programme - Analytrics

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4ème Conférence Internationale
Éducation, Économie et Société
4th International Conference on
Education, Economy and Society
Hôtel Concorde La Fayette – Paris
23-28 / 07 / 2012
PROGRAMME
ANALYTRICS
Table des matières / Content
VUE D'ENSEMBLE / OVERVIEW ................................................................................................................................................... 5
L'ESPACE CONFÉRENCE / THE CONFERENCE CENTRE .................................................................................................................. 7
EXPOSÉ INAUGURAL ................................................................................................................................................................... 9
KEYNOTE ADDRESS ................................................................................................................................................................... 11
INFORMATIONS GÉNÉRALES / CONFERENCE INFORMATION ................................................................................................... 13
LISTE DES PARTICIPANT-E-S / LIST OF PARTICIPANTS ................................................................................................................ 19
AUTEUR-E-S DE CONTRIBUTIONS / CONTRIBUTORS ................................................................................................................. 23
SESSIONS PAR THÈME / SESSIONS BY TOPIC AREA ................................................................................................................. 25
LISTE DES CONTRIBUTIONS / LIST OF CONTRIBUTIONS............................................................................................................. 27
SÉMINAIRES / SEMINARS ......................................................................................................................................................... 33
SESSIONS PAR JOUR, HEURE ET SALLE / SESSIONS BY DAY, TIME AND ROOM .......................................................................... 39
Vue d'ensemble / Overview
Enregistrement /
Check-in
23 / 07 / 2012
15:00 – 18:00
24 / 07 / 2012
09:30 – 12:15
13:30 – 17:15
25-26-27 / 07 / 2012
08:15 – 12:15
13:30 - 17:15
Programme 24-27 / 07 / 2012
24 / 07 / 2012
25 / 07 / 2012
26 / 07 / 2012
27 / 07 / 2012
08:30 – 09:00
Sessions 6AA – 6ZA
09:10 – 09:40
Sessions 6AB – 6ZB
Coffee break
Coffee break
Coffee break
09:50 – 10:20
10:20 – 10:40
10:40 – 11:10
11:20 – 11:50
12:00 – 12:30
Opening Session
Welcome and
Keynote
Addresses
10:00 – 12:15
12:30 – 13:40
Lunch break
Lunch break
Lunch break
Lunch break
13:40 – 14:10
14:20 – 14:50
15:00 – 15:30
15:40 – 16:10
16:20 – 16:50
16:50 – 17:10
Coffee break
Coffee break
Coffee break
Coffee break
17:10 – 17:40
17:50 – 18:20
18:30 – 19:00
L'espace Conférence / The Conference Centre
7
6
8
9
5
10
4
11
3
2
14
1
12
1 – Cezanne (Salle poster le 24/07/2012 / Poster Room on 24/07/2012)
2 – Pissarro
3 – Van Gogh (Salle Ordinateurs / Computer room)
4 – Chagall
5 – Matisse
6 – Renoir
7 – Utrillo
8 – Manet
9 – Degas
10 – Sisley (Salle Posters les 25-26-27/07/2012 / Poster Room on 25-26-27/07/2012)
11 – Corot (Bureau des Organisateurs / Organisers' office)
12 – Dufy 1
14 – Dufy 2
Exposé inaugural
24 / 07 / 2012
10h – 12h15
Salle : Salon Vendôme/Palais Royal
L'exposé inaugural 2012 sera prononcé par Monsieur Régis Malet, Professeur en
Sciences de l’éducation – Education comparée à l'Université de Bordeaux IV – IUFM. Le
Professeur Malet est chercheur au Laboratoire Cultures, Education & Sociétés
(LACES), co-directeur de l’Équipe de Recherche Comparative en Education,
Pluralisme, Prévention, Profession (ERCEP3), Président de l’AFEC (Association
Francophone d’Education Comparée), et Rédacteur en chef de la revue Education
Comparée. Ses travaux s'inscrivent dans les champs de l'éducation comparée, des
politiques éducatives, de l'analyse des professions de l’éducation, de la formation des
enseignants, et du pluralisme et de la diversité en éducation. Parmi ses principales
publications récentes :
- R. Malet, Ed. (2010), École, médiations et réformes curriculaires. Perspectives
internationales, Bruxelles-Montréal : de Boeck.
- R. Malet, Ed. (2008), La formation des enseignants comparée. Identité,
apprentissage et exercice professionnels en France et en Angleterre, Berne : Peter
Lang.
L'exposé inaugural portera sur "L’évaluation dans les systèmes scolaires et les
personnels d’éducation – Ressorts et effets croisés sur les professionnalités
éducatives". Pendant longtemps, l’évaluation des systèmes scolaires est demeurée
une responsabilité directe des pouvoirs publics et des autorités éducatives ; les
pratiques en matière d’évaluation sont d’ailleurs fermement liées à des référentiels
politico-administratifs nationaux ou plus locaux et aux choix qui guident l’action
publique en éducation.
Au cours des dernières décennies, si l’évaluation des systèmes scolaires est restée une
compétence des pouvoirs publics, on a vu se développer de plus en plus des formes et
des outils d’évaluation hérités de l’économie marchande, indiquant le passage d’une
logique de mandat, marquée par un principe de confiance entre l’État et les
professionnels en charge d’accomplir la tâche d’enseigner, à une logique de contrat,
qui se signale par un principe tacite de défiance et de probation. L’évaluation est
désormais guidée par la mesure de l’efficacité et du rendement, qui touche aussi bien
les personnels d’éducation que les établissements scolaires, devenus le cadre de
référence privilégié de la régulation du système et de ses performances.
La référence au principe d’accountability ou de reddition de comptes s’impose
dorénavant comme la norme qui doit guider les dispositifs d’évaluation. L’école, à
l’instar d’autres secteurs de l’action publique, est de plus en plus soumise à des
logiques de reddition de compte caractérisées par un recours à la mesure des
performances et à des opérations d’évaluation, tant externes qu’internes. Ce
mouvement réformateur que connaissent la plupart des pays industrialisés dans le
domaine éducatif reconfigure le rôle des États dans la construction et
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Paris 2012 – 4th International Conference on Education, Economy and Society – Programme
l’accompagnement des politiques en direction de l’école et de ses acteurs,
s’accompagnant d’une transformation des formes d’organisation du travail éducatif et
d’une recomposition des rôles des professionnels engagés dans ce travail.
Malgré les nombreuses spécificités liées à l’histoire des sociétés singulières et de leurs
systèmes éducatifs, les pressions qui pèsent sur l’école et ses professionnels
convergent donc et articulent dans des politiques aux couleurs locales les ingrédients
suivants : redéfinition des savoirs scolaires, responsabilisation des professionnels de
l’éducation, professionnalisation des formations, déconcentration des espaces de
décision et, last but not least, déploiement de dispositifs d’évaluation des acteurs
scolaires aux différents niveaux du système.
Quels sont les ressorts de ces politiques d’accountability et quels en sont les effets
sur les identités enseignantes, les professionnalités éducatives et le travail quotidien
au sein des classes ? Comment les contraintes internes et externes qui pèsent sur
l’école affectent-elles le travail des enseignants et plus largement la forme scolaire,
entendue comme organisation des contenus, des lieux, de l’espace et du temps de
l’enseignement ? Quelles sont ses conséquences sur les curriculums scolaires et sur la
conception de la responsabilité des enseignants et des institutions éducatives ?
Dans une visée de compréhension croisée des processus qui se déploient dans la mise
en place de dispositifs d’évaluation dans les systèmes scolaires, cette conférence
inaugurale interrogera d’une part les ressorts politiques de ces évolutions dans
différents contextes, et les effets de ces dispositifs sur les professionnels de
l’éducation.
Keynote Address
24 / 07 / 2012
10:00 – 12:15
Room: Salon Vendôme/Palais Royal
The 2012 keynote address will be delivered by Prof. Régis Malet. Professor Malet
works at Université Bordeaux 4. He is the Director of the Research Team in
Comparative Education (ERCEP3 - Équipe de Recherche Comparative en Education,
Pluralisme, Prévention, Profession). Prof. Malet is also the President of AFEC
(Association Francophone d’Éducation Comparée) and the Editor of Éducation
Comparée. His fields of research include comparative education, education policy,
teachers’ education and training, education professions, and multiculturalism. Among
his recent major publications are:
- R. Malet, Ed. (2010), École, médiations et réformes curriculaires. Perspectives
internationales, Bruxelles-Montreal: de Boeck.
- R. Malet, Ed. (2008), La formation des enseignants comparée. Identité,
apprentissage et exercice professionnels en France et en Angleterre, Berne: Peter
Lang.
Professor Malet's speech will deal with the issue of "evaluation of education systems
and education professionals". For a long period of time, the evaluation of educational
systems has remained a direct responsibility of the State and the education
authorities. Evaluation practice is therefore very much linked to administrative —
local or national — and political choices in education matters.
During the last decades though, even if the evaluation of the educational systems
remained a core competency of the State, the conceptions and tools of evaluation
have evolved in a way which is very much inspired by market-based economy. This
evolution signals the transition of a mandate and responsibility-based relationship
between the State and the professionals of education, to a contract and
accountability-based one: the transition marks a constant growth of defiance towards
the professions of education and teaching. Mostly, the evaluation process is currently
guided by the measurement of performances and efficiency of schools and teachers.
Reference to accountability becomes a norm which guides the evaluation and
assessment processes in schooling and teaching. School, as any other organization in
the public arena, is more and more submitted to new logics of accountability, through
the use of tools of measurement of pupils, teachers and school achievement and
performances, both at a national and international level. The international move in
this direction reshapes the role and mission of the nation-states, regarding its
traditional function on defining, constructing and implementing education and school
policies. It has of course various implications and effects for teachers' work,
professionalism and identity, as well as for practices in the education community.
Although the particularities of national educational systems and idiosyncratic social
history of schooling remain, constraints and convergences affect national schools,
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practitioners and teachers, in some recurrent directions: redefinition of school
curricula, accountability processes towards teachers and school community,
professionalization of education courses and training, reshaping and deconcentration
of the decision process, and, eventually, evaluation of the school actors at various
levels of educational systems.
What are the origins, springs and effects of such accountability policies on the
teaching and schooling professions and on education work in schools? In what ways do
they affect teachers' works and more broadly the grammar of schooling, i.e. the
classical organization of contents, places and times of schooling and teaching? What
are some of the consequences of these changes on curricula and the conception of
professional responsibility in teaching and schooling?
In the perspective of a crossed and comparative knowledge on these current
processes in educational systems, this lecture will question the political springs of
these evolutions in various contexts, and then investigate their effect on education
professionals.
Informations générales / Conference information
Enregistrement
Check-In
Il est fortement recommandé de
se faire enregistrer à l’accueil de
la conférence dès lundi 23 juillet.
L’enregistrement ouvre à 15h. Se
munir d’une pièce d’identité. Vous
pourrez ainsi obtenir votre badge
et accéder à l’espace conférence
puis le lendemain à la séance
d’ouverture.
It is advisable to check-in at
the Conference Registration
Desk as soon as Monday 23rd
July. Check-in will begin at
15:00. Please have your ID
with you. You will thus get your
badge to gain access to the
Conference Centre and to the
Opening Session on the next
day.
Accès à l’espace conférence –
Badges
Access to the Conference
Centre – Badges
Les participants régulièrement
inscrits ont droit à un badge.
L’accès à la conférence est
exclusivement
réservé
aux
personnes munies d’un badge.
Le port du badge est nécessaire
dans l’espace conférence.
All fully registered participants
will be attributed a badge. Only
those participants who will be
wearing their badges will be
given access to the Conference
Centre. All participants are
kindly requested to wear their
badges while in the Conference
Centre.
Session plénière
Des casques seront disponibles
pour vous permettre de suivre
les
échanges
en
anglais.
Déposez votre badge auprès des
hôtesses
pour
obtenir
un
casque. Vous le récupérerez en
rapportant le casque à l'issue de
la session.
Plenary Session
Headphones for language translation will be available. Give
your badge to get one. You will
get your badge back upon
returning the headphone at the
end of the session.
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Attestations de présence et
justificatifs de présentation
Certificates of Attendance
and Proof of Presentation
La sacoche conférencier contient
une Attestation de présence et
une Fiche de présentation orale.
Les personnes qui présentent
une
contribution
et
qui
souhaitent un document prouvant que celle-ci a bien eu lieu,
devront faire circuler leur Fiche
de présentation pour signature
par l’auditoire pendant leur
session.
Each conference bag contains a
Certificate of Attendance and a
Presentation Record Form. The
presenters who need support
documents proving that they
presented their contributions
should circulate their Presentation Record Form for signature
by the audience during their
session.
Respect des horaires
Sticking to Time Schedules
Merci de bien vouloir respecter le
créneau horaire imparti à votre
présentation,
de
façon
à
permettre la tenue des sessions
suivantes et la mobilité du public
entre sessions.
It
is
essential
that
each
presenter sticks to the allocated
session time, in order to allow
sufficient time for the next
presenters and for the public to
move between session rooms.
Équipement audio-visuel
Chaque
salle
de
souscommission est équipée d’un
PC connecté
à
un
vidéoprojecteur. Les PC disposent
d’Acrobat Reader et du pack
Microsoft 2007. Afin d’éviter
toute panne informatique, il est
fortement
recommandé
aux
utilisateurs de s’en tenir à un
usage standard.
Audio-Visual Equipment
Each session room is equipped
with a computer connected to a
data projector, with Acrobat
Reader and Microsoft Office
2007. To avoid any computer
bugs, please stick to standard
practices and usages.
Salle posters
Poster Room
Les posters seront présentés en
salle 10-Sisley (sauf le mardi
24 juillet où ils seront exposés
en salle 1-Cezanne).
Posters will be displayed in room
Sisley. However, on Tuesday 24
July exceptionally, the poster
room will be Room 1-Cezanne.
15
Paris 2012 – 4ème Conférence Internationale Éducation, Économie et Société – Programme
Sessions Posters : rappel
Poster Sessions: Reminder
Durée : 2h, y compris montage
et démontage du poster. Pour
chaque
poster,
les
Organisateurs
mettent
à
disposition
une
surface
d’affichage, ainsi qu’une table et
une chaise. Dimensions de la
surface d’affichage : 95cm de
hauteur sur 65cm de largeur. Le
poster doit être préparé à
l’avance : le Délégué n'est pas
supposé le concevoir sur place
au dernier moment juste avant
la
présentation.
Les
contributeurs doivent apporter
avec eux non seulement leurs
posters mais aussi tout le
matériel dont ils peuvent avoir
besoin, y compris leurs outils et
le matériel de fixation. Le poster
doit être fixé uniquement de
façon adhésive : ruban adhésif
simple ou double-face, ou colle.
Les
Organisateurs
ne
fournissent aucun
outil
de
travail, ni matériel de fabrication
ou de fixation. A tout moment
de la session, il doit y avoir au
moins un auteur du poster à
proximité de celui-ci.
Time
allocated:
2
hours,
including the poster placement
and removal. For each accepted
poster,
the
Conference
Organisers
will
provide
presenter(s) with one poster
board and a table with chair. The
dimensions of the poster boards
are 95cm (37.4 inches) height x
65cm (25.6 inches) width. The
poster must be prepared in
advance: Delegates are not
supposed to design their posters
at the last minute just before
their sessions. Presenters must
bring with them not only their
posters but also any supplies
they might need, including their
tools and assembly materials.
The assembly materials must be
of adhesive/sticking type only:
double-faced tape, glue stick,
rubber
cement,
etc.
The
Organisers would not provide
any fabrication or assembly
materials. At least one author
must be present at the poster all
along the session.
Note relative aux posters
It is most important that the
dimensions of your poster are
compatible with that of the
poster board allocated:95cm
(37.4 inches) height x 65cm
(25.6 inches) width. It is strictly
prohibited to stick a poster
directly onto the walls or doors
of the session room: The hotel
would charge the Organisers for
any damages to the room
surfaces. Therefore, wall- and
door
sticking
is
strictly
forbidden.
Offenders
will
regretfully - be ejected from the
Il est particulièrement important
que les dimensions du poster
soient compatibles avec celles
de la surface d’affichage mise à
disposition : 95cm de hauteur
sur 65cm de largeur. Il est
strictement interdit de fixer
directement un poster sur les
murs ou les portes de la sale de
session : l’hôtel rendrait les
Organisateurs
financièrement
responsables de tout dommage
intervenu sur ces surfaces. Il est
par conséquent formellement
Important
Sessions
Note
on
Poster
16
interdit de fixer sur les portes et
les murs. Les contrevenants
seront exclus de la salle de
session sans autre possibilité
pour eux de présenter leur
contribution.
session room without any other
possibility
to
present
their
contribution.
Assistance technique
informatique et audiovisuelle
Helpdesk for Computer and
Data Projector Issues
Une assistance technique pour
les éventuels problèmes d'informatique et de vidéoprojection de
fichiers PowerPoint sera disponible en salle Degas le lundi 23
juillet.
A helpdesk to help you solve
your possible laptop, software
and data projector issues will
be available in room Degas on
Monday 23 July.
Pauses café
Coffee Breaks
Les pauses café seront servies
dans l’espace conférence (salon
Sisley) aux horaires indiqués
dans le planning (page 5).
