunciation error types focusing on vowels and consonants. The results indicated that the children improved their pronunciation on the three posttests, especially when producing free speech.Este estudio pretende analizar si el método de Lectura Repetitiva (Repeated Reading) mejorala pronunciación de niños de Educación Primaria. Sepracticó con ocho niños de quinto curso queleyeronsistemáticamente distintos pasajesdel mismo libro durante seis semanas. Los datos fueron recogidos con un pretesty tres post-tests, incluyendo una relectura del primer texto, lectura de un fragmento nuevo y entrevista oral.Los datos fueron analizados usando una clasificación de tipos de errores en pronunciación incluyendo vocales, consonantes y acentuación. Los resultados indicaron que los niños mejoraron su pronunciación en los tres post-tests, especialmente al producir lengua oral libremente

Deeper Learning and Assessment in Drama-based CLIL Learning Spaces - A Conceptual Framework

This article draws on a European collaborative initiative between four countries involved in the Erasmus+ project Playing beyond CLIL (PbC, 2018–2021). In the following, we propose a conceptual framework for dynamic assessment in CLIL classrooms. Building our framework on a pluriliteracies approach to deeper learning (PTDL; Meyer, Coyle, Halbach, Schuck & Ting, 2015) merged with pedagogies of drama-based learning, we argue that dynamic assessment needs to be conceptually and pedagogically congruent with the fundamental principles and aims of both approaches. The PbC Framework for Assessment is the outcome of our collaborative work in the PbC project. The key issues this proposal raises are addressed and discussed.Peer reviewe

Extending the assessment of patient-centredness in health care:Development of the updated Valuing Patients as Individuals Scale using exploratory factor analysis

Aims and objectives\ud \ud To update and re-validate the Valuing Patients as Individuals Scale for use as a patient appraisal of received healthcare.\ud \ud \ud Background\ud \ud Healthcare in the United Kingdom and beyond is required to deliver high quality, person-centred care that is clinically effective and safe. However, patient experience is not uniform, and complaints often focus on the way patients have been treated. Legislation in United Kingdom requires health services to gather and use patients' evaluations of care to improve services.\ud \ud \ud Design\ud \ud This study uses scoping literature reviews, cognitive testing of questionnaire items with patient and healthcare staff focus groups, and exploratory factor analysis.\ud \ud \ud Methods/Setting/Participants\ud \ud Data were collected from 790 participants across 34 wards in two acute hospitals in one National Health Service Health Board in Scotland from September 2011–February 2012. Ethics and Research and Development approval were obtained.\ud \ud \ud Results\ud \ud Fifty six unique items identified through literature review were added to 72 original Valuing Patients as Individuals Scale items. Face validity interviews removed ambiguous or low relevance items leaving 88 items for administration to patients. Two hundred and ninety questionnaires were returned, representing 37% response rate, 71 were incomplete. Thus 219 complete data were used for Exploratory Factor Analysis with varimax orthogonal rotation. This revealed a 31 item, three factor solution, Care and Respect; Understanding and Engagement; Patient Concerns, with good reliability, concurrent and discriminant validity in terms of gender. A shortened 10 item measure based on the top 3 or 4 loading items on each scale was comparable.\ud \ud \ud \ud Relevance to clinical practice\ud \ud The short scale version is now being routinized in real-time evaluation of patient experience contributing to this United Kingdom, National Health Service setting meeting its policy and legislative requirements.\ud \ud \ud \ud \ud \ud \ud \ud \ud \ud \ud \ud \ud \ud \ud What does this paper contribute to the wider global clinical community?\ud •The updated Valuing Patients as Individuals Scale;\ud •Is a reliable and valid measure specifically designed to capture the issues that matter most to people receiving secondary care.\ud •Has been developed based upon current conceptualisations of person-centred care and the clinical practices required to deliver this.\ud •May be used within service improvement work as a trigger to ensure person-centred care delivery

Deeper Learning and Assessment in Drama-based CLIL Learning Spaces

This article draws on a European collaborative initiative between four countries involved in the Erasmus+ project Playing beyond CLIL (PbC, 2018–2021). In the following, we propose a conceptual framework for dynamic assessment in CLIL classrooms. Building our framework on a pluriliteracies approach to deeper learning (PTDL; Meyer, Coyle, Halbach, Schuck & Ting, 2015) merged with peda-gogies of drama-based learning, we argue that dynamic assessment needs to be conceptually and pedagogically congruent with the fundamental principles and aims of both approaches. The PbC Framework for Assessment is the outcome of our collaborative work in the PbC project. The key issues this proposal raises are addressed and discussed.Este artículo recoge parte del trabajo llevado a cabo por investigadores de cuatro países participantes en el proyecto Erasmus+ denominado Playing beyond CLIL (PbC, 2018–2021). Concretamente, presen¬ta un marco conceptual para la evaluación dinámica en el aula AICLE basado en el enfoque de las pluriliteracidades para el aprendizaje profundo (PTDL en inglés; Meyer, Coyle, Halbach, Schuck & Ting, 2015) y en la pedagogía de la dramatización. En consecuencia, tal y como se justifica a lo largo del trabajo, la evaluación dinámica debe ser conceptual y pedagógicamente congruente con los principios fundamentales y los objetivos de ambos enfoques. Los aspectos clave de esta propuesta son descritos en detalle.Peer Reviewe

