À la croisée de l’ingénierie didactique et de l’ingénierie de formation : analyse de l’activité d’enseignants belges du cycle 2 (5-8 ans) lors de l’utilisation des outils du programme P.A.R.L.E.R.

L’apprentissage de la lecture se révèle parfois difficile pour certains élèves, et ce, particulièrement en Fédération Wallonie-Bruxelles où les enquêtes internationales révèlent des résultats en deçà de la moyenne de l’OCDE tant au niveau fondamental (Schillings et al., 2016) qu’au niveau secondaire (Lafontaine et al., 2017). Parallèlement, un nombre considérable de recherches se sont intéressées à la manière d’enseigner le plus efficacement possible la lecture aux élèves ; on retrouve, à des degrés divers, un relatif consensus autour des composantes de son enseignement (avec, entre autres, l’enseignement d’au moins cinq piliers cognitifs), de certains principes fondamentaux ou gestes pédagogiques. De ces différentes recherches sont nés plusieurs programmes d’intervention visant à concrétiser ces « recommandations » de la recherche, dont notamment le programme P.A.R.L.E.R. Basé sur une série de résultats de ces recherches plus ou moins solides et destiné aux enseignants du cycle 2 (5-8 ans), ce programme propose des ateliers autour des habiletés piliers de la lecture. La recherche initiale menée par Zorman (2015) ainsi que ses « variants » partiels ont abouti à des résultats peu convergents (DEPP, 2014 ; Ecalle et al., 2015, 2019 ; Gentaz et al., 2013 ; Dejaegher et al., accepté ; Leyh et al., 2022). Ces résultats montrent qu’il ne suffit pas de diffuser des outils basés sur des recommandations de la recherche pour parvenir à franchir avec succès le passage à l’échelle. Le projet de thèse s’est construit autour d’un double objectif afin de mieux soutenir les enseignants qui souhaitent mettre en œuvre ce programme : améliorer les outils du programme P.A.R.L.E.R. (objectif 1) et concevoir un dispositif de formation (objectif 2). Parallèlement, il vise à répondre à trois questions : - comment soutenir l’appropriation d’un outil didactique innovant tel que P.A.R.L.E.R., et surtout, quelles sont les conditions de réussite de ce passage à l’échelle ? - comment adapter la démarche de conception continuée dans l’usage pour qu’elle devienne une démarche de reconception ? - comment opérationnaliser davantage la démarche de conception d’un dispositif de formation telle que théorisée et préconisée par la didactique professionnelle ? Afin d’atteindre nos deux objectifs et de répondre à nos questions de recherche, trois études empiriques ont été menées. La première étude empirique permet de rendre compte de l’analyse du travail prescrit par les concepteurs du programme P.A.R.L.E.R. et du travail réel mis en œuvre par des enseignants « chevronnés dans leur utilisation des outils du programme ». La seconde étude met en évidence la manière dont les enseignants qui débutent le programme P.A.R.L.E.R. rencontrent des difficultés qui peuvent ou non être source d’un développement professionnel. Elle met également en évidence les habitudes du métier et donne à voir la manière dont les résultats de la première étape qualitative pourraient être retrouvés auprès d’un plus large public. La troisième étude empirique relate le processus itératif de conception mis en œuvre pour atteindre les deux objectifs de la thèse : d’une part, la reconception des outils du programme et, d’autre part, la conception d’un dispositif de formation. Nous concluons ce travail de recherche, à la croisée de l’ingénierie didactique et de l’ingénierie de formation, en mettant en évidence la manière dont les résultats peuvent faire écho afin de soutenir la mise en œuvre d’outils didactiques innovants tels que P.A.R.L.E.R

What are the conditions for an effective implementation of the french early literacy program “PARLER” ?