Veuillez noter que l’hôtel est
non-fumeur.
Coffee breaks will be served in
the Conference Centre (Room
Sisley) at the times indicated on
the Overview page (page 5).
Please note that the hotel is
non-smoking.
Déjeuners
Lunch
Les déjeuners sont servis à table
en salle Petite Etoile d'Or (1er
étage de l’hôtel) de 12h30 à
13h30. Merci d’être à l’heure.
L’accès est limité aux personnes
munies d’un badge et ayant
réservé.
Lunch will be table-served in the
Petite Etoile d'Or lounge (1st
floor of the hotel), from 12:30 to
13:30. The participants who
have reserved for lunch are
kindly requested to be there on
time and to wear their badges.
Tour de Paris,
Croisière Dîner,
Visite du Louvre,
Paris Afro-Antillais
Bus City Tour,
Dinner Cruise,
Louvre Museum,
Afro-Caribbean Tour
Les participants inscrits aux
événements optionnels devront
récupérer
leurs
tickets
au
comptoir d’enregistrement.
The participants who have
reserved
excursions
should
pick up their vouchers at the
Registration Desk.
17
Autres informations
touristiques
Contacter le Concierge de l'hôtel.
Other Tourist Information
Please
contact
Concierge.
the
hotel
Ordinateurs, imprimantes,
Internet, Photocopies
Computers, Printers,
Internet, Photocopying
Des ordinateurs avec connexion
internet et imprimantes sont mis
à la disposition des participants
en salle Van Gogh.
Free
access
to
computers,
printers and Internet is provided
in room Van Gogh.
Heures d’ouverture :
- Lundi
15h-18h
- Mardi
9h-12h15 & 14h-16h15
- Mercredi, jeudi & vendredi
8h30-12h15 & 13h40-19h
Opening hours:
- Monday
15:00-18:00
- Tuesday
9:00-12:15 & 14:00-16:15
- Wednesday, Thursday & Friday
8:30-12:15 & 13:40-19:00
Veuillez limiter la durée de vos
sessions à 1h maximum. Accès
sur présentation du badge.
Please limit the duration of your
session to no more than 1 hour.
Please wear your badge.
Possibilité de photocopies, mais
uniquement en très petites
quantités (4-5 pages). Pour de
plus grandes quantités, contacter le Centre d’affaires de
l’hôtel. La conciergerie de l’hôtel
peut aussi vous fournir d’autres
adresses dans les environs.
Small quantity photocopying (45 pages) is allowed. For more
copies, please contact the hotel
Business centre in the Lobby, or
the hotel Concierge for addresses of copy shops in the
vicinity.
Accès WiFi gratuit dans l’espace
conférence (et dans les chambres pour ceux qui sont clients
de l’hôtel). Le code est disponible auprès du comptoir d’enregistrement de la conférence.
Free WiFi access is available in
the Conference Centre (and for
the
hotel
clients
in
their
bedrooms). Please contact the
Conference Registration Desk to
get the code.
Accès au Congrès de
Recherche en Sciences
humaines et sociales
Access to the Congress of
Humanities and Social
Sciences Research
Tout participant régulièrement
inscrit à la 4ème Conférence
Registering
Conference
to
on
the
4th
Education
18
Éducation, Économie et Société
peut librement assister aux
sessions
du
Congrès
de
recherche en sciences humaines
et sociales.
Economy and Society gives the
right to attend any session of
the Congress of Humanities and
Social Sciences Research.
Pour contacter les
organisateurs
To Contact the Organisers
S’adresser salle 11-Corot.
Please go to room 11-Corot
Liste des participant-e-s / List of participants
Adelman-Cannon Laura, University of New Orleans, United States – [email protected]
Ahangari Saeideh, Tabriz Branch, Islamic Azad University, Iran, Islamic Republic of – [email protected]
Al Zyoudi Mohammed, Faculty of Education, UAEU, United Arab Emirates – [email protected]
Al-Harthi Aisha, Sultan Qaboos University, Oman – [email protected]
Aminzadeh Roxana, Islamic Azad University,North Tehran Branch, Iran, Islamic Republic of –
[email protected]
Anghel Brindusa, FEDEA, Spain – [email protected]
Antunes Maria Helena, Senac São Paulo, Brazil – [email protected]
Azzouz Najat, Mons-Genève-Cergy, France – [email protected]
Bacon Jennifer, Iona College, United States – [email protected]
Bahia Sara, University of Lisbon, Portugal – [email protected]
Baker Bill, University of Tasmania, Australia – [email protected]
Bamba Themenain Innocent, UPVD, France – [email protected]
Bart Marion, Université de Lorraine, France – [email protected]
Bedford April, University of New Orleans, United States – [email protected]
Bernes Kerry, University of Lethbridge, Canada – [email protected]
Bertrand Frederic, AMNYOS, France – [email protected]
Besson Philippe, Pompiers de l'urgence internationale, France – [email protected]
Bitar Mariangela, University of São Paulo, Brazil – [email protected]
Blair Nerida, Australian Catholic University, Australia – [email protected]
Boucher Jean-Nil, Cégep Abitibi-Témiscamingue, Canada – [email protected]
Boufoy-Bastick Beatrice, University of the West Indies, Trinidad and Tobago – [email protected]
Brégégère Mathieu, Paris 8, Laboratoire EXPERICE, France – [email protected]
Brito Renato, Ministry of Agriculture, Brazil – [email protected]
Bui Chi Hieu, NGUYEN BINH KHIEM Highschool, Viet Nam – [email protected]
Bui Quang Son, BAO LOC Middle School, Viet Nam – [email protected]
Casbergue Renee, Louisiana State University, United States – [email protected]
Cates Paul, FCM, United States – [email protected]
Cates Kirk, FCM, United States – [email protected]
Chrysafi Argyro, University of Macedonia, Greece – [email protected]
Clark Lisa, NYC Department of Education_Virtual Enterprise Coordinator, United States – [email protected]
Collett Karen Suzette, Education Faculty, University of the Western Cape, South Africa – [email protected]
Crisostomo Golda Aira, Colegio De San Juan De Letran, Philippines – [email protected]
Currens Regina, University of Florida, United States – [email protected]
Cviklova Lucie, Charles university, Czech Republic – [email protected]
Dao Viet Dung, UNESCO Centre de l'information Vietnam, Viet Nam – [email protected]
Darmody Merike, The Economic and Social Research Institute, Ireland – [email protected]
Denis Anne-Sophie, France – [email protected]
Di Giorgio Carla, University of Prince Edward Island, Canada – [email protected]
Diaz Hernando, Universidad Nacional de Colombia, Colombia – [email protected]
Dingu-Kyrklund Elena, Kyrklunds' Consulting International, Sweden – [email protected]
Ditchburn Geraldine, Murdoch University, Australia – [email protected]
Do Xuan Dat, UNESCO Centre de l'information Vietnam, Viet Nam – [email protected]
Dolven Marilyn, Georgia Gwinnett College, United States – [email protected]
Drolet Julie, Thompson Rivers University, Canada – [email protected]
Dupré Eleni, Analytrics, France – [email protected]
Egbo Benedicta, University of Windsor, Canada – [email protected]
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Eliophotou Menon Maria, University of Cyprus, Cyprus – [email protected]
Eriksson Anita, Univerity of Borås, Sweden – [email protected]
Faitar Gheorghita, D'Youville College, United States – [email protected]
Fink Mark, The University of Nevada, Las Vegas, United States – [email protected]
Formicuzzi Maddalena, University of Verona, Italy – [email protected]
Fortuna Cinira Magali, Escola de Enfermagem de Ribeirão Preto, Brazil – [email protected]
Freeman Karen A., Chicago State University, United States – [email protected]
Freire Isabel, Instituto de Educação da Universidade de Lisboa, Portugal – [email protected]
Gaboriau Marie-Christine, IOSRES, France – [email protected]
Gachet David, LISEC STRASBOURG, France – [email protected]
Gahungu Athanase, Chicago State University, United States – [email protected]
Gardiner Paul, University of Bedfordshire, United Kingdom – [email protected]
Gatto José, University of São Paulo, Brazil – [email protected]
Gazaille Mariane, UQTR, Canada – [email protected]
Gerard Laetitia, Centre de ressources en Innovation Pédaagogiqueue Université de LORRAINE, France –
[email protected]
Gilead Tal, Hebrew University, Israel – [email protected]
Gosselin Louis, Cégep de l'Abitibi-Témiscamigue, Campus Amos, Canada – [email protected]
Goutzioupas George, Department of Primary Education, University of Thessaly, Greece – [email protected]
Grimaud Anne-Marie, IOSRES, France – [email protected]
Haddad Georges, unesco, France – [email protected]
Hadidi Tamjid Nasrin, Department of teaching English, Tabriz branch, Islamic Azad University,, –
[email protected]
Hannon Anne, NMIT, Australia – [email protected]
Harreveld Bobby, CQUniversity Australia, Australia – [email protected]
Hartsell Richard, University of South Carolina Upstate, United States – [email protected]
Haydar Hanna, Brooklyn College- City University of New York, United States – [email protected]
Hazel Sara, Maynard Public Schools, United States – [email protected]
Hrdá Martina, Masaryk University, Czech Republic – [email protected]
Hu Bo, IOSRES, France – [email protected]
Huang Chia-Hsing, SolBridge International School of Business, Korea, Republic of – [email protected]
Hudon-Wolfe Kathleen, The University of West Florida, United States – [email protected]
Johansson Olof, Umeå university, Sweden – [email protected]
Johnson-Rais Debbi, St. George's University School of Medicine, Grenada – [email protected]
Jordan Kandace, Golden Hills School Division #75, Canada – [email protected]
Kartikawangi Dorien, Atma Jaya Catholic University, Indonesia – [email protected]
Kaya Meral, Brooklyn College, United States – [email protected]
Kiffer Sacha, Université de Limoges, France – [email protected]
Kizildag Ayse, University of Borås, Sweden – [email protected]
Klos Maureen, NMMU, South Africa – [email protected]
Krodi Prislaine, Coordenadoria de Assistência Social da Universidade de São Paulo, Brazil – [email protected]
Kung Hsin-Yi, Graduate Institute of Education, National Changhua University of Education, Taiwan –
[email protected]
Kuzich Sonja, Curtin University, Australia – [email protected]
Lai Tzu Ling, Ming Chuan University, Taiwan – [email protected]
Lancaster Greg, Monash University, Australia – [email protected]
Laré Etienne, IOSRES, France – [email protected]
Latifi Juliana, Justicia University, Albania – [email protected]
Lawson Kit, Murdoch University, Australia – [email protected]
Lazaridou Angeliki, University of Thessaly, Greece – [email protected]
Le Xuan Trung, UNESCO Centre de l'information Vietnam, Viet Nam – [email protected]
Le Trung Kien, UNESCO Center of Information Vietnam, Viet Nam – [email protected]
Le Gunehec Anne, cabinet Anne Le Gunehec, France – [email protected]
Lee Howard, Massey University, New Zealand – [email protected]
21
Leonard William Patrick, SolBridge International School of Business, Korea, Republic of –
[email protected]
Letz-Delannette Carmen, IOSRES/Université de Limoges, France – [email protected]
Leung Wai Lun Anthony, The Hong Kong Institute of Education, Hong Kong – [email protected]
Loizidou Andri, University of Cyprus, Cyprus – [email protected]
Lozano Felipe, Icetex, Colombia – [email protected]
Ma Xin, University of Kentucky, United States – [email protected]
Magno Cathryn, Connecticut State University, United States – [email protected]
Mai Thi Hong Nguyen, UNESCO Centre de l'information Vietnam, Viet Nam – [email protected]
Mak Barley, The Chinese University of Hong Kong, Hong Kong – [email protected]
Malet Régis, Université Bordeaux 4, France – [email protected]
Ma'rof Aini Marina, University of Illinois at Urbana-Champaign, United States – [email protected]
Martinez Rachel, University of Houston-Victoria, United States – [email protected]
Matei Adriana, Faculte d'Architecture et d'Urbanisme, Romania – [email protected]
Mita Nikoleta, University of Tirana, Albania – [email protected]
Mitchell Charles, Troy University - USA, United States – [email protected]
Moir James, University of Abertay Dundee, United Kingdom – [email protected]
Monroy Sonia, Colciencias, Colombia – [email protected]
Monteferrante Angela, English Montreal School Board, Canada – [email protected]
Moulin Léonard, CEPN, France – [email protected]
Naoufal Nayla, Centre de recherche éducation, environnement, écocitoyenneté, Canada –
[email protected]
Ngo Van Huong, UNESCO Centre de l'information Vietnam, Viet Nam – [email protected]
Nguyen Kim Quy, UNESCO Centre de l'information Vietnam, Viet Nam – [email protected]
Nguyen Ba Ngoan, UNESCO Centre de l'information Vietnam, Viet Nam – [email protected]
Nguyen Ngoc Lan, UNESCO Centre de l'information Vietnam, Viet Nam – [email protected]
Nunziata Deborah, Golden Hills School Division, Canada – [email protected]
Ospina Garcia Santiago, Sciences Po Paris / Université Paris 10 Ouest Nanterre La Défense, France –
[email protected]
Ozkan Gurses Meral, Eskişehir Osmangazi University, Turkey – [email protected]
Paiva Rita De Cássia, UFPA, Brazil – [email protected]
Passone Eric, State University of Campinas, Brazil – [email protected]
Pechenkina Ekaterina, The University of Melbourne, Australia – [email protected]
Peters Judy, University of South Australia, Australia – [email protected]
Pham Quang Chuyen, UNESCO Centre de l'information Vietnam, Viet Nam – [email protected]
Pham Minh Ha, Hanoi Architectural University, Viet Nam – [email protected]
Phillips Ron, Nipissing University, Canada – [email protected]
Piper Christine, Clemson University, United States – [email protected]
Popadiuk Natalee, University of Victoria, Canada – [email protected]
Quevedo Angelita, Pontificia Universidade Catolica de Sao Paulo - CEAD, Brazil – [email protected]
Romeo Lynn, Monmouth University, United States – [email protected]
Rosnes Ellen Vea, University of Stavanger, Norway – [email protected]
Rus Perez Jose Roberto, UNICAMP, Brazil – [email protected]
Sawyer Wayne, University of Western Sydney, Australia – [email protected]
Schalow Thomas, University of Marketing and Distribution Sciences, Japan – [email protected]
Schoeman Sonja, University of South Africa, South Africa – [email protected]
Seifoori Zohreh, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Ireland –
[email protected]
Seyedbagheri Tahereh, Lincoln Memorial University, United States – [email protected]
Sharp Alastair, Lingnan University, China – [email protected]
Sicchieri Rogério, University Of Campinas, Brazil – [email protected]
Silva Nilson, Universidade Estadual Paulista - Unesp, Brazil – [email protected]
Singh Michael, University of Western Sydney, Australia – [email protected]
22
Small Ellen, Iona College, United States – [email protected]
Spaolonzi Q. Assis Ana Elisa, UNICAMP, Brazil – [email protected]
Speaker Richard, University of New Orleans, United States – [email protected]
Speaker Penelope, University of New Orleans, United States – [email protected]
Spencer Brenda, University of Alberta, Canada – [email protected]
Stavarek Daniel, Silesian University, School of Business Administration, Czech Republic – [email protected]
Stejskalikova Jana, Masaryk University, Czech Republic – [email protected]
Strejčková Dagmar, Masaryk University, Faculty of Education, Czech Republic – [email protected]
Tanner Lori, University of South Carolina Upstate, United States – [email protected]
Tchibozo Guy, Université de Limoges, France – [email protected]
Tchibozo Marie, Université de Strasbourg, France – [email protected]
Tomitch Leda, Universidade Federal de Santa Catarina, Brazil – [email protected]
Tonelson Stephen, Old Dominion University, United States – [email protected]
Tran Trung Kien, UNESCO Centre de l'information Vietnam, Viet Nam – [email protected]
Ungureanu Ioana, Univerité de Rouen et Université de Picardie, France – [email protected]
Vafeas Nikos, University of Cyprus, Cyprus – [email protected]
Valanidou Floria, University of Cyprus, Cyprus – [email protected]
Van Eck Richard, University of North Dakota, United States – [email protected]
Vaughn Marlys, Millsaps College, United States – [email protected]
Veloria Carmen, Suffolk University, United States – [email protected]
Wells Amy, IOSRES, France – [email protected]
Xu Liton Weili, University of Victoria, Canada – [email protected]
Yagoub M., UAE University, United Arab Emirates – [email protected]
Yang Chih-Hsien, New Taipei City Jing Long Elementary School, Taiwan – [email protected]
Yeh Chien-Heng, Tainan University of Technology, Taiwan – [email protected]
Auteur-e-s de contributions / Contributors
Adıgüzel Oktay, 98
Adleman-Cannon Laura, 35
Ahangari Saeideh, 84
Al-Harthi Aisha, 37
Al-Harthi Hamood Khalfan,
37
Alzyoudi Mohammed, 57
Amaral Anabela, 79
Aminzadeh Roxana, 89
Anders Stephanie, 35
Anderson Richard, 42
Anghel Brindusa, 96
Antunes Helena, 56
Athanasoula-Reppa
Anastasia, 43
Azimbeyk Samaneh, 89
Babapour Maryam, 92
Bacon Jennifer, 65
Bahia Sara, 76, 79, 93
Baker Cheryl, 93, 94
Baker William, 54
Bernes Kerry, 75
Bingyi Li, 37
Bitar Mariangela, 66, 67
Bizzoni-Prévieux Caroline,
70
Blair Nerida, 62, 83
Boucher Jean-Nil, 33, 73
Boufoy-Bastick Beatrice, 62
Brégégère Mathieu, 52
Brennan Mary, 86
Brito Renato, 43, 53
Cabrales Antonio, 96
Carlson Paul, 95
Carnelosso Rose Mara, 66,
67
Carro Jesús, 96
Carson-Warner Carol, 70
Casbergue Renee, 82
Cates Kirk, 52, 72, 87
Cates Paul, 52, 72, 87
Cerovac Milorad, 44
Chan Chihyu, 47, 50
Charles Merlin, 41
Chien-Heng Yeh, 48, 49
Chih-Hsien Yang, 48, 49, 50
Chihyu Chan, 48, 49
Chrysafi Argyro, 97
Chun-Tse Yu, 48
Clapis Maria José, 78