Former des étudiants différents, un engagement collectif

Également disponible en version papierTitre de l'écran-titre (visionné le 16 sept. 2009)Bibliogr.: p. 34

Learning from remote decentralised clinical trial experiences:a qualitative analysis of interviews with trial personnel, patient representatives and other stakeholders

AIMS: The aim of the study was to identify actionable learning points from stakeholders in remote decentralised clinical trials (RDCTs) to inform their future design and conduct. METHODS: Semistructured interviews were carried out with a purposive sample of stakeholders, including senior managers, trial managers, technology experts, principal investigators, clinical investigators, research scientists, research nurses, vendors, patient representatives and project assistants. The interview data were coded using a thematic approach, identifying similarities, differences and clustering to generate descriptive themes. Further refinement of themes was guided by empirical phenomenology, grounding explanation in the meanings that interviewees gave to their experiences. RESULTS: Forty‐eight stakeholders were interviewed. Actionable learning points were generated from the thematic analysis. Patient involvement and participant engagement were seen as critical to the success of RDCTs where in‐person contact is minimal or nonexistent. Involving patients in identifying the research question, creating recruitment materials, apps and websites, and providing ongoing feedback to trial participants were regarded as facilitating recruitment and engagement. Building strong relationships early with trial partners was thought to support RDCT conduct. Multiple modes of capturing information, including patient‐reported outcomes (PROs) and routinely collected data, were felt to contribute to data completeness. However, RDCTs may transfer trial activity burden onto participants and remote‐working research staff, therefore additional support may be needed. CONCLUSION: RDCTs will continue to face challenges in implementing novel technologies. However, maximising patient and partner involvement, reducing participant and staff burden, and simplifying how participants and staff interact with the RDCT may facilitate their implementation

Systematic review of the clinical effectiveness and cost-effectiveness and economic modelling of minimal incision total hip replacement approaches in the management of arthritic disease of the hip

Objectives: To assess the clinical effectiveness and cost-effectiveness of minimal incision approaches to total hip replacement (THR) for arthritis of the hip. Data sources: Major electronic databases were searched from 1966 to 2007. Relevant websites were also examined and experts in the field were consulted. Review methods: Studies of minimal (one or two) incision THR compared with standard THR were assessed for inclusion in the review of clinical effectiveness. A systematic review of economic evaluations comparing a minimal incision approach to standard THR was also performed and the estimates from the systematic review of clinical effectiveness were incorporated into an economic model. Utilities data were sourced to estimate quality-adjusted life-years (QALYs). Due to lack of data, no economic analysis was conducted for the two mini-incision surgical method. Results: Nine randomised controlled trials (RCTs), 17 non-randomised comparative studies, six case series and one registry were found to be useful for the comparison of single mini-incision THR with standard THR. One RCT compared two mini-incision THR with standard THR, and two RCTs, five non-randomised comparative studies and two case series compared two mini-incision with single mini-incision THR. The RCTs were of moderate quality. Most had fewer than 200 patients and had a follow-up period of less than 1 year. The single mini-incision THR may have some perioperative advantages, e.g. blood loss [weighted mean difference (WMD) –57.71 ml, p £30,000) if recovery was 1.5 weeks faster. A threshold analysis around risk of revision showed, using the same cost per QALY threshold, mini-incision THR would have to have no more than a 7.5% increase in revisions compared with standard THR for it to be no longer considered cost-effective (one more revision for every 200 procedures performed). Further sensitivity analysis involved relaxing assumptions of equal long-term outcomes where possible. and broadly similar results to the base-case analysis were found in this and further sensitivity analyses. Conclusions: Compared with standard THR, minimal incision THR has small perioperative advantages in terms of blood loss and operation time. It may offer a shorter hospital stay and quicker recovery. It appears to have a similar procedure cost to standard THR, but evidence on its longer term performance is very limited. Further long-term follow-up data on costs and outcomes including analysis of subgroups of interest to the NHS would strengthen the current economic evaluation.The Health Services Research Unit and the Health Economics Research Unit are both core funded by the Chief Scientist Office of the Scottish Government Health Directorates.Peer reviewedPublisher PD

An investigation into CLIL-related sections of EFL coursebooks : issues of CLIL inclusion in the publishing market

The current ELT global coursebook market has embraced CLIL as a weak form of bilingual education and an innovative component to include in General English coursebooks for EFL contexts. In this paper I investigate how CLIL is included in ELT coursebooks aimed at teenaged learners, available to teachers in Argentina. My study is based on the content analysis of four series which include a section advertised as CLIL-oriented. Results suggest that such sections are characterised by (1) little correlation between featured subject specific content and school curricula in L1, (2) oversimplification of contents, and (3) dominance of reading skills development and lower-order thinking tasks. Through this study, I argue that CLIL components become superficial supplements rather than a meaningful attempt to promote weak forms of bilingual education