According to PIRLS results, only 25 percent of Belgian grade 4 students master the reading skills that predict school achievement and allow the participation in civic and cultural life (Schillings & Lafontaine, 2013). These results argue for the introduction of effective programs in terms of prevention of reading difficulties for all students and especially those stemming from disadvantaged backgrounds. Indeed, it seems wiser to introduce a program that reduced the gaps between students before they start learning to read rather than trying to remedy their difficulties. Thus, the French compensatory program “PARLER” – Discussing, learning, thinking, reading together to succeed - seems to be a useful approach to prevent reading difficulties (Zorman, 2015), because it focus on teaching the oral language skills which are considered to predict reading proficiency. The relevance of this program is based on the joint development of skills related to two main components of reading: the code related skills and the comprehension skills (Bianco, 2015). In addition, the cognitive process and strategies are made explicit to the students who are taught in ability groups in order to allow a better differentiation in terms of quality and quantity (Meirieu, 1999). These groups sessions are short, intensive, regular, structured and planned from 3rd kindergarten until grade 2. Indeed, it is showed that this type of interventions is efficient. (Barnett & Masse, 2007). The data were collected among nine teachers who introduced this program “PARLER” in 3rd kindergarten in five French Belgium experimental schools in September 2017. Relying on the analysis of the teachers’ activity and their reflexive stance during debriefings, the main didactic obstacles as well as some examples of effective practices that allowed to overcome these obstacles were identified. The very first results showing the impact of these literacy practices on students’ learning will be also presented

Conceptualisation de l’accompagnement des maitres de stage et analyse de ses effets chez les stagiaires

Cette étude s’ancre dans le champ de la didactique professionnelle (Pastré, Mayen, & Vergnaud 2006). Elle vise d’une part l’analyse du modèle opératif de maitres de stage impliqués dans la formation initiale des instituteurs primaires et, d’autre part, l’étude des bénéfices retirés de l’accompagnement par leurs stagiaires respectifs. L’article décrit la manière dont deux enseignantes endossent cette fonction dans le contexte de la Fédération Wallonie-Bruxelles, où la fonction de maitre de stage manque de prescrits et de clarté dans la définition des tâches qui s’y réfèrent. Le cadre de la didactique professionnelle, qui vise la compréhension de l’activité d’un professionnel en situation, a permis de mettre en évidence des éléments qui guident l’activité des maitres de stage. Par ailleurs, grâce à l’observation de leur activité pendant les débriefings et à la description et l’analyse de ce que les maitres de stage en disent a posteriori lors des entretiens d’explicitation (Vermersch, 1994), des concepts organisateurs de leur action ont pu être établis. Ces résultats sont ensuite confrontés aux données recueillies auprès des stagiaires concernant les bénéfices perçus de l’accompagnement. Si les résultats pointent chez les deux maitres de stage des préoccupations communes ciblées à la fois sur le développement émotionnel et cognitif de leur stagiaire, celles-ci se traduisent toutefois par des postures d’accompagnement différentes. Par ailleurs, des écarts entre le discours des maitres de stage et leur action en situation ont pu être pointés.This study is anchored in the field of professional didactics (Pastré, Mayen, & Vergnaud 2006). It aims, on the one hand, to analyze the operative model of two supervisors involved in the initial training of elementary school teachers and, on the other hand, to study the pre-service teachers’ perceptions of the benefits of the support provided. This study describes how two teachers take on this supervisory role in the context of French-speaking Belgian education, where neither the supervisory function nor the associated professional tasks are defined. The theoretical framework of the professional didactics, which is based on the reflexive stance that professionals adopt to revisit their activity, allowed me to highlight the conceptual elements that guide the activity of supervising. Moreover, through the observation of their activity during the debriefings with the trainees and through the analysis of what those supervisors said after the debriefing (using clarificatory interview techniques; Vermersch, 1994), a certain number of organizing concepts of their activity have been established. These results were then compared with the data collected from the trainees regarding the perceived benefits of the support received during their placement. The results reveal that the supervisors share concerns about the emotional and cognitive development of their trainee. However, these concerns translated into different postures of support. Furthermore, I identified some gaps between the way these professionals describe their activity and their actual activity

Dynamic stroma reorganization drives blood vessel dysmorphia during glioma growth