Clark Lisa, 51
Clauss Ernst Kurt, 60
Cooper Rebecca, 40, 44
Corrêa Adriana, 78
Corrigan Debbie, 40
Crisostomo Golda Aira, 91
Cubico Serena, 99
Currens Regina, 91
Cviklova Lucie, 61, 64, 76,
79, 81, 83, 92, 94, 96, 101
Darmody Merike, 40
Di Giorgio Carla, 81
Diaz Hernando, 51
DiGiorgio Carla, 79
Ditchburn Geraldine, 71
Dolven Marilyn, 85
Drolet Julie, 90, 92
Duran Debra, 91
Edwards Emily, 44
Egbo Benedicta, 59
Eliophotou-Menon Maria, 43
Eriksson Anita, 37
Eriksson Anita Runa, 87
Estrela Maria Teresa, 79
Faitar Gheorghita, 69
Fink Mark, 60
Flacher David, 80
Formicuzzi Maddalena, 99
Fortuna Cinira, 44, 78, 96
Freeman Karen, 85
Freire Isabel, 79
Gable Robert, 93, 94
Gahungu Athanase, 70, 72,
82, 85, 95
Gardner Paul, 100
Gazaille Mariane, 33, 41, 45,
70
Gilead Tal, 78
Giuseppe Favretto, 99
Gonçalves Marlene, 78, 96
Gosselin Louis, 33, 73
Goutzioupas George, 46
Hadidi Tamjid Nasrin, 86
Harari-Kermadec Hugo, 80
Harreveld Bobby, 37
Hartsell Richard, 63, 64
Haydar Hanna, 99
Henderson Michael, 44
Hrdá Martina, 82
Huang Chia, 54
Hudon Kathleen, 80
Ioana Ungureanu, 22
Iordanidis George, 46
Jackson Angelique, 85
Jing-Jyi Wu, 48
Johnson Bridgette, 91
Kartikawangi Dorien, 50, 63
Kaya Meral, 61, 81
Kizildag Ayse, 37, 87
Klos Maureen, 53
Koutselini Mary, 74, 75
Krenn Huilan, 101
Krodi Prislaine, 67
Kung Hsin-Yi, 81
Kuzich Sonja, 100
Lancaster Gregory, 40, 44
Lasater Mary, 95
Latifi Juliana, 97
Lawrence Breanna, 37
Lawson Kit, 84
Lazaridou Angeliki, 63
Lee Howard, 58
Leonard William, 56
Lin Chieh-Jen, 47, 68
Loizidou Andri, 74
Lozano Felipe, 82
Ma Xin, 101
Machado Magali, 43
24
Magno Cathryn, 90
Mak Barley, 47
Malet Régis, 39
Ma'rof Aini Marina, 42
Ma'rof Redzuan, 42
Marshall Anne, 37
Martinez Rachel, 95
Matei Adriana, 59
Matumoto Silvia, 78
Maydosz Ann, 93, 94
Mishima Silvana, 44
Mita Nikoleta, 97
Mitchell Charles, 37
Moir James, 41
Mokarrami Sahar, 93
Monroy Sonia, 51
Moulin Léonard, 80
Naoufal Nayla, 100
Nelson Regena, 101
Nogueira Aico, 53
Ohno Priscilla, 60
Orlando Ann-Marie, 91
Ospina Garcia Santiago, 98
Özkan Gürses Meral, 98
Paiva Rita de Cassia, 60, 63
Parker Hazel, 35
Passone Eric, 65
Pechenkina Ekaterina, 68
Pereira Maria Jose, 44
Perez José Roberto, 64
Peters Judy, 46
Piermatteo Ardolino, 99
Pittaway Sharon, 54
Popadiuk Natalee, 37
Queiroz Assis Ana Elisa, 64
Quevedo Angelita, 45
Reed Deborah, 91
Reynolds Kate, 35
Ribeiro Olzeni, 43
Romeo Lynn, 86
Rosnes Ellen, 55
Ruppar Andrea, 91
Rus Perez José Roberto, 65
Ryndak Diane, 91
Santos Ronildo, 96
Sawyer Wayne, 57
Schalow Thomas, 101
Schoeman Sonja, 76
Seifoori Zohreh, 88, 92, 93
Sepehran Hayedeh, 84
Sharp Alastair, 42
Shen Jianping, 101
Silva Marta, 96
Silvia Matumoto, 44
Simões-Zenari Marcia, 66
Singh Michael, 37
Souza Maria Conceição, 78
Speaker Penelope, 35, 89
Speaker Richard, 35, 89
Spencer Brenda, 94
Stejskalikova Jana, 77
Stewart Suzanne, 37
Strejčková Dagmar, 77
Tanner Lori, 63
Tchibozo Guy, 37
Tomitch Leda, 55
Tonelson Stephen, 93, 94
Trindade José, 76
Tzu Ling Lai, 67
Ungureanu Ioana, 58, 80
Valanidou Floria, 75
Van Eck Richard, 74
Vaughn Marlys, 39
Wagener Albin, 41
Wai Lun Anthony Leung, 69
Williams Deborah, 85
Willis Elizabeth, 89
Woodhouse David, 52, 72,
87
Wu Se-Hwa, 50
Xiafang Chen, 37
Xu Liton Weili, 37, 61, 79, 93,
101
Yagoub M., 73
Yang Chih-Heien, 68
Yang Chih-Hsien, 47
Yeh Chien-Heng, 47, 50, 68
Yéndoudananin Etienne, 35
25
Sessions par thème / Sessions by topic area
Accompagnement, mentorat, coaching ..., 99
Adaptation & intégration scolaires, 67, 79
Administration / Gestion du système éducatif,
72
Adult Learning, 50
Approches / Thématiques transversales, 52,
70, 80, 89
Arts Education, 54, 76
Assessment & Evaluation, 42, 46, 58, 93
Business Education, 51, 91, 97
Citoyenneté, démocratie & éducation, 66, 100
Communication & education, 44, 47, 66, 88
Comparative & International Education, 90
Cross-Subject Approaches / Topics, 40, 50,
64, 67, 68, 69, 74, 80, 83, 84, 85, 89, 96
Curriculum Studies, 61, 77
Democracy, Citizenship & Education, 65, 71
Distance Education & e/m-Learning, 45, 63, 86
Early Childhood, 64, 82, 101
Economie de l'éducation, 78
Education & valeurs, 59
Education à la santé, 70
Education à l'environnement, 90, 92
Education comparée, 9, 59
Education Economics, 43, 51, 82
Education Policy, 87, 94
Education, économie & société, 56, 58
Educational Administration, 43, 49, 53, 54, 63
Educational Anthropology, 68, 95
Educational Epistemology, 52, 72, 87
Enseignement de la gestion, 51
Enseignement supérieur, 41, 53, 73, 98
Environmental Education, 100
Evaluation en éducation, 62
Formation des maîtres, 41, 79
Guidance & Counselling, 75
Health Education, 73, 78, 96
Higher Education, 39, 43, 46, 47, 53, 56, 68, 69,
86, 91, 97, 99
Histoire de l'éducation, 55
Inter et Multi-Culturalité / Multicultural Issues,
62, 83, 88, 95, 98
Langues & littératie, 45
Literacy, Language & Second Language, 42,
55
Mathematics Education, 81, 99
Multicultural Issues, 51, 62, 83, 85, 88, 95, 98
Primary Education, 20, 61, 75, 77, 81, 84
Quality in Education, 57
Science Education, 40, 44
Secondary Education, 65, 76
Special & Inclusive Education, 57, 91, 93, 94
Teacher Education & Development, 48, 49, 60
Values & Education, 41
27
Liste des contributions / List of contributions
21st Century Preparation of Online Faculty, 86
A Case Study Linking Aggregate Course Results to a Mission Statement, 56
A Case Study of Innovative Management in Primary Education, 49
A Case Study of Primary School Teachers’ Creative Transformation in Chinese Societies, 49
A Mathematical Model Linking Classroom Performance to the Institutional Mission Statement, 54
A Mediating Effect Model of Parental Involvement on Students’ Mathematics Achievement in
Taiwan
A Longitudinal Study, 81
A Model of Longterm Professional Development that Works
Teachers Teaching Teachers, 89
A Study of Excellent Teacher
A Taiwanese Aboriginal Perspective, 48
A Study of Phronesis in the Curriculum of Calligraphy Aesthetics, 61
A Study on Comparing the Experts' Working Process of Imagination with the Novices' in Interior Design
Domain and its Implications to Education, 68
Alternatives to Finance Higher Education
Human Capital Contracts in Chile, 82
An evaluation of an Individual Cognitive Plan ICP on the management of ADHD Children’s
Cognitive Functioning, 52
An evaluation of an Individual Cognitive Plan ICP on the management of ADHD Children’s
Reading, 87
Are Two Heads Better Than One A Study of the Relationships among Math TeachersCommunity
Participation Knowledge Sharing and Creative Teaching in Junior High School in Taiwan, 50
Assessing the Need and Capacity of Academic Programs to Internationalize and Globalize Its
Programs and Services
A Case Study, 70
Authentic selfrealisation discourse in higher education, 41
Autonomy in language teaching and learning
a revolutionary story, 53
Building the teacherstudent relationship from immersion in basic education
A study based on accounts by teachers in training, 96
Career Planning Integration with Language Arts, Social Studies, Art, Information and
Communication Technology and Health at the Grade 1 Level, 75
Children’s exposure to violence against their mothers
identifying the effects on their views and behaviour, 75
Cognitive Style and Immersive Simulation Training of Air Traffic Control Students, 74
Collaboration or Collusion
Perceptions of Academic Honesty in Online Courses, 63
Comparative Perspectives on School Leadership, 90
Content Analysis of Czech History Textbooks with Regards to the European Dimension in
Education, 77
Cultural differences in leadership styles
The case of Greece and Cyprus, 63
De l’hygiénisme à l’éducation à la santé au Québec
à travers les programmes scolaires de 1891 à 2001, 70
Deactivation of Perceptions of Race and Gender
28
The Experiences of African american High School Students, 65
Differences in perceived approaches to learning and teaching English in Hong Kong Secondary
Schools, 47
Diversité socioculturelle ou ségrégation sociale et culturelle dans le monde éducatif français de la
fin du XIXe siècle - Comenius dans l’enseignement Primaire et secondaire, 58
Does PersonEnvironment Fit influence Students’ Learning Performance Evidence from the Value
Congruence between Students and Their Teachers, 67
Education and Public Outreach on Climate Change, 90
Education and the Logic of Economic Progress, 78
Éducation pour le Travail
des nouvelles connexions aux jeunes socialement défavorisés de São Paulo Brésil, 56
Educational disadvantage of migrant pupils and students in Ireland, 40
Educational Efficiency Accountability and Performativity
Using curriculum assessment and qualification reforms to redefine ‘knowledge’, 58
Effects of Preschool Intervention Strategies on School Readiness in Kindergarten, 101
Emotional teachers’ training
an exploratory study, 79
Engagement citoyen, 66
Evaluating a bilingual education program in Spain
the impact beyond foreign language learning, 96
Exam stress and selfharming behaviour
evidence from Hong Kong and England, 42
From Read Aloud to Critical Thinking
One Teacher's Journey, 61
Gender and climate change, 92
Green Writing
Nature deficit disorder and children’s connectivity with the natural environment through literacy,
100
Health education in the paternalistic practice of nurses in primary healthcare, 44
Hearts and Minds
Raising Reflective Teachers, 81
How does Imagination Work when the College Students in the Department of Interior Design
Create their Products A Study on Exploring the Working Mechanism of Imagination and
Difference between the Experts and Novice, 47
How to Cultivate a Teacher Community - A Case Study of Creative Teachers in Taiwan, 48
Identifying Predictive Skills and Dispositions for a Successful Clinical Practice Semester, 39
Impacts of Computers On Human Health
Case of Geographic Information System GIS Students at UAE University, 73
Improved industry innovation potential by optimal insertion of doctoral graduates
Strengthening of knowledge and innovation networks, 51
Improving EFL Learners’ Writing performance through Self and Peerassessment, 86
Improving young Malaysian Indigenous children’s incidental vocabulary acquisition and oral Malay
Language through Shared Book Reading, 42
Indigenous Australian students in higher education
constructing a culture of success, 68
Instructional Models to Enhance Academic Language, 51
Investigating student decision making in higher education
A case of ‘bounded’ rationality', 43
Láccueil des enfants bilingues dans les crèches, 67
La contribution de l’éducation relative à l’environnement à la construction d’une dynamique de
paix, 100
29
L'allocation d'autonomie pilier d'une éducation par répartition
fondements théoriques et chiffrages, 80
Le tutorat à distance
une solution au problème de l’anxiété linguistique dans la classe de langue seconde, 45
Les douze travaux d'hercule
kit d'acquisition des qualités rédactionnelles, 73
Literacy development in Betafo (Madagascar) during the 20th century
The involvement of the Norwegian Mission, 55
Media Education in the Czech Republic, 77
On the way to successful schools
Challenges and perspectives in the struggle for citizenship, 43
Organizational Climate Culture and Leadership as Predictors of Performance, 91
Pedagogical cycles as methodology of teaching in Nursing
Experience Report, 78
Peer interaction & implications for academic success
What students discuss outside the online classroom, 60
Personal and socioprofessional development during teaching practice
a South African experience, 76
Preparing 21st Century Teachers to Effectively Use Technology, 85
Preparing Brazilian university teachers to include digital information and communication
technology in their teaching practice, 45
Professional higher education
from skills to Diploma supplement, 99
Professional socialization and identification
An exploration of lawyer's needs and desires regarding management skills education and
training, 80
Quelques modèles de création architecturale, 59
Reaching the metacognitive
Methodological issues when researching and teaching metacognition, 74
ReViewing the Relationship between Women Education and Transformative Development in
Africa, 59
Small Class Teaching
Teachers’ Concerns about Integrated Learning in Liberal Studies, 69
Small group dynamics in crosscultural collaborative field research
Voices from the field, 85
Social justice and educational policy
enroll extension in early childhood education, 64
Social Policies of Attendance to the Children and the Adolescents in Brazil, 65
Something Old Something New… in Preservice Teaching Education, 69
Sovereignty in the Ruins
Walker Percy and High Stakes Testing, 64
Strategic Planning in Education
some reflections on the training of educators and the challenge of participatory strategic
planning in Brazil, 53
Student Disengagement from a Local Perspective, 95
Supporting Beginning Mathematics Teachers with Research and Practice
Teacher–Educator/Teacher Partnerships, 99
Supporting Final Year Preservice Teachers’ Learning about Behaviour Management, 46
Supporting Teachers' HighQuality Interactions With Preschool Children to Increase Early
Language and Literacy, 82
Teachers of students from poor backgrounds
30
The teacher as researcher, 57
Teaching Teachers for the Future
Assessing and enhancing ICT skills in preservice science teachers, 44
Team Teaching
Benefits and challenges for teachers in a senior college, 40
The advancement of PARFOR students’ selfesteem through the teaching of English in the
Amazon Region, 60
The application of a student engagement framework to the teaching of music education in an
elearning context in one Australian University, 54
The Apprentice Listener, 84
The Assessment of Readiness for Educational Inclusion in the United Arab Emirates, 57
The Commonwealth Special Education Endorsement Programs
A Distance Learning Approach to Special Education Teacher Preparation, 93
The contribution of, 46
The Development of an Individual Cognitive Plan ICP for the management of ADHD Children, 72
The Dynamic of External Organizational Communication
Communication Accommodation and Symbolic Convergence in the Relations between
Multinational Corporation and the Indonesian Government and Society, 50
The Effect of Intertextuality on Iranian EFL Learners’ Critical Writing, 84
The Effect of Portfolio Assessment on The Accuracy Complexity and Fluency of Iranian EFL
Learners’ Written Discourse, 93
The Impact of Collaborative Learning on the Improvement of EFL Learners' Speaking Ability, 89
The Impact of Metacognitive Training on Iranian EFL learners’ Ability to Plan their taskbased
Speech, 88
The interaction between identity power and inclusive practice in a francophone school in Canada,
79
The Legal Framework of Higher Education in Albania The Phenomenon of Private Higher
Education, 97
The Military to the Rescue of Educational Leadership, 72
The national Australian curriculum
Bringing about conformity, 71
The Paraprofessional Preparation for Extraordinary Teaching Program
A Successful Paraprofessional Induction Program, 94
The Reading Strategy Instruction Based on Cognitive Academic Language Learning Approach
CALLA, 98
The Relationship among Iranian EFL Learners’ Shyness Communication Apprehension and the
Accuracy and Fluency of Their Taskbased Speech, 92
The Representational Effects of Standardized Reporting for Educational Accountability in Northern
Alberta, 94
Theory and Practice Issues in Teacher Education Reforms from Sweden and Turkey, 87
TouchVision a knowledge enrichment strategy for gifted children, 76
Tutelle du langage et promotion du développement des enfants dans les crèches, 66
Une éducation temporelle pour se relier à l’ici et maintenant, 52
Unveiling a hidden process
what neuroimaging has to say about reading comprehension, 55
Using Peer Support Data to Identify Career Strengths and Abilities, 91
Value added assessment
Efficient ‘recycling’ of summative assessment for useful course outcome evaluations, 62
Vers une meilleure compréhension des représentations de la présence enseignante chez les
futurs enseignants, 41
Waterlilys Sweet Potatoes and Spiders
31
‘Storying’ Indigenous Epistemologies, 83
What Would Homer Do Assessing and Constructing Critical Inferencing Skills Through
Computerized Adaptive Testing CAT With 'The Simpsons', 101
Working with emotional skills in business sector, 97
Séminaires / Seminars
SÉMINAIRE / SEMINAR
Expérimentation et évaluation empirique de la méthode de désactivation
émotionnelle des préjugés
Experimenting and evaluating the method of emotional deactivation of
prejudice
25/07/2012
8:30 – 12:30
Salle / Room: 14 - Dufy 2
Langue(s) de communication / Session Language(s): Français & English
Mots clés / Keywords: préjugés / prejudice – minorités / minority groups – éducation inter
et multi-culturelle /multicultural and intercultural education
Organisateurs / Organizers
Prof Jean-Nil Boucher, Cégep de l'Abitibi-Témiscamingue, Canada
Prof Louis Gosselin, Cégep de l'Abitibi-Témiscamingue, Canada
Prof. Mariane Gazaille, Université du Québec à Trois-Rivières, Canada
Résumé / Abstract
La méthode de désactivation émotionnelle des préjugés (Boucher 2010) a été expérimentée
pour la première fois au Canada à l’automne 2003 au Cégep de l’Abitibi-Témiscamingue.
Suite aux nombreux succès de son application en classe, elle fut présentée au 29ème
colloque annuel de l’Association Québécoise de Pédagogie Collégiale (AQPC) qui s’est tenu à
Trois-Rivières en 2009. En 2010, elle a fait l’objet d’une communication à la 2ème Conférence
Internationale Éducation, Économie et Société. En cette ère de mondialisation marquée par
l’ouverture à la diversité sociale et culturelle, la méthode de désactivation émotionnelle des
préjugés s’inscrit dans un processus de rapprochement des groupes et des cultures aussi bien
au plan local qu’à l’échelle planétaire. Cette méthode facilite la communication et les
échanges avec des individus qui peuvent être victimes de préjugés à cause de leurs
différences, ou encore, avec des individus issus d’autres cultures. Elle vise l’éducation
citoyenne et a pour objectif la chute des préjugés envers les nombreux groupes sociaux
minoritaires. Le séminaire sera consacré à présenter et discuter ces problématiques, et à
mettre en place des partenariats afin d’expérimenter la méthode de désactivation
émotionnelle des préjugés.
The method of emotional deactivation of prejudice (Boucher 2010) has been initially
experimented in Canada in Autumn 2003 at the Cégep de l’Abitibi-Témiscamingue. Based on
several successful classroom applications, the method was then presented at the 29th AQPC
Annual Symposium held in Trois-Rivières in 2009, and also at the 2nd Paris International
Conference on Education, Economy and Society in 2010. In this era of globalisation marked
by the increasing attention paid to social and cultural diversity, the method of emotional
deactivation of prejudice is a tool for bringing closer cultures and groups at global and local
34
levels. The method makes it easier to communicate and exchange with victims of differencebased prejudice, and also with people from other cultures. It aims at educating to citizenship
and at decreasing prejudice against minority groups. This seminar will be devoted to
presenting and discussing these issues and to setting partnerships for future
experimentations and empirical evaluations of the method of emotional deactivation of
prejudice.
Programme
8:30 – 9:30
Présentation de la méthode de désactivation émotionnelle des préjugés / Introducing the
method of emotional deactivation of prejudice
Jean-Nil Boucher & Mariane Gazaille
9:30 – 10:20
Interventions, questions, discussions
10:20 – 10:40
Pause café / Coffee break
10:40 – 12:30
Création de partenariats afin d’expérimenter la méthode de désactivation émotionnelle des
préjugés / Propsective partnerships for future experimentations and empirical evaluations of
the method of emotional deactivation of prejudice
Écoles d'urgence
Running schools in disaster situations
25/07/2012
13:40 – 19:00
Salle / Room: 14 - Dufy 2
Mots clés / Keywords: catastrophe / disaster – reconstruction / rebuilding – aide
humanitaire / humanitarian assistance
Organisateurs / Organizers
IOSRES - The International Organization for School Reconstruction in Emergency Situations
Résumé / Abstract
Dans les situations nécessitant une assistance humanitaire, une attention particulière doit
être portée à la prise en charge scolaire des enfants. Mettre en place une structure d'accueil
et assurer la continuité de l'éducation pour les enfants victimes est une priorité. Les
questions à envisager sont multiples : comment organiser en amont un système
d'intervention ? Comment mobiliser les moyens matériels et humains nécessaires ?
Comment déployer l'intervention sur le terrain ? Quels problèmes philosophiques, culturels
et éthiques des interventions de ce type soulèvent-elles ? Quel bilan peut-on tirer
d'expériences antérieures ? Quelles perspectives pour de telles actions dans l'avenir ? Ce
séminaire se penchera sur ces questions.
Disaster situations require that particular attention be paid to the issue of how to maintain
and handle schooling. In such situations, setting a support system ensuring that children
continue receiving education is a priority. Among the issues to be addressed: planning
operations ahead; mobilising human and material resources; field operation engineering and
management; philosophical, cultural and ethical issues; lessons from past experience; the
future of international humanitarian assistance in education.
Programme
13:40 – 14:40
Accueil / Welcome address
Présentation de IOSRES / Introducing the IOSRES
Présentation des intervenants / Introducing the participants
14:40 – 16:00
Six years of issues in rebuilding New Orleans schools: Initial phases and long term problems
from lived experiences
Dr. Richard Speaker, University of New Orleans, US
Ms. Penelope Speaker
Dr. Kate Reynolds
Ms. Hazel Parker
Ms. Laura Adleman-Cannon
Ms. Stephanie Anders
36
New Orleans schools suffered various disasters in the beginning of the twenty-first century.
The crumbling infrastructure of the extant public school system was destroyed by winds from
Hurricane Katrina on August 29, 2005, by flooding on August 30, 2005, by neglect and other
storms in the aftermath of Katrina and the abortive early recovery, and the continued
problems of recovery and reconstruction. The economic disaster of the Bush-Obama
administrations has compressed budgets and impaired the recovery further, under a wide
range of policies and procedures implemented nationally and locally under state
administrations. In this paper, we re-examine our lived experiences in re-starting and running
schools after disasters and reach conclusions about the practices that others should consider
in the immediate aftermath of disaster and for years that follow. We use autobiographical
and biographical methods to examine issues reared to the immediate and long-term
recovery. Our nerves are often still raw, tears lurk behind our facades, and we obsess about
any storm that appears in the Atlantic. We discuss the disasters? magnitudes, stories about
restarting and running schools in the aftermath and beyond, and issues that schools should
consider in preparation for and managing after a disaster.
16:50 – 17:10
Pause-café / Coffee break
17:10 – 17:55
La construction d’écoles d’urgence suite à une catastrophe naturelle: quelle protection
juridique pour les biens et les personnes humanitaires ?
Etienne Yéndoudananin LARE, Doctorant en Droit public, université de Poitiers, Trésorier de
IOSRES
Conclusion
Diversité socioculturelle et transition éducation – travail
Cultural and social diversity and the transition from education to work
26-27/07/2012
9:50 – 18:20
Salle / Room: 12 - Dufy 1 & 2
Langue(s) de communication / Session Language(s): English
Mots clés / Keywords: Diversité sociale et culturelle / Cultural and social diversity –
Transition éducation - travail / School-to-work transition
Organisateur / Organizer
Prof. Guy Tchibozo, Université de Limoges, France
Résumé / Abstract
Dans un contexte marqué par la mondialisation culturelle et la demande d'équité sociale, ce
programme de recherche soulève une double question. D'une part, il interroge sur la
demande de diversité sociale et culturelle émanant de la société, des entreprises et des
organisations non marchandes à travers le monde. D'autre part, il s'intéresse aux réponses
que l'école en particulier peut apporter à la demande de diversité en faisant de la diversité
sociale et culturelle de ses élèves et étudiants, un atout dans leur transition vers l’emploi. Le
séminaire présentera les premiers résultats de ce programme de recherche engagé en 2010.
Building on cultural globalization and the increasing demand for social equity, this research
programme addresses two issues. First, the demand from society and organizations for social
and cultural diversity is internationally investigated. Second, the programme focuses on the
ways for schools to address that demand through making their students' diversity an asset
for their transition to the working life. This programme was launched in 2010. In this seminar,
a first set of findings will be presented.
Programme
Introduction
Building on diversity for the transition from Education to work
Prof. Guy Tchibozo, Université de Limoges, France
Cultural Diversity in the United States: A Compelling National Interest
Dr. Charles E. Mitchell, Troy University-Atlanta Site, U.S.A
Perceptions of the Demand for Cultural Diversity in the Omani Workplace and Its Availability
among Secondary School Students
Dr. Aisha Al-Harthi and Dr. Hamood Khalfan Al-Harthi, Sultan Qaboos University, Sultanate of
Oman
Empowering Teacher Students for Diversity in Schools: Mentorship Model as a Mediator in
Sweden
Dr. Ayse Kizildag, Aksaray University, Turkey; and Ms. Anita Eriksson, University College of
Borås, Sweden
38
A capability approach to cultural diversity in school to work transitions: Amartya Sen and
young adult’s diversely different education and work communities
Dr. Bobby Harreveld, Central Queensland University, Australia; Prof. Michael Singh,
University of Western Sidney, Australia; and Dr. Bingyi Li, University of Western Sidney,
Australia
Ranciere and leadership for reforms to school-to-work transition: The presupposition of
equality of theoretical assets from diverse educational cultures
Prof. Michael Singh, University of Western Sidney, Australia; Dr. Bobby Harreveld, Central
Queensland University, Australia; and Dr. Xiafang Chen, University of Western Sidney,
Australia
Walking in multiple worlds. Successful school-to-work transitions for Aboriginal and cultural
minority youth.
E. Anne Marshall, University of Victoria; Suzanne L. Stewart, University of Toronto; Natalee E.
Popadiuk, University of Victoria; and Breanna C. Lawrence; University of Victoria
Cultural Diversity in a School-to-work Transition Program for Undergraduate Students
Ms. Liton Weili Xu, University of Victoria, Canada
Conclusion
Sessions par jour, heure et
salle / Sessions by day,
time and room
24 / 07 / 2012
10:00 – 12:15
Salle / Room: Salon Vendôme/Palais Royal
Allocution d’accueil / Welcome Address
Prof. Guy Tchibozo
Université de Limoges & ANALYTRICS
Exposé inaugural / Keynote Address
Prof. Régis Malet
Université Bordeaux 4, France
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
4-Chagall
13:4014:10
EES1AA
Session individuelle
/ Individual Paper
Session
Higher Education
144
Chercheurs /
Research
Titre de la contribution /
Contribution Title
Contributeur(s) –
Contributrice(s) /
IDENTIFYING PREDICTIVE SKILLS AND DISPOSITIONS FOR A SUCCESSFUL CLINICAL PRACTICE SEMESTER
Dr. Marlys Vaughn, Professor at Millsaps College, Jackson, MS. USA
Contributor(s)
Discutant(e) / Discussant: N. A.
Résumé / Abstract
The research investigates specific teacher licensure candidates' perceived skills and dispositions to better predict a
successful clinical practice semester. Two questions are addressed. First, assuming the skills and dispositions including flexibility,
adaptability, tenacity, improvisation, reflection on contextual situations, and self-reflection on one's performance in a given context relate to
successful clinical practice experiences, do candidates' self-ratings of these skills and dispositions prior to clincial practice correlate to their
clinical practice performance? Second, how can these six skills and dispositions areas be imbedded in coursework to better prepare
candidates prior to clinical practice? Candidates completed a quantitative questionnaire self-rating the six skills and disposition areas prior to
clinical practice; during clinical praxis two videotaped lessons presented by each candidate were analyzed. Post assessments included a
state mandated rubric and an institutional summative report, both completed by each cooperating teacher to assess clincial practice
performance. Results indicate although most candidates self-rated the questionnaire as "average ability" or "some ability", those ratings of
"average ability" indeed correlated to a successful clinical practice experience. Field experiences prior to clinical practice are restructured to
ensure focus on the six skills areas and dispositions in addition to other performance indicators.
Mots clés / Keywords: teacher – dispositions – skills
Langue(s) de communication / Session Language(s):
English
40
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
9-Degas
13:4014:10
EES1BA
/ Individual Paper
Session
Cross-Subject
Approaches / Topics
500
Praticiens /
Practice
Contribution Title
EDUCATIONAL DISADVANTAGE OF MIGRANT PUPILS AND STUDENTS IN IRELAND
Contributeur(s) –
Contributrice(s) /
Dr Merike Darmody, The Economic and Social Research Institute (ESRI), Ireland
Contributor(s)
Résumé / Abstract
As a result of global trends in migration, issues of educational provision for migrant children and youth and catering for
their academic needs by the receiving countries have come more strongly to the fore. The existing studies, focus predominantly on academic
achievement and large immigrant-native gaps in educational performance (OECD 2010; de Heus and Dronkers 2010; Pásztor 2008; Asanova
2008; Francis and Archer 2005; Bhattacharyya, Ison and Blair 2003). Fewer studies, however, have dealt with accumulative educational
disadvantage of migrant students and contemplated how such experiences may translate into the future life-chances of young people in the
receiving country. The topic is also important as schools play a significant role in the integration of migrant children and youth as well as their
parents (Darmody and McCoy (2011). The paper specifically focuses on access to schools, placement into classes/year groups/secondary
school programmes and educational pathways beyond second-level. In addition, parental involvement in their children's education will be
explored. This paper draws on data from a pioneering, large-scale, mixed methods study on school provision for migrant students comprising
both primary and secondary school sectors.
Mots clés / Keywords: educational disadvantage – migrant students – Ireland
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
12 - Dufy
1
13:4014:10
EES1CA
/ Individual Paper
Session
Science Education
382
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
TEAM TEACHING: BENEFITS AND CHALLENGES FOR TEACHERS IN A SENIOR COLLEGE
Mr Gregory Lancaster, Faculty of Education Clayton Campus Monash University Melbourne, Australia
Ms Rebecca Cooper, Faculty of Education Clayton Campus Monash University Melbourne, Australia
Dr Debbie Corrigan, Associate Dean of the Faculty of Education, Australia
Résumé / Abstract
The adoption of team teaching (Buckley 2000) is being increasingly explored by many Victorian Government secondary
colleges as a beneficial approach for use with ?middle years? students. Many of these programs are designed to encourage greater student
engagement and opportunities for collaborative learning in purposefully designed open learning spaces using multiple teachers with up to 100
students. However this approach is far less widely used in senior secondary colleges where both traditional curriculum pressures and
architectural constraints work to limit the adoption of this practice. This paper investigates the findings of a joint research project undertaken
between a senior secondary college (15 -18 yr old students) and members from the Monash Science Education Research Group. The college
is considered unique in its adoption of team teaching as a fundamental pedagogical approach across all year levels in the school in the
pursuit of improved learning outcomes for students, and enhanced opportunities for teacher professional growth (Fu & Chase 1991). The
project looked to inform the school of the benefits and challenges of team teaching as experienced by the teachers through the observation of
team taught classes, personal teacher reflections and a survey of the teaching staff.