Glioma growth and progression are characterized by abundant development of blood vessels that are highly aberrant and poorly functional, with detrimental consequences for drug delivery efficacy. The mechanisms driving this vessel dysmorphia during tumor progression are poorly understood. Using longitudinal intravital imaging in a mouse glioma model, we identify that dynamic sprouting and functional morphogenesis of a highly branched vessel network characterize the initial tumor growth, dramatically changing to vessel expansion, leakage, and loss of branching complexity in the later stages. This vascular phenotype transition was accompanied by recruitment of predominantly pro-inflammatory M1-like macrophages in the early stages, followed by in situ repolarization to M2-like macrophages, which produced VEGF-A and relocate to perivascular areas. A similar enrichment and perivascular accumulation of M2 versus M1 macrophages correlated with vessel dilation and malignancy in human glioma samples of different WHO malignancy grade. Targeting macrophages using anti-CSF1 treatment restored normal blood vessel patterning and function. Combination treatment with chemotherapy showed survival benefit, suggesting that targeting macrophages as the key driver of blood vessel dysmorphia in glioma progression presents opportunities to improve efficacy of chemotherapeutic agents. We propose that vessel dysfunction is not simply a general feature of tumor vessel formation, but rather an emergent property resulting from a dynamic and functional reorganization of the tumor stroma and its angiogenic influences

Some factors that can lead to poor peak shape in hydrophilic interaction chromatography, and possibilities for their remediation

© 2015 Elsevier B.V. Some factors which present difficulties for obtaining good peak shape in hydrophilic interaction chromatography (HILIC) were studied. The effect of injection solvent composition and volume was systematically investigated using a selection of weak and stronger basic compounds on a hybrid bare silica phase. Increasing the mismatch between the injection solvent (range 95-0% ACN v/v) and the mobile phase (maintained at 95% ACN v/v) gave increasing deterioration in peak shape. With the 2.1 mm ID columns used, injections in the mobile phase of increasing volume (1-20 μL) gave poorer peak shape, but the magnitude of the effect was considerably smaller than that of solvent mismatch over this range. Some solute structural features such as galloyl (trihydroxy benzene), catechol (benzene diol) and phosphate (in nucleotides) gave serious peak tailing, attributed to interactions with metals in the stationary phase or the chromatographic hardware. These undesirable effects can be moderated by including complexing agents in the mobile phase, by changing the stationary phase chemistry, or by altering the mobile phase pH

Effect of surgical experience and spine subspecialty on the reliability of the {AO} Spine Upper Cervical Injury Classification System

OBJECTIVE The objective of this paper was to determine the interobserver reliability and intraobserver reproducibility of the AO Spine Upper Cervical Injury Classification System based on surgeon experience (< 5 years, 5–10 years, 10–20 years, and > 20 years) and surgical subspecialty (orthopedic spine surgery, neurosurgery, and "other" surgery). METHODS A total of 11,601 assessments of upper cervical spine injuries were evaluated based on the AO Spine Upper Cervical Injury Classification System. Reliability and reproducibility scores were obtained twice, with a 3-week time interval. Descriptive statistics were utilized to examine the percentage of accurately classified injuries, and Pearson’s chi-square or Fisher’s exact test was used to screen for potentially relevant differences between study participants. Kappa coefficients (κ) determined the interobserver reliability and intraobserver reproducibility. RESULTS The intraobserver reproducibility was substantial for surgeon experience level (< 5 years: 0.74 vs 5–10 years: 0.69 vs 10–20 years: 0.69 vs > 20 years: 0.70) and surgical subspecialty (orthopedic spine: 0.71 vs neurosurgery: 0.69 vs other: 0.68). Furthermore, the interobserver reliability was substantial for all surgical experience groups on assessment 1 (< 5 years: 0.67 vs 5–10 years: 0.62 vs 10–20 years: 0.61 vs > 20 years: 0.62), and only surgeons with > 20 years of experience did not have substantial reliability on assessment 2 (< 5 years: 0.62 vs 5–10 years: 0.61 vs 10–20 years: 0.61 vs > 20 years: 0.59). Orthopedic spine surgeons and neurosurgeons had substantial intraobserver reproducibility on both assessment 1 (0.64 vs 0.63) and assessment 2 (0.62 vs 0.63), while other surgeons had moderate reliability on assessment 1 (0.43) and fair reliability on assessment 2 (0.36). CONCLUSIONS The international reliability and reproducibility scores for the AO Spine Upper Cervical Injury Classification System demonstrated substantial intraobserver reproducibility and interobserver reliability regardless of surgical experience and spine subspecialty. These results support the global application of this classification system

Entre autonomisation et pilotage, quelles conditions assurer pour les recherches collaboratives dans les écoles en dispositif d’ajustement?

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