Mots clés / Keywords: Team Teaching – Co teaching – science teaching
English
41
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
14 - Dufy
2
13:4014:10
EES1DA
/ Individual Paper
Session
Enseignement supérieur
379
Chercheurs /
Research
Contribution Title
VERS UNE MEILLEURE COMPRÉHENSION DES REPRÉSENTATIONS DE LA PRÉSENCE ENSEIGNANTE CHEZ LES
FUTURS ENSEIGNANTS
Contributeur(s) –
Contributrice(s) /
Prof. Mariane Gazaille, Université du Québec à Trois-Rivières, CA
Ms. Merlin Charles, University of Toronto, CA
Prof. Albin Wagener, IPLV/Université Catholique de l'Ouest, FR
Contributor(s)
Résumé / Abstract
Se situant au cœur du processus d'enseignement, l'enseignant joue un rôle crucial dans tout système d'éducation et
ce, qu'importe l?ordre d'enseignement ou le pays. Les études en enseignement-apprentissage rapportent que les bons enseignants savent
écouter et s'adapter, font des choix efficaces, établissent de bonnes relations avec leurs élèves et motivent ces derniers à s?engager dans le
sens des apprentissages visés. Ce processus réfère au concept de « présence enseignante ». Anderson, Rourke, Garrison et Archer (2001)
définissent la présence enseignante comme « the design, facilitation, and direction of cognitive and social processes for the purpose of
realizing personally meaningful and educationally worthwhile learning outcomes » (p. 5).Teacher training programs (TTP) play an important
role in the development of teacher candidates' (TC) professional competencies. Yet, TC often hold strong sociocultural and school-related
reference models (Cadet, 2006) before entering their program. These models can interfere with TTP's objectives. For this reason, TTP should
allow TC to work on their representations (Baillauquès, 2001). Building from the authors' previous exploratory study, our objective is to
expand our knowledge of TC's representations. An open-ended questionnaire on teacher presence is administered to approximately 90 TC
from France and Canada. Suggestions for TTP will be made.
Mots clés / Keywords: Présence enseignante – Formation des maîtres – Représentations
Français & English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
5-Matisse
13:4014:10
EES1FA
/ Individual Paper
Session
Values & Education
626
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
AUTHENTIC SELFREALISATION DISCOURSE IN HIGHER EDUCATION
Dr James Moir, University of Abertay Dundee, GB
Contributor(s)
Résumé / Abstract
Ferrara (1998) has referred to contemporary modernity as an era authenticity in which subjectivity is not only defined in
terms of autonomy but also in terms of the capacity of individuals to construct, create, define and position themselves in relation to others in
terms of their own uniqueness. More recently Petersen (2011) argues that authentic self-realisation has become a powerful moral ideal
conditioned by the introspective cultivation of the individual's core. However, authentic self-realisation has also become an organised practical
technique and institutional demand. It must be continuously staged in relation to the multifaceted and complex normative discourses that
infuse the institutional life in contemporary society. One contemporary example of institutional life where this has come to the fore is the focus
in higher education on graduate attributes. The paper discusses the ways in which these attributes are presented within an over-arching
normative discourse for legitimating the purpose of higher education and as a means by which graduates can engage in authentic selfrealisation.
Mots clés / Keywords: self-realisation – discourse – higher education
English
42
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
2-Pissarro
13:4014:10
EES1GA
/ Individual Paper
Session
Assessment &
Evaluation
112
Chercheurs /
Research
Contribution Title
EXAM STRESS AND SELFHARMING BEHAVIOUR: EVIDENCE FROM HONG KONG AND ENGLAND
Contributeur(s) –
Contributrice(s) /
Dr. Alastair Sharp, Lingnan University, Tuen Mun Hong Kong China
Contributor(s)
Résumé / Abstract
The importance placed on test and exam results and the increased micro-management of schools by ?outsiders? has
been a cornerstone of educational change in some countries. Testing regimes have however, been criticized for causing a narrowing of the
curriculum and for imposing excessive stresses on schoolchildren, stress levels not experienced by earlier generations. Little attention has
been paid to the mental health problems that have resulted from these stresses. This presentation will offer a wide variety of evidence
indicating that the numbers of young people suiciding or self-harming has been increasing in many countries (Greydanus & Calles, 2007).
Two geographical areas have been given prominence, Hong Kong China, and England, where available evidence shows a significant rise in
mental health disorders and self-harming behaviour directly related to school failure and exam stress (Samaritans, 2010; Lee, Wong, Chow &
McBride-Cheng, 2006). Recommendations will be made for a return to a more humanistic approach to education and a re-alignment of
educational aims.
Mots clés / Keywords: self-harm – examinations – humanism
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
6-Renoir
13:4014:10
EES1HA
/ Individual Paper
Session
Literacy, Language &
Second Language
390
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
IMPROVING YOUNG MALAYSIAN INDIGENOUS CHILDREN’S INCIDENTAL VOCABULARY ACQUISITION AND ORAL
MALAY LANGUAGE THROUGH SHARED BOOK READING
Ms. Aini Marina Ma'rof, Center for the Study of Reading at University of Illinois at Urbana-Champaign, US
Dr. Richard Anderson, University Scholar, University of Illinois at Urbana-Champaign.Director, Center for the Study
of Reading, US
Dr. Ma'rof Redzuan, Department of Social and Development Science, Universiti Putra Malaysia
Résumé / Abstract
This study investigated whether and how an approach to reading instruction, Shared Book Reading (SBR), impacts the
development of vocabulary and oral Malay Language of Malaysian Indigenous children as Malay Language learners (MLLs). 63 Orang Asli
children from two first-grade classrooms participated in the study. One of the classes was randomly assigned to implement SBR sessions
while the other served as control. Prior to the intervention, all students were assessed on a literacy diagnostic test (LINUS; PEMANDU,
2010), a rapid-automatized naming test (RAN; Denckla and Rudel, 1974), and a Children's Nonword Repetition test (CNRep; Gathercole &
Baddeley, 1996). After a five-week intervention, all students were assessed on vocabulary, storytelling (Meyer, 1969), motivation and Malay
Language learning attitudes. Results showed that experiences of SBR accelerated MLL?s oral Malay Language and increased their level of
word-meaning knowledge. The SBR group performed significantly better than the control group on vocabulary and produced more coherent
narratives in a wordless picture story-telling task. They told the stories with greater verbal rate which contained significantly greater
vocabulary diversity. SBR discussions enhanced students' motivation, engagement and attitudes toward Malay Language learning. These
results altogether yield significant implications for the literacy instruction practices of MLLs.
Mots clés / Keywords: Shared Book Reading, – Indigenous Peoples – Literacy
English
43
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
7-Utrillo
13:4014:10
EES1KA
/ Individual Paper
Session
Educational
Administration
228
Chercheurs /
Research
Contribution Title
ON THE WAY TO SUCCESSFUL SCHOOLS: CHALLENGES AND PERSPECTIVES IN THE
STRUGGLE FOR CITIZENSHIP
Contributeur(s) –
Contributrice(s) /
Mr. Renato Brito, Catholic University of Brasilia / Ministry of Education, BR
Ms Olzeni Ribeiro, Catholic University of Brasilia., BR
Ms. Magali Machado, Catholic University of Brasilia., BR
Contributor(s)
Résumé / Abstract
This paper discusses a theme that has gradually become a focal point among researchers in educational management:
successful schools. The main objective is to contribute to current school demands in the sense of analyzing the pedagogical practices of a
school considered as successful in the sphere of the public educational network of the Distrito Federal The school is located in an area of
social vulnerability and may be considered as an effective school, according to the literature, based on its performance on the IDEB. For this
purpose, the conception of the 'effective school' was adopted. An 'effective school' is defined as that which manages to develop strategies
which lead its students to exhibit educational performance superior to established expectations, above all when the social origin of the study
body of the school is taken into consideration. The school was investigated in light of the characteristics of effective schools indicated in the
literature, as of which we intend to draw forth what leads certain schools to be successful; in this case, choosing the results of institutional
assessments as reference data for the analyses.
Mots clés / Keywords: Effective schools – School Management – Citizenship
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
4-Chagall
14:2014:50
EES1AB
/ Individual Paper
Session
Education Economics
362
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
INVESTIGATING STUDENT DECISION MAKING IN HIGHER EDUCATION: A CASE OF ‘BOUNDED’ RATIONALITY'
Dr. Maria Eliophotou-Menon, University of Cyprus, CY
Prof. Anastasia Athanasoula-Reppa, Pedagogical and, GR
Résumé / Abstract
The study investigates the degree to which student decisions in higher education can be considered ?rational?, both in
relation to the choice of higher education over employment and the selection of a university. According to human capital theory (Becker,
1974; Schultz, 1963), rational utility-maximizing behavior is the basis for all human actions and decisions. In education, prospective university
students are seen as rational economic men and women who weigh the benefits of additional education against the costs. Simon (1957) puts
forward an alternative model of ?bounded? rationality, according to which individuals make decisions that appear to be procedurally
reasonable. The present study provides an overview of research findings from two countries (Cyprus and Greece) on the extent to which
student choices in higher education can be considered to conform to the rationality principle postulated by human capital theory.
Mots clés / Keywords: Rationality – Higher Education – Economics of Education
English
44
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
9-Degas
14:2014:50
EES1BB
/ Individual Paper
Session
Communication &
education
618
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
HEALTH EDUCATION IN THE PATERNALISTIC PRACTICE OF NURSES IN PRIMARY HEALTHCARE
Dr Cinira Fortuna, Universidade São Paulo, BR
Dr Silvana Mishima, Universidade de São Paulo- Escola de Enfermagem de Ribeirao Preto,
Dr Matumoto Silvia, Universidade de São Paulo- Escola de Enfermagem de Ribeirao Preto, BR
Dr Maria Jose Pereira, Universidade de São Paulo- Escola de Enfermagem de Ribeirao Preto, BR
Résumé / Abstract
This qualitative study aims to analyze the process developed in health education within nursing undergraduate courses,
based on the theory of institutional analysis. The data were gathered from recorded interviews and discussion groups about the topic. The
transcriptions were analyzed based on content analysis. Results show that in Nursing, educational groups are developed following education
institution characteristics, seeking changes in behavior caused by accumulating information. The teacher knows the subject and teaches
those who "do not know", the pupils. In this case, the Nursing professional assumes the teaching position in charge of "passing on"
knowledge to users, to follow the metaphor, their "pupils". Hierarchy, underestimation of health service users' knowledge, prescriptions of
"hygienic" practices and healthy habits lead health service users to "undervalue" and "disregard" the service, in spite of nursing professionals'
effort. As a consequence, Nursing professionals see themselves as undervalued in their position. (FAPESP)
Mots clés / Keywords: Health education – Nursing – Primary Health Care
Français
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
12 - Dufy
1
14:2014:50
EES1CB
/ Individual Paper
Session
Science Education
387
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
TEACHING TEACHERS FOR THE FUTURE: ASSESSING AND ENHANCING ICT SKILLS IN PRESERVICE SCIENCE
TEACHERS
Mr Gregory Lancaster, Faculty of Education Clayton Campus Monash University Melbourne, Australia
Dr Michael Henderson, Faculty of Education Clayton Campus Monash University Melbourne, Australia
Ms Rebecca Cooper, Faculty of Education Clayton Campus Monash University Melbourne, Australia,
Mr Milorad Cerovac, Faculty of Education Clayton Campus Monash University Melbourne, Australia
Ms Emily Edwards, Faculty of Education Clayton Campus Monash University Melbourne, Australia
Résumé / Abstract
The Teaching Teachers for the Future is an Australian National project involving 37 universities offering teacher
education courses across Australia. The project commenced in 2011 to investigate better ways of enabling preservice teachers to
demonstrate competence in the effective and innovative use of Information Communication Technology (ICT) for improved student learning.
The conceptual framework used to underpin the implementation of the project is based on ideas advanced by Mishra & Koehler (2006) of
establishing teacher Technological Pedagogical Content Knowledge (TPACK). The recommendations that emerge from the literature on the
TPACK model suggest that preservice teacher education programs should be restructured so the professional learning experiences better
integrate the use of technology and place a greater emphasis on authentic problem solving and the use of design based projects. This paper
presents an analysis of the implementation of this project across two science based preservice teacher education methods offered by the
Faculty of Education, Monash University. In particular, it explores preservice teachers' use of 'slowmation' (slow animation) and computer
based simulation in both the practicum and university settings and the impact of student reflection and feedback on developing their
understanding of TPCK.
Mots clés / Keywords: ICTE – TPACK – Preservice Teachers
English
45
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
14 - Dufy
2
14:2014:50
EES1DB
/ Individual Paper
Session
Langues & littératie
374
Chercheurs /
Research
Contribution Title
LE TUTORAT À DISTANCE : UNE SOLUTION AU PROBLÈME DE L’ANXIÉTÉ LINGUISTIQUE DANS LA CLASSE DE
LANGUE SECONDE
Contributeur(s) –
Contributrice(s) /
Prof. Mariane Gazaille, Université du Québec à Trois-Rivières, Canada
Contributor(s)
Résumé / Abstract
La recherche en enseignement-apprentissage des langues montre clairement que l'anxiété linguistique constitue un
facteur important en apprentissage des langues secondes (L2). L'anxiété linguistique interfère avec l'apprentissage de la L2, exerce une
influence négative sur la performance de l?apprenant et freine le développement des habiletés à l?oral. Les approches d'enseignementapprentissage des L2 contemporaines mettant l?emphase sur la communication orale, l'anxiété linguistique apparaît dès lors comme un
obstacle déterminant dans la classe de L2 (Frantzen et Magnan, 2005). After ten weeks of on-line synchronous tutoring, students reported
increases in willingness to use the L2 and better self-evaluations of their oral skills (Gazaille, 2011). In other words, students felt more
confident to use the L2. Increases in self-confidence being linked to decreases in L2 anxiety (Gardner, Tremblay et Masgoret, 1997), we
wanted to verify the effects of a one-on-one synchronous on-line tutoring program on students' language anxiety in the L2 classroom. This
study compares self-reports of language anxiety of French-speaking learners of English as a second language (ESL), 60 of which
participated in on-line tutoring as part of their weekly assignments. Our presentation will discuss the levels of anxiety reported by
experimental and control groups after completion of an ESL course.
Mots clés / Keywords: on-line tutoring – language anxiety – second language learning
Français & English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
8-Manet
14:2014:50
EES1EB
/ Individual Paper
Session
Distance Education &
e/m-Learning
806
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
PREPARING BRAZILIAN UNIVERSITY TEACHERS TO INCLUDE DIGITAL INFORMATION AND COMMUNICATION
TECHNOLOGY IN THEIR TEACHING PRACTICE
Dr Angelita Quevedo, Pontifical Catholic University of São Paulo Distance Education Coordinator, Brazil
Contributor(s)
Résumé / Abstract
Although there is a great deal of research on the formation of teachers to use digital information and communication
technologies (DICT) in their practices in Brazil, few empirical research attempts have been made to investigate how Brazilian university
teachers appropriate the digital technologies into their teaching routines. Grounded in activity theory (Engeström, 1987) theoretical principles,
this paper is based on a research set within the context of a Brazilian private university. This research investigates DICT appropriation as a
means to understand its effect in university teachers' practice. Issues explored include university teachers' needs and wishes as to DICT
implementation in their teaching routine, cognitive, affective and action results from DICT appropriation, and identification of contradictions in
the research activity system. This study uses data collected from a questionnaire distributed to teachers who had participated in a continuous
qualification programm that used virtual environment Moodle and face-to-face meetings. Data also included participants' messages posted in
discussion forums and interviews. Preliminary analysis show that the shared experience can influence DTIC appropriation in their teaching
practices.
Mots clés / Keywords: teacher education – digital technologies – activity theory
English
46
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
5-Matisse
14:2014:50
EES1FB
/ Individual Paper
Session
Assessment &
Evaluation
445
Chercheurs /
Research
Contribution Title
THE CONTRIBUTION OF “MICROPOLITICS” ON FORMATION OF THE SECONDARY EDUCATION TEACHERS’ VIEWS
CONCERNING THE EVALUATION OF EDUCATIONAL WORK
Mr George Goutzioupas, Department of Primary Education, University of
Thessaly, GR
Dr George Iordanidis, University of Western Macedonia and Open
University of Cyprus, Greece
Contributeur(s) –
Contributrice(s) /
Contributor(s)
Résumé / Abstract
The study is based on a theoretical concept of 'Personal Interpretation Framework', through which teachers relate their
working experiences with desirable working conditions and their professional interests, realize their working role and give meaning to the
educational policy measures (Kelchtermans & Vandenberghe, 1996). The purpose of this study is to investigate the effects of the
micropolitics, expressed by teachers through their beliefs of delimitation and defence of their professional interests (Blase, 1991a;
Kelchtermans & Ballet, 2002b), and their views on the evaluation of educational work. 209 secondary education teachers who are employ in
the region of Magnesia in Greece participated in the study in 2011. A self-report questionnaire including closed questions was the basic
instrument. The findings showed that the development of micro-political views on the evaluation of educational work, is positively correlated
with teachers' age, their total educational experience and their experience in the same school, while it is negatively correlated with their
postgraduate studies. The findings highlighted informal and unofficial ? that's why essential - aspects of school reality, concerning the issue of
evaluation of educational work.
Mots clés / Keywords: Micro-politics – Evaluation of educational
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
2-Pissarro
14:2014:50
EES1GB
/ Individual Paper
Session
Higher Education
139
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
SUPPORTING FINAL YEAR PRESERVICE TEACHERS’ LEARNING ABOUT BEHAVIOUR MANAGEMENT
Dr Judy Peters, School of Education, University of South Australia
Contributor(s)
Résumé / Abstract
McNally, Ianson, Whewell and Wilson (2005) and McCormack (2007) noted that there is an absence of studies in
regard to pre-service teachers' learning about behavior management. This mixed method study sought to add to this field by examining final
year pre-service teachers' perceptions of their learning about behavior management and what had supported their learning. Qualitative data
comprised the written responses to open-ended survey questions completed by 92 pre-service teachers and transcripts of responses to
questions in follow up phone interviews with 9 volunteers from this cohort. Quantitative data took the form of responses to Likert scale
questions in the survey. The findings indicate that the majority of participants felt confident and competent to manage student behavior and
perceived their mentor teachers to be the greatest source of support in this area, followed by first-hand experience with students provided
and opportunities for dialogue with others. Many did not perceive their on-campus studies to have been supportive of their learning in this
area. The discussion in the paper focuses on the implications of these findings for the future preparation of pre-service teachers and support
of beginning teachers to enhance their confidence and competence in this important area.
Mots clés / Keywords: pre-service teachers – behaviour management
English
47
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
6-Renoir
14:2014:50
EES1HB
/ Individual Paper
Session
Communication &
education
2001
Chercheurs /
Research
Contribution Title
DIFFERENCES IN PERCEIVED APPROACHES TO LEARNING AND TEACHING ENGLISH IN HONG KONG
SECONDARY SCHOOLS
Contributeur(s) –
Contributrice(s) /
Dr. Barley MAK, The Chinese University of Hong Kong, Hong Kong
Contributor(s)
Résumé / Abstract
This paper investigates differences in approaches to learning and teaching English as a second language (ESL) as
reported by 324 mixed-ability Grade 7 Hong Kong ESL students and 37 ESL secondary school teachers with different backgrounds.
Information about participants’ perceived approaches to learning/teaching English were collected through a student questionnaire adapted
from Biggs (1987) and a teacher questionnaire adapted from Prosser and Trigwell (1999). Analysis of the student data suggested significant
differences among students of low, medium, and high academic abilities in their reported use of deep and achieving approaches to learning
English. Analysis of the teacher data revealed that teachers with different qualifications and number of years of teaching experience
performed significantly differently on the information transmission approach and on collaborative approaches to teaching English. Implications
for the learning and teaching of English in Hong Kong and limitations of the study are also discussed.
Mots clés / Keywords: Tesol – Hong Kong – secondary schools
English
Date
Salle /
Room
24/07/2012
1Cezanne
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
14:20EES1KB
Poster
Higher Education
528
Praticiens /
16:10
Practice
HOW DOES IMAGINATION WORK WHEN THE COLLEGE STUDENTS IN THE DEPARTMENT OF INTERIOR DESIGN
CREATE THEIR PRODUCTS A STUDY ON EXPLORING THE WORKING MECHANISM OF IMAGINATION AND
DIFFERENCE BETWEEN THE EXPERTS AND NOVICE
Dr. Chieh-Jen Lin, Department of Interior DesignTainan University of Technology, TW
Dr. Chih-Hsien Yang, New Taipei City Jing Long Elementary School, TW
Dr. Chihyu Chan, Department of EducationNational Cheng-Chi University, TW
Dr. Chien-Heng Yeh, Center for Teacher EducationTainan University of Technology, TW
Résumé / Abstract
How the imagination does work is the focus of this research.The methods this study adopted are field observation in
the classroom when they discussed the ideas with teachers and peer in order to record exactly the real process of imagination and creation
when they are creating their ideas. Besides, we also adopted semi-interview student-experts and students-novice of interior design, the
former are the Prizemen of National College Interior Design in Taiwan, to understand the possible working pattern and their difference of
imagination when their ideas grow out of nothing to their finished product by recalling. Those qualitative data revealed that:1.The working
mechanism of imagination consisted of 3 parts: its working process, content and resources. 2.The expert-student and novice-student
designers show different patterns to conduct imagination.The expert-student designers spent much time to think of problem elaborately, after
problem-finding and definition completed, instead, it was quick for them to proceed problem-solving and produce the creation, but the novicestudent designers spent as much time on problem-thinking as on problem-solving, since they did not have constructed the concrete/specific
main idea of that design. Limitations of the current research and implications for the practice of interior design education were discussed.
Mots clés / Keywords: imagination – expert and novice – interior design
English
48
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
1Cezanne
14:2016:10
EES1KB
Poster
Teacher Education &
Development
423
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
A STUDY OF EXCELLENT TEACHER: A TAIWANESE ABORIGINAL PERSPECTIVE
Dr. CHIH-HSIEN YANG, New Taipei City Jing Long Elementary School, Taiwan (R. O. C.), TW
Mr. CHUN-TSE YU, New Taipei City Jing Long Elementary School, Taiwan (R. O. C.), TW
Prof. CHIEN-HENG YEH, Center for Teacher Education, Tainan University of Technology, Taiwan (R. O. C.)
Résumé / Abstract
Most previous studies of excellent teachers in Taiwan have been conducted; however, less is known about
characteristics of excellent teachers from the aboriginal view. Thus, this study is attempted to deepen our understanding of what aboriginal
people think about excellent teachers. Data collected via interviews of ten outstanding aboriginal persons in various fields and document
analysis revealed six themes about the characteristics of excellent teachers: (1) showing their deep understanding of disadvantaged
students; (2) encouraging high tolerance and respect for cultural differences; (3) being willing to believe students having potential to learn
well; (4) caring for students' various needs; (5) inspiring students to learn various things and providing students with opportunities to
experience multiple success; (6) arousing students' awareness of their ethnic consciousness. Limitations of the current research and
implications for future research and the practice of excellent teachers were discussed.
Mots clés / Keywords: excellent teacher – Taiwanese aborigine –
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
1Cezanne
14:2016:10
EES1KB
Poster
Teacher Education &
Development
428
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
HOW TO CULTIVATE A TEACHER COMMUNITY - A CASE STUDY OF CREATIVE TEACHERS IN TAIWAN
Prof. CHIHYU CHAN, Department of Education, National Cheng-Chi University, Taiwan (R. O. C.), TW
Prof. JING-JYI WU, Department of Education, National Cheng-Chi University, Taiwan (R. O. C.), TW
Prof. CHIEN-HENG YEH, Center for Teacher Education, Tainan University of Technology,Taiwan (R. O. C.), TW
Résumé / Abstract
Today, learning community is an important approach to sustain teachers' professional growth. In Taiwan, from this
perspective, how to facilitate teachers' growth is also valued. Yet there is little evidence from various educational fields. Thus, the aim of this
study is to understand the practice of teacher community in Taiwan. In this study, teachers in communities of four typical cases funded for
four years under the Project on the Enhancement of Creative Education were interviewed. Based on the data, there were several strategies
for managing teacher communities: (1) witnessing strategy, (2) friendship strategy, (3) problem-solving strategy, (4) honor-sharing strategy,
(5) low-profile strategy, (6) empowerment strategy, (7) sense of achievement strategy, (8) networking strategy, (9) flying geese strategy, and
(10) sustaining strategy. Limitations of the current research and implications for the practice of teacher community were discussed.
Mots clés / Keywords: teacher community – creative teacher – Taiwan
English
49
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
1Cezanne
14:2016:10
EES1KB
Poster
Teacher Education &
Development
497
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
A CASE STUDY OF PRIMARY SCHOOL TEACHERS’ CREATIVE TRANSFORMATION IN CHINESE SOCIETIES
Prof. CHIHYU CHAN, Department of Education, National Cheng Chi University, Taiwan (R. O. C.), TW
Prof. CHIEN-HENG YEH, Center for Teacher Education, Tainan University of Technology, Taiwan (R. O. C.), TW
Résumé / Abstract
The study is attempted to deepen our understanding of the nature of master teachers' creative transformation in
Chinese Societies. Data collected via video tapes, observing instructions, and document analysis. The main findings included (1) Master
teachers in mainland China stress more high order thinking process through more clear, specific, and meaningful interactions of the teacher's
problem posing and students' responses by writing structured notes on the board. They just focused on one main theme and deepen
understanding in a lesson. (2) Master teachers in other Chinese Societies, like Hong Kong, Macau, and Taiwan, offer more multiple
viewpoints and instructional materials for stimulating students' thinking. Limitations of the current research and implications for future research
and the practices of creative transformation of teachers were also discussed.
Mots clés / Keywords: primary school teacher – creative transformation – Chinese societies
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
1Cezanne
14:2016:10
EES1KB
Poster
Educational
Administration
498
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
A CASE STUDY OF INNOVATIVE MANAGEMENT IN PRIMARY EDUCATION
Prof. CHIHYU CHAN, Department of Education, National Cheng Chi University, Taiwan (R. O. C.), TW
Prof. CHIEN-HENG YEH, Center for Teacher Education, Tainan University of Technology, Taiwan (R. O. C.), TW
Résumé / Abstract
Most previous studies of innovative management in business have been conducted; however, less is known about
characteristics of innovative management from the view of entrepreneurship in primary education. Thus, this study is aimed to explore the
nature of innovative management in the field of primary education. Data collected via interviews and document analysis from an experienced
excellent principal of a public elementary school in Taiwan. Major findings showed that discovering and identifying various opportunities,
collecting and integrating resources, emphasizing teamwork, and fostering intrapreneurship were the keys to successful innovative
management. Limitations of the current research and implications for future research and the practice of innovative management were also
discussed.
Mots clés / Keywords: innovative management – primary education – entrepreneurship
English
50
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
1Cezanne
14:2016:10
EES1KB
Poster
Adult Learning
501
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
ARE TWO HEADS BETTER THAN ONE A STUDY OF THE RELATIONSHIPS AMONG MATH
TEACHERSCOMMUNITY PARTICIPATION KNOWLEDGE SHARING AND CREATIVE TEACHING IN JUNIOR HIGH
SCHOOL IN TAIWAN
Dr. Chihyu Chan, Department of EducationNational Cheng-Chi University, TW
Dr. Se-Hwa Wu, Department of Management EducationNational Cheng-Chi University,Taiwan,
Dr. Chih-Hsien Yang, New Taipei City Jing Long Elementary School, TW
Résumé / Abstract
Participating in the practical community is one of the important ways of creative teachers' professional development.
The key points of "Whether two heads are better than one" were decided by how the community be conducted, the character of teachers
inside and the environment (place) outside, that is, the interaction of the three aspects. The semi-structured interview and open
questionnaires were adopted in this study to analyze the interaction quality of math teachers' practical community . Subjects were 9 creative
math teachers ,3 teachers' communities. Besides, the returned valid questionnaires were amount to 157. The results of this study were as
follows: 1. The roles in community that math teachers play were transformed stage by stage. 2. The emotions, trust, loyalty among the
members in the community, and the creative atmosphere around the environment were the facilitators of knowledge sharing. 3.The math
teachers' participation of community and staying alone are both important for their creative curriculum constructed and instruction. 4. Person,
community and environment are the triad factors affecting their knowledge sharing, even, creative teaching. Limitations of the current
research and implications for the practice of interior design education were discussed.
Mots clés / Keywords: math teacher – practical community – creative teacher
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
24/07/2012
7-Utrillo
14:2014:50
EES1LB
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
Cross-Subject
598
Chercheurs /
/ Individual Paper
Approaches / Topics
Research
Session
THE DYNAMIC OF EXTERNAL ORGANIZATIONAL COMMUNICATION: COMMUNICATION ACCOMMODATION AND
SYMBOLIC CONVERGENCE IN THE RELATIONS BETWEEN MULTINATIONAL CORPORATION AND THE
INDONESIAN GOVERNMENT AND SOCIETY
Dr. Dorien Kartikawangi, Faculty of Business Administration and Communication Sciences, Atma Jaya Catholic
University, Jakarta, Indonesia, ID
Résumé / Abstract
This research explains the important of intercultural education. Nowadays, multinational corporations develop their
external communication with government and society for sustainability. This explanation is derived from theoretical framework of symbolic
convergence and communication accommodation theory. Methods used for this research is in line with a constructivist paradigm with
qualitative and interpretive approach. Result of this study explain that communication accommodation between company and government
and vice versa is dominant on the convergence strategy, especially upward convergence and partial convergence, which influenced by
situational norm for inter-group contact. Effort for convergence in practice results in fantasy theme on symbolic convergence. In the
companies' effort for building their positive relations with government, negative fantasy theme may develop in their symbolic convergence. In
its external communications, the process of accommodation communication is dominant with convergence strategy. The convergence that
occurs is downward convergence and tends to be partial convergence which is influenced by the situational norms for inter-individual contact
and inter-group. In the companies' communications with society an opposite of the fantasy theme may develop. Companies serve the society
which functions as decision maker in their symbolic convergence
Mots clés / Keywords: Intercultural Education – Communication – Symbolic Convergence
English
51
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
4-Chagall
15:0015:30
EES2AA
/ Individual Paper
Session
Education Economics
151
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
IMPROVED INDUSTRY INNOVATION POTENTIAL BY OPTIMAL INSERTION OF DOCTORAL GRADUATES:
STRENGTHENING OF KNOWLEDGE AND INNOVATION NETWORKS
Prof. Hernando Diaz, National University of Colombia, CO
Prof. Sonia Monroy, Departamento Administrativo de Ciencia Tecnologia e Innovacion - Colciencias, CO
Résumé / Abstract
Many developing countries devote substantial resources in training researchers at doctoral level. As a result, often the
number of doctors increases. However, that fails to strengthen industrial innovation capacity. Most PhD graduates go into academic positions
with only a few entering industrial posts where they can be expected to make a more direct contribution to the nation's innovation potential.
Some actions are needed to reverse that trend.A model of the insertion of doctoral graduates as a knowledge and innovation network was
developed, to estimate their effect on the innovation capacity of the companies they work for. An agent-based model of the innovation
network, as proposed by Gilbert, was employed. Agents in the model represent universities, firms, researchers, etc. They all have a
knowledge base used to create artifacts that may become innovations. Some oracle predicts whether or not they will be successful. Agents
are guided by external policies, determined by a planning body.A number of incentive policies were tested on the evolutionary agent-based
model to analyze their effects and to select those that strengthen the network. This model then becomes part of an optimization scheme to
obtain optimal innovation enhancing policies.
Mots clés / Keywords: Labor entering PhDs – Agent-based model – Knowledge dynamics
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
9-Degas
15:0015:30
EES2BA
/ Individual Paper
Session
Enseignement de la
gestion
644
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
INSTRUCTIONAL MODELS TO ENHANCE ACADEMIC LANGUAGE
Dr. Lisa Clark, New York City Public Schools and Virtual Enterprises, International, US
Contributor(s)
Résumé / Abstract
This research addresses the question: How does a high school teacher apply instructional models to enhance
academic language in a diverse classroom setting? The teacher is credentialed and experienced in Business Education and Secondary
Mathematics. The class, entitled Entrepreneurship, is part of an urban high school academy for business and technology, in the northeastern
section of the United States. The 32 students in the class are high school juniors representing ten nations across four continents. This
qualitative study began with an initial sample of student writing and the teacher's review of student presentation skills. The teacher is
participating in a year-long institute to enhance instructional models for students writing and presentation skills in English. Although the study
is in progress, findings show that students, engaged in simulations of a real working environment, will demonstrate confidence in expressive
language, and use academic language at increasing levels. The study makes reference to the research of Dr. Nonie Lesaux, and the
economics curricula of Virtual Enterprises International.
Mots clés / Keywords: Economics Education – Multicultural Issues – Business Education
Français & English
52
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
12 - Dufy
1
15:0015:30
EES2CA
/ Individual Paper
Session
Educational
Epistemology
219
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
AN EVALUATION OF AN INDIVIDUAL COGNITIVE PLAN ICP ON THE MANAGEMENT OF ADHD CHILDREN’S
COGNITIVE FUNCTIONING
Dr Paul Cates, Faith Christian Ministries, US
Dr Kirk Cates, Faith Christian ministries, US
Dr David Woodhouse, Formally Director Cactus Clinic University of Teesside Middlebrough England, GB
Contributor(s)
Résumé / Abstract
Medication is currently the dominant approach to the management of ADHD, although there is conflicting evidence
concerning affects on the cognitive development of children However, much of the evidence is based on short term studies with few
investigations into its long-term effects. The purpose of this study is to investigate the immediate and long-term effects of an Individual
Cognitive Plan (ICP) on the management of ADHD children's cognitive functioning. Method. Purposive sampling procedures were used to
obtain three groups of non ADHD, ADHD on medication and ADHD non-medicated. All participants were working with the ICP for at least
three years. All participants were tested on the WISC III as a measure of cognitive functioning. Results. An ANOVA of change scores from
year one to year three indicated that there were significant differences between groups. The greatest positive gains were made by the ADHD
Non-Medicated Group. Although all groups progressed, medication appeared to effect scores on all sub-tests at the end of three years, with
a significant difference between the groups. Conclusions. These results would appear to be in conflict with much of the earlier research.
Tentative explanations and suggestions of implications on overall general cognitive development are discussed
Mots clés / Keywords: ADHD – Individual Cognitive Plan – Cognitive Functioning
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
14 - Dufy
2
15:0015:30
EES2DA
/ Individual Paper
Session
Approches /
Thématiques
transversales
128
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
UNE ÉDUCATION TEMPORELLE POUR SE RELIER À L’ICI ET MAINTENANT
M. Mathieu Brégégère, Master 2 en Sciences de l'Education ; mention Education, Formation et Intervention Sociale,
rattaché au Laboratoire EXPERICE de l'Université Paris 8 Saint-Denis. En parallèle, Educateur Spécialisé, FR
Résumé / Abstract
Cette recherche s'appuie sur l'observation de l'instrumentalisation économique contemporaine envisageant le temps
comme une chose extérieure à l'être qu'il s'agit de dompter pour le gérer de la façon la plus optimale possible. Cette perspective de gestion
temporelle, majoritaire aujourd'hui, est la source principale d'une épidémie foudroyante que Gaston Pineau appelle la « schizo-chronie ».
Réfléchir au temps devient alors un moyen indispensable pour rendre possible le dessein émancipatoire d'accueillir tous les moments de sa
vie concrète comme des potentialités à s'éduquer. A partir de la reconnaissance d'une réalité « complexe », une approche multiréférentielle
ouvre ce travail aux pensées de l'ailleurs. En effet, la tradition de pensée bouddhiste, au travers de la pratique de la méditation, serait une
voie éducationnelle riche en enseignements pour déployer un autre rapport, moins aliénant, entre l'Homme et le temps. Pour ce faire ; il s'agit
de mettre mes prises de positions et hypothèses à l'épreuve de la réalité à partir d'entretiens réalisés auprès d'occidentaux pratiquant la
méditation. Plus précisément, il s'agit d'une méthode d'inspiration phénoménologique composée par Francis Lesourd, « l'explicitation
biographique » ; elle « constitue l'un des métissages possibles des histoires de vie et de ' d'explicitation ».
Mots clés / Keywords: Education Temporelle – Méditation – Ici et Maintenant.
Français
53
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
8-Manet
15:0015:30
EES2EA
/ Individual Paper
Session
104
Praticiens /
Practice
Contribution Title
AUTONOMY IN LANGUAGE TEACHING AND LEARNING: A REVOLUTIONARY STORY
Contributeur(s) –
Contributrice(s) /
Dr Maureen Klos, Nelson Mandela Metropolitan University, ZA
Contributor(s)
Résumé / Abstract
Over twenty years ago the promotion of learner autonomy in language teaching and learning was considered a radical
restructuring of pedagogy and rejection of the traditional classroom. Nowadays, the notion informs mainstream language teaching and
learning. The question is should the pedagogy of autonomy continue to evolve in both contemporary and future language educational
situations as it has done up till now? In this paper, an attempt is made to answer this question via an examination of the concept of autonomy
in terms of current understanding as well as its complex origins. Moreover, two particular versions are described in light of autonomy
promotion strategies in the language classroom on the one hand, and beyond it on the other. Finally, the relevance of autonomy in language
teaching and learning is viewed in the context of current and future challenges in the world within as well as outside pedagogical boundaries.
Mots clés / Keywords: Autonomy – Language – Teaching and learning
Français & English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
5-Matisse
15:0015:30
EES2FA
/ Individual Paper
Session
Educational
Administration
306
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
STRATEGIC PLANNING IN EDUCATION: SOME REFLECTIONS ON THE TRAINING OF EDUCATORS AND THE
CHALLENGE OF PARTICIPATORY STRATEGIC PLANNING IN BRAZIL
Mr. Renato Brito, Catholic University of Brasilia / Ministry of Education, BR
Prof. Aico Nogueira, Institute of Higher Education of Brasilia, BR
Résumé / Abstract
This paper aims to discuss the importance of planning studies in Pedagogy courses in Brazil as key instruments for
building effective models of educational planning, able to respond more efficiently to the demands of learning and citizenship. From a
theoretical and conceptual review of planning and strategy, the analysis focuses in the education sphere, seeking to clarify its specificities in
view of the kind of strategic planning models developed by organization in general. The historical aspects and evolution of educational
planning are redeemed in Brazil, showing the interconnections between the need to expand the formal education with the imperatives of
development thinking of the second half of sec. XX and its quest for productivity, efficiency and effectiveness. The article also discusses the
peculiarities of the educational planning in Brazil, with the process of democratization began in the late 1980s, emphasizing the importance of
training in pedagogy that enables professionals to think critically educational planning as a product of the combination of technical, political
and community participation.
Mots clés / Keywords: Strategic Planning – Education Planning – Pedagogy
English
54
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
2-Pissarro
15:0015:30
EES2GA
/ Individual Paper
Session
Arts Education
325
Chercheurs /
Research
Contribution Title
THE APPLICATION OF A STUDENT ENGAGEMENT FRAMEWORK TO THE TEACHING OF MUSIC EDUCATION IN AN
ELEARNING CONTEXT IN ONE AUSTRALIAN UNIVERSITY
Contributeur(s) –
Contributrice(s) /
Dr William Baker, University of Tasmania, Australia
Dr Sharon Pittaway, University of Tasmania, Australia
Contributor(s)
Résumé / Abstract
The use of e-learning in higher education contexts has continued to expand since its inception, impacting significantly
upon access to higher education and pedagogies of learning and teaching. Student engagement is similarly emerging as a focus in higher
education, as engagement is a prerequisite for effective learning. This paper addresses the ways in which pre-service teacher participants,
studying in a fully online, e-learning environment, chose to engage in a music education unit as part of their Bachelor of Education. This
paper reports on the application of a student engagement framework to data collected from these participants. The framework, which can be
applied to any domain, is comprised of five generic, non-hierarchical elements: personal, academic, intellectual, social, and professional.
Data were collected using a multi-method approach (Denzin and Lincoln, 1994; Sarantakos, 2005) within a constructivist ontology and
analysed through inductive category construction (Hatch, 2002). The major findings indicate that all five elements of the framework were
evident, with the personal and professional elements being strongly represented. However, the relationships between elements were
significant and often intersected; suggesting that student engagement in e-learning is similarly complex. Further research has the potential to
significantly inform approaches to student engagement in higher education.
Mots clés / Keywords: Engagement – E-learning – Music
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
6-Renoir
15:0015:30
EES2HA
/ Individual Paper
Session
Educational
Administration
475
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
A MATHEMATICAL MODEL LINKING CLASSROOM PERFORMANCE TO THE INSTITUTIONAL MISSION
STATEMENT
Dr. Chia Huang, SolBridge International School of Business, KR
Contributor(s)
Résumé / Abstract
Higher education often requires rigorous assessment process on learning outcome to ensure learning align with school
mission and enhance student employability. This research introduces a mathematical model that factors in the assessment process, such as
learning goals, student performance in different courses, different time can be obtained for evaluation to determine if the goals are achieved
and if the learning align with school mission. The analysis can be broken down into all kinds of dimensions and combinations, such as school,
program, specific area, course, class, student, semester, and year. In addition to the traditional student transcript with course names and
grades, each student's overall learning goal performances will also be shown in the transcript. Learning goal performances can be used by
the employers to evaluate a student's potential employability. The information can help the employers to measure whether a student has
required knowledge, skills, and abilities to realize potential through sustainable employment.
Mots clés / Keywords: Mathematical Model – Course Performance – Mission Statement
English
55
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
7-Utrillo
15:0015:30
EES2KA
/ Individual Paper
Session
Histoire de l'éducation
676
Chercheurs /
Research
Contribution Title
LITERACY DEVELOPMENT IN BETAFO (MADAGASCAR) DURING THE 20TH CENTURY: THE INVOLVEMENT OF
THE NORWEGIAN MISSION
Contributeur(s) –
Contributrice(s) /
Ms. Ellen Rosnes, University of Stavanger, NO
Contributor(s)
Résumé / Abstract
The Norwegian Mission Society (NMS) and the Malagasy Lutheran Church (FLM), established as a result of Lutheran
missions to Madagascar, have for almost one and a half century been engaged in literacy and education work at different levels in the
Malagasy society.The present paper is part of a Ph.D. project about Norwegian mission and education in Madagascar during the 19th
century. The main data material for the Ph.D. project is archival material, complemented by qualitative and narrative interviews. This paper
focuses on the village of Betafo where the first Norwegian missionaries established their mission station. Through a narrative literacy life story
approach the paper explores representations of the past given by pupils at the Lutheran school of Betafo during the 1960s. How did the
Norwegian mission and the Lutheran church contribute to literacy development in the village? What kind of literacy was conveyed through the
Lutheran school, which was both guided by the educational strategy of the mission and the church and the official colonial and governmental
education policy? What kind of literacy was conveyed through other activities, such as their bookstore and Sunday schools?
Mots clés / Keywords: Literacy – Mission history – Madagascar
Français & English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
4-Chagall
15:4016:10
EES2AB
/ Individual Paper
Session
Literacy, Language &
Second Language
784
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
UNVEILING A HIDDEN PROCESS: WHAT NEUROIMAGING HAS TO SAY ABOUT READING COMPREHENSION
Dr. Leda Tomitch, Federal University of Santa Catarina- Brazil, BR
Contributor(s)
Résumé / Abstract
With the advent of new technologies, the reading process, which was traditionally considered as a 'private activity', has
begun to be unveiled. Neuroimaging techniques such as Positron Emission Tomography and functional magnetic resonance imaging has
allowed researchers to observe the reading process more closely, and to have access to images of the human brain in activity, as readers
perform reading tasks (e.g. Just et al, 1996; Bookheimer, 2002; Turkeltaub et al, 2003; Tomitch et al, 2008; Buchweitz, et al, 2009; Dehaene
S. et al. 2010; Prat et al, 2011, among others). Based on the above, the objective of this study is to give an overview of the neuroimaging
research results in the area of reading comprehension and try to show the neural architecture that supports discourse processing, signaling to
the implementation of the component processes of reading in the brain. The talk will try to relate and discuss the latest neuroimaging
research findings in terms of each of the component processes of reading comprehension: decoding, literal comprehension and inferential
comprehension.
Mots clés / Keywords: reading comprehension – neuroimaging – brain
English
56
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
12 - Dufy
1
15:4016:10
EES2CB
/ Individual Paper
Session
Higher Education
354
Chercheurs /
Research
Contribution Title
A CASE STUDY LINKING AGGREGATE COURSE RESULTS TO A MISSION STATEMENT
Contributeur(s) –
Contributrice(s) /
Dr. William Leonard, SolBridge International School of Business, KR
Contributor(s)
Résumé / Abstract
In the AACSB accreditation criteria of business schools requires the assurance of learning. Both course learning
outcome assessment and program learning outcome assessment are required to have detail processes and documents, faculty participation,
and assessment cycle. The learning outcomes are required to align with the school?s mission. Periodical assessment and feedback
processes are used to improve the curriculum to achieve the learning goal. This paper builds a computerized assessment and feedback
assurance of learning framework. Student's learning outcome, course learning outcome, program learning outcome in different time can be
derived by the computer model for the curriculum committee to improve the curriculum. A business school data is used to test the computer
model and the assessment and feedback processes. Empirical results show that schools can use this computer model to ensure the learning
align with school mission. This model can be easily adapted to other business schools.
Mots clés / Keywords: Performance Assessment – Mission Statement – Learning goals
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
14 - Dufy
2
15:4016:10
EES2DB
/ Individual Paper
Session
Education, économie &
société
272
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
ÉDUCATION POUR LE TRAVAIL : DES NOUVELLES CONNEXIONS AUX JEUNES SOCIALEMENT DÉFAVORISÉS DE
SÃO PAULO BRÉSIL
Prof. Helena ANTUNES, Senac São Paulo Brésil, BR
Contributor(s)
Résumé / Abstract
Cours pour les jeunes de 14 à 21 ans, socialement défavorisées, qui presentent un développement incompatible avec
les exigences actuelles du monde du travail.Objectifs : l'intégration professionnelle et sociale dans la société de la connaissance, oú la
technologie est reconnue comme une prémisse de base. Le but est de favoriser la formation du jeune comme protagoniste, capable
d'apporter des changements, de penser globalement et d'agir localement. Dans ce sens, la participation sociale devient une condition pour
apporter une praxis politique et démocratique, où l'attitude entrepreneuriale des jeunes aura un impact positif sur leurs vie. Méthode : nous
utilisons des stratégies qui permettent le développement de l'autonomie, pour renforcer les connaissances et promouvoir le rôle de
protagoniste des jeunes dans le processus éducatif. L'accent est mis sur la participation active et les connexions dans la société et le monde
du travail.Le cours cherche développer des compétences personnelles et professionnelles afin d'assurer la formation globale du jeune et
d'élargir leurs possibilités de développement social et professionnel, à partir des liens avec les diverses informations dans la construction de
nouvelles connaissances.Résultats : 60.000 jeunes ont suivis le cours à São Paulo, et aprés un an, 57% parmis eux ont trouvé un emplois.
Mots clés / Keywords: développement personnel – préparation professionne – éducation et travail
Français
57
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
8-Manet
15:4016:10
EES2EB
/ Individual Paper
Session
Quality in Education
2003
Chercheurs /
Research
Contribution Title
TEACHERS OF STUDENTS FROM POOR BACKGROUNDS: THE TEACHER AS RESEARCHER
Contributeur(s) –
Contributrice(s) /
Prof. WAYNE SAWYER, UNIVERSITY of WESTERN SYDNEY, AUSTRALIA
Contributor(s)
Résumé / Abstract
This paper focuses on an Australian research project which identified 30 teachers across the K-12 years and across a
range of socio-geographical contexts who were regarded as highly effective in engaging students from backgrounds of poverty (cf Haberman,
2005). The key aim was to identify those pedagogies which appeared to be linked to high levels of engagement. Three areas of methodology
were fundamental to the project: case study methodology; the use of a particular analytic frame for engagement, and the use of a teacher-asresearcher model for data collection, reporting and analysis. It is the methodology of teacher-as-researcher that will be the key focus of this
presentation. While not romanticising the notion of teacher-as-researcher (Doecke et al, 2007), the paper will argue that the ways in which
teachers were positioned as researchers on this project added an important dimension to its data collection, reporting and analysis. This will
include discussion of a 6-day ‘analysis workshop’ conducted by the 30 teacher researchers and 15 university researchers on the case study
data – subjecting that data to kinds of scrutiny perhaps only possible with a critical mass of teachers who have been positioned other than
only as ‘objects’ of research.
Mots clés / Keywords: teacher-researcher – exemplary teaching – pedagogy
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
5-Matisse
15:4016:10
EES2FB
/ Individual Paper
Session
Special & Inclusive
Education
320
Chercheurs /
Research
Contribution Title
THE ASSESSMENT OF READINESS FOR EDUCATIONAL INCLUSION IN THE UNITED ARAB EMIRATES
Contributeur(s) –
Contributrice(s) /
Dr Mohammed Alzyoudi, Associate Porf., AE
Contributor(s)
Résumé / Abstract
The aim of this study was twofold; namely, to investigate: (a) the effect of gender and nationality on the general beliefs
of pre-service teachers towards inclusive education, and, (b) their perception regarding the availability of resources and teacher preparation
in relation to gender and nationality. A total of 300 participants from the United Arab Emiratis University in UAE and Mutah University in
Jordan participated in this study. A questionnaire developed by the researchers was used as a measuring instrument. Results indicated that
Jordanian students tended to have more positive attitudes towards inclusive education than their UAE counterparts; the results also indicated
that there were no significant differences due to gender. Furthermore, the results indicated that there were significant differences due to
teacher preparation and availability of resources. The study suggested that most in most instances pre-service teachers have more positive
attitudes towards people with disabilities and inclusion, when they have had additional training and knowledge with people with disabilities
Mots clés / Keywords: inclusive – special education –
English
58
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
2-Pissarro
15:4016:10
EES2GB
/ Individual Paper
Session
Assessment &
Evaluation
381
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
EDUCATIONAL EFFICIENCY ACCOUNTABILITY AND PERFORMATIVITY: USING CURRICULUM ASSESSMENT AND
QUALIFICATION REFORMS TO REDEFINE ‘KNOWLEDGE’
Prof Howard Lee, School of Educational Studies, Massey University College of Education, New Zealand
Contributor(s)
Résumé / Abstract
Since the 1980s western public (state) education systems have been subjected to seemingly endless and wide-ranging
reforms designed to enhance economic efficiency and productivity; improve the efficiency, effectiveness, and quality of schooling; raise
student achievement (by clearly specifying performance targets and outcomes); and ensure greater surveillance and tighter control over the
school curriculum, and the professional work and activities of classroom teachers (Broadfoot, 2001; Levin, 1998). One key feature of the
global demand for a more rigorous monitoring of educational 'standards' and increased educational accountability has been the introduction
of an outcomes-based approach to school curriculum and assessment reform (Kliebard, 2005). By the early 1990s the quest for quantifiable
educational outcomes was so successful that it came to dominate educational policy and practice, and to redefine what counted as
'worthwhile knowledge', in Australia, Britain, New Zealand, and the USA (Lee, 2003). This paper traces and evaluates the social efficiency
origins of outcomes-based education (OBE) in nineteenth century America; offers a detailed critique of OBE; and concludes that OBE
provides politicians, policymakers, and education administrators with a convenient, taken-for-granted rationale for initiating wide-ranging
education reforms ostensibly to improve economic efficiency, productivity, and prosperity.
Mots clés / Keywords: Outcomes-based education – Curriculum and Assessment – Education policy & reform
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
6-Renoir
15:4016:10
EES2HB
/ Individual Paper
Session
Education, économie &
société
739
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
DIVERSITÉ SOCIOCULTURELLE OU SÉGRÉGATION SOCIALE ET CULTURELLE DANS LE MONDE ÉDUCATIF
FRANÇAIS DE LA FIN DU XIXE SIÈCLE - COMENIUS DANS L’ENSEIGNEMENT PRIMAIRE ET SECONDAIRE
Ms UNGUREANU IOANA, ATER Sciences de l'éducation, Université de Rouen Doctorante en Histoire de
l'Education, Université de Picardie Jules Verne Labo de recherche Habiter PIPS Processus Identitaires Processus
Sociaux, FR
Résumé / Abstract
Tout au long du XIXème siècle, le rôle de l'école élémentaire dans l'éducation du peuple s'est accru. La nécessité de
former des instituteurs était présente dans les discours politiques. Dans ce contexte, l'enseignement primaire s'oppose à l'enseignement
secondaire, le recrutement des enseignants du secondaire connaît des mutations (Condette, 2005). Un clivage s'est formé entre les deux
niveaux d'enseignement et la manière dont de l'œuvre de Comenius a été perçue en atteste. L'approche coménienne suscite deux types de
réactions : dans le monde de l'instruction élémentaire, elle a été vite adoptée et utilisée, tandis que dans l'enseignement secondaire, celui qui
visait à former les élites de la nation, les idées du pédagogue tchèque ont suscité de vives réactions de rejet.Notre recherche s'inscrit dans le
domaine de l'histoire de l'éducation, elle porte sur la manière dont l'œuvre de Comenius a été lue et commentée par les pédagogues,
instituteurs et universitaires au XIXème siècle.Dans notre analyse, nous avons pris en compte la bibliographie dont se sont servis les grands
introducteurs de Comenius en France. Nos résultats préliminaires nous fournissent quelques indices quand aux raisons de la séparation des
pratiques de formation des instituteurs et des professeurs du XIXème siècle.
Mots clés / Keywords: formation des enseignants – segrégation – XIXe
Français
59
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
24/07/2012
7-Utrillo
15:4016:10
EES2KB
/ Individual Paper
Session
Education comparée
885
Contribution Title
Orientation
REVIEWING THE RELATIONSHIP BETWEEN WOMEN EDUCATION AND TRANSFORMATIVE DEVELOPMENT IN
AFRICA
Contributeur(s) –
Contributrice(s) /
Prof. Benedicta Egbo, University of Windsor, Windsor, Ontario Canada
Contributor(s)
Résumé / Abstract
There has been much debate about the role of education in the advancement of women as well as for transformative
social development. This debate takes on particular significance within the African context. Despite the debates, global social policies on
improving the status of women especially in Africa and other less developed parts of the world, have been premised on the assumption that
there is an interdependence between education and women?s overall social positioning. However, while there has been some commendable
progress, women?s access to equal educational opportunities in Africa remains elusive. Re-visiting the evidence from a literacy research in a
rural African community, this paper will review current debates on the issue as well as explore the continued importance of educating women
within the context of the 21st century (a follow-up study to this particular research is scheduled to take place in the later part of 2012). A key
position adopted in the paper is that achieving educational equity in Africa is both a matter of social justice and a necessary prerequisite for
the critical (re)construction of women's lives as well as the renaissance of African communities. The paper will conclude with a discussion of
future directions.
Mots clés / Keywords:
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
9-Degas
16:2016:50
EES3AA
/ Individual Paper
Session
Education & valeurs
311
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
QUELQUES MODELES DE CREATION ARCHITECTURALE
Prof. Adriana MATEI, Universite Technique de Cluj Napoca, Faculte d'Architecture et d'Urbanisme, RO
Contributor(s)
Résumé / Abstract
La création architecturale est une discipline presque inexistante dans les écoles d?architecture mais elle est devenue
obligatoire à Cluj depuis 1990.Ces modèles ont été exercés par l?auteur au parcours de la dernière vingtaine d'années d'applications sur la
création architecturale : en tant que praticien, chercheur, aussi que maitre gérant les résultats de sa méthode et ses renseignements sur les
projets et diplômes. Le modèle contextuel est rapporté au contexte soit-il physique or spirituel, objectif or subjectif ; celui sémiotique est
rapporté au symbole et au signe étant le plus impliqué dans l'identité culturale ; celui paramétrique est le plus abstrait en se basant sur la
colocation des constituants soumis a une règle choisie par le créateur. Les modèles supposent trois components : analyse, exégèse,
application. L'analyse implique clarifications des termes, formules, règles et procédées utilisées pour atteindre le but proposé. L'exégèse est
fait sur des œuvres représentatives du model. Des exemples les plus célèbres du monde entier servent à être lire dans la clé d-un model
quelconque. L'application est déjà le concept du projet et toutes les gestes architecturales qui les soutiennent dans les dessins.
Mots clés / Keywords: modèle contextuel – sémiotique – paramétrique
Français
60
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
12 - Dufy
1
16:2016:50
EES3BA
/ Individual Paper
Session
Communication &
Education
193
Chercheurs /
Research
Contribution Title
PEER INTERACTION & IMPLICATIONS FOR ACADEMIC SUCCESS: WHAT STUDENTS DISCUSS OUTSIDE THE
ONLINE CLASSROOM
Contributeur(s) –
Contributrice(s) /
Dr. Mark Fink, The University of Nevada, Las Vegas, US
Contributor(s)
Résumé / Abstract
University student learning outside the classroom is considerable (Knapper & Cropley, 2000), yet their cognitive
development is significantly influenced in peer interactions (Pascarella & Terenzini, 1991). The growth of online learning in higher education
is significant, but research on why students interact with their peers and the communication tools used with peers outside of formal instruction
are generally qualitative, using small, homogeneous groups. This research investigates students' perceptions of social interaction among
peers enrolled in university online courses using a new instrument based on objective measurement for psychometric properties (Rasch,
1961). The results revealed hierarchical patterns in reasons for interaction, communication methods used, and the perceived value of
interaction in academic success. The study revealed significant demographic differences regarding reasons for interaction and
communication methods used, including differences in gender, age, and class rank. The study suggests students have a strong interest in
how instruction is provided online. Opportunities for student improvement in learning skills, communication literacy, and information literacy
were indicated by peer interactions to be beneficial and necessary to the online student. A presentation of the findings will include visual
maps to represent the research, and a discussion of applying the findings in practice across economic sectors.
Mots clés / Keywords: online – learning – interaction
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
5-Matisse
16:2016:50
EES3EA
/ Individual Paper
Session
Teacher Education &
Development
462
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
THE ADVANCEMENT OF PARFOR STUDENTS’ SELFESTEEM THROUGH THE TEACHING OF ENGLISH IN THE
AMAZON REGION
Ms Rita de Cassia Paiva, UFPA, BR
Ms Priscilla Ohno, UFMG, BR
Mr Ernst Kurt Clauss, UFMG, BR
Résumé / Abstract
Brazil, today, has a contingency plan that all elementary and secondary public schools are staffed with competent
teachers. Therefore, the Government created a colossal program called Paulo Freire Platform, PARFOR, in 2009 aiming to license, already
untrained teachers. In the Amazon region, specifically the state of Pará, the program´s conditions are arduous. This paper focuses on the
Mathematics course at UFPA, where the author is the English supervisor. Instrumental English is used to motivate the student to further their
academic education. The material used however is abysmal. Aiming to meliorate the material, two students from UFMG, due to their
neutrality, were invited to redesign it, improving the PARFOR students' self-esteem rather than the formality of learning the content. One
student of Psychology has been working with cognitive and behaviourist psychology while the other student of Anthropology, was already a
graphic designer. They researched the Internet for similar uncopyrighted materials and adapted them to a 68hours/class, whilst enhancing it
visually, after which, conceded their copyrights to UFPA (Federal University of Pará) and Federal University of Minas Gerais.
Mots clés / Keywords: PARFOR – Higer Education – Amazon
English
61
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
24/07/2012
2-Pissarro
16:2016:50
EES3FA
/ Individual Paper
Session
Curriculum Studies
2005
Chercheurs /
Research
Contribution Title
A STUDY OF PHRONESIS IN THE CURRICULUM OF CALLIGRAPHY AESTHETICS
Contributeur(s) –
Contributrice(s) /
Ms. LITON WEILI XU, University of Victoria, Canada
Contributor(s)
Résumé / Abstract
The purpose of this study is to explore the theory and the phronesis of curriculum aesthetics inquiry with the intention to
improve teaching methods of calligraphy aesthetics which differ from traditional methods in order to improve students’ interest in, and ability
to learn calligraphy, particularly focusing on first year Canadian college students in calligraphy classes. This study aims to infuse the theory of
curriculum aesthetics and calligraphy aesthetics into a view of calligraphy in the study of Han characters in both institutions and students.
This research will sample 20 first-year students from a Canadian college in Victoria, in the province of British Columbia, conducted as one
class per week, for 16 weeks, including exhibition of students’ projects. The objectives of this study are: (1) to explore curriculum aesthetics
inquiry from a theoretical basis; (2) to review the literature on different methods of teaching in calligraphy; (3) to provoke thoughts concerning
the matter of the possibility of calligraphy aesthetics becoming an international discipline; (4) to develop the phronesis of calligraphy teaching
theory; (5) to design and analyze the appropriateness of an innovative calligraphy teaching model; (6) to provide recommendations
associated with innovative calligraphy teachings.
Mots clés / Keywords: aesthetics – Calligraphy teaching –
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
8:30-9:00
EES6AA
/ Individual Paper
Session
Primary Education
627
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
FROM READ ALOUD TO CRITICAL THINKING: ONE TEACHER'S JOURNEY
Dr. Meral Kaya, Brooklyn College, City University of New York, US
Contributor(s)
Discutant(e) / Discussant: Dr. Lucie Cviklova, Charles University, Czech Republic
Résumé / Abstract
The use of literature has become the cornerstone of literacy instruction in elementary classrooms. ?Being able to read
literature is one basic reason for becoming literate and for making reading a lifelong habit? (Galda and Cullinan, 1991, p. 534). Interaction
with books not only motivates children to read, but also fosters their reading development and thinking skills. Teacher storybook reading is an
excellent way that helps children interact with books. By reading stories aloud in the classroom, teachers provide children access to the
meanings inside the covers of the books at a higher level. According to Kiefer (2010) reading stories aloud expands children's imaginations,
helps them interact with the printed language, and develops their critical thinking. In this global world, critical thinking is an ever more
important skill, and educators are seeking how to raise critical thinkers in schools. This presentation will examine one effective teacher's
journey on her implementation of read aloud activities as well as how she scaffolds her students' critical thinking skills. Methods and
techniques that she used in her read aloud activities will also be analyzed. The results suggest that interactive read aloud and questioning
can be powerful for raising critical thinkers.
Mots clés / Keywords: Literacy – Critical Thinking –
English
62
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
25/07/2012
14 - Dufy
2
8:3012:30
EES6BA
Séminaire / Seminar
Inter et Multi-Culturalité /
Multicultural Issues
Contribution Title
Contribution
N° / ID
Orientation
SÉMINAIRE EXPÉRIMENTATION ET ÉVALUATION EMPIRIQUE DE LA MÉTHODE DE DÉSACTIVATION
ÉMOTIONNELLE DES PRÉJUGÉS / SEMINAR ON EXPERIMENTING AND EVALUATING THE METHOD OF
EMOTIONAL DEACTIVATION OF PREJUDICE
Contributeur(s) –
Contributrice(s) /
Contributor(s)
Résumé / Abstract
Details page 33
La méthode de désactivation émotionnelle des préjugés (Boucher 2010) a été expérimentée pour la première fois au
Canada à l’automne 2003 au Cégep de l’Abitibi-Témiscamingue. Suite aux nombreux succès de son application en classe, elle fut présentée
au 29ème colloque annuel de l’Association Québécoise de Pédagogie Collégiale (AQPC) qui s’est tenu à Trois-Rivières en 2009. En 2010,
elle a fait l’objet d’une communication à la 2ème Conférence Internationale Éducation, Économie et Société. En cette ère de mondialisation
marquée par l’ouverture à la diversité sociale et culturelle, la méthode de désactivation émotionnelle des préjugés s’inscrit dans un processus
de rapprochement des groupes et des cultures aussi bien au plan local qu’à l’échelle planétaire. Cette méthode facilite la communication et
les échanges avec des individus qui peuvent être victimes de préjugés à cause de leurs différences, ou encore, avec des individus issus
d’autres cultures. Elle vise l’éducation citoyenne et a pour objectif la chute des préjugés envers les nombreux groupes sociaux minoritaires.
Le séminaire sera consacré à présenter et discuter ces problématiques, et à mettre en place des partenariats afin d’expérimenter la méthode
de désactivation émotionnelle des préjugés
The method of emotional deactivation of prejudice (Boucher 2010) has been initially experimented in Canada in
Autumn 2003 at the Cégep de l’Abitibi-Témiscamingue. Based on several successful classroom applications, the method was then presented
at the 29th AQPC Annual Symposium held in Trois-Rivières in 2009, and also at the 2nd Paris International Conference on Education,
Economy and Society in 2010. In this era of globalisation marked by the increasing attention paid to social and cultural diversity, the method
of emotional deactivation of prejudice is a tool for bringing closer cultures and groups at global and local levels. The method makes it easier
to communicate and exchange with victims of difference-based prejudice, and also with people from other cultures. It aims at educating to
citizenship and at decreasing prejudice against minority groups. This seminar will be devoted to presenting and discussing these issues and
to setting partnerships for future experimentations and empirical evaluations of the method of emotional deactivation of prejudice.
préjugés / prejudice – minorités / minority groups – éducation inter et multi-culturelle /multicultural and
intercultural education
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
8:30-9:00
EES6CA
/ Individual Paper
Session
Evaluation en éducation
751
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
VALUE ADDED ASSESSMENT: EFFICIENT ‘RECYCLING’ OF SUMMATIVE ASSESSMENT FOR USEFUL COURSE
OUTCOME EVALUATIONS
Dr. Beatrice Boufoy-Bastick, University of the West Indies Department of Liberal Arts St. Augustine campus St.
Augustine Trinidad and Tobago
Discutant(e) / Discussant: Dr Nerida Blair, Australian Catholic University, Australia
Résumé / Abstract
This research demonstrates how teachers can, with minimum effort, add officially recognized value to the work they do.
A major aspect of quality assurance is to examine the success of resource and teaching policies that have been put in place to affect
students' attainment, e.g. consistency of standards, fairness and test validity as well as course structure and skill development (Carr, 2011, p.
158; Fulcher & Davidson, 2007, p. 27). The three-step logic of this research is that: (i) The success of any departmental, facility or university
policy that is geared to students' attainment can be assessed by examining the students' attainment (Boufoy-Bastick, 2006). (ii) Teachers
have an independent course and programme responsibility to assess students' attainment to grade them on the courses (McNamara &
Roever, 2006, p. 226). Hence, (iii) these course attainment results, that we have to produce regardless of quality assurance, can also be
efficiently re-used for quality assurance. Statisticians, working at higher institutional and government levels, commonly do this in the form of
meta-analyses. This research shows how teachers can use their own class-based assessments for similar low-cost teacher-generated quality
assurance purposes.
Mots clés / Keywords: course evaluation – language testing – quality assurance
Français & English
63
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
9:10-9:40
EES6AB
/ Individual Paper
Session
Educational
Administration
410
Chercheurs /
Research
Contribution Title
CULTURAL DIFFERENCES IN LEADERSHIP STYLES: THE CASE OF GREECE AND CYPRUS
Contributeur(s) –
Contributrice(s) /
Dr. Angeliki Lazaridou, University of Thessaly, GR
Contributor(s)
Discutant(e) / Discussant: Ms Rita de Cássi Paiva, UFPA, Brazil
Résumé / Abstract
Groundbreaking studies of cultural differences in leadership practices and preferences were conducted in the field of
business. In education, experience with the globalization of educational policy and practice have indicated that ?borrowed? changes are
effective only if the underlying values are congruent with the culture of the receiving society. Even though there is much agreement about the
desirable traits and behaviors of good leaders, there is a paucity of information about the relative importance of those traits and behaviors in
different cultures. This research paper reports the results of a survey of Cypriot and Greek educators? conceptions of good and bad leaders.
The instrument was an adaptation of a questionnaire previously used to survey teachers in seven countries. A total of 310 responses were
analyzed for significant differences between the two groups. Differences were found on the perceptions of the traits of a good leader and the
behaviors of a bad leader. In a cross-cultural comparison, variations were found on the top three traits of a good leader and the top behaviors
of the bad leaders.
Mots clés / Keywords: leadership – –
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
9:10-9:40
EES6BB
/ Individual Paper
Session
e/m-Learning
511
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
COLLABORATION OR COLLUSION: PERCEPTIONS OF ACADEMIC HONESTY IN ONLINE COURSES
Dr. Richard Hartsell, University of South Carolina UpstateSpartanburg, South Carolina, USA,
Dr. Lori Tanner, University of South Carolina UpstateSpartanburg, South Carolina, USA
Discutant(e) / Discussant: Dr. Dorien Kartikawangi, Atma Jaya Catholic University, Indonesia
Résumé / Abstract
This paper investigates discrepancies between post-secondary faculty and student perceptions of academic honesty in
online courses. 1800 distance education faculty and students from three public universities in the United States responded to 80 questions.
Analysis of the quantitative data suggested significant differences between faculty and student perceptions of the volume and severity of
cheating occurring in on-line courses. Students reported significantly more experiences of cheating per on-line course than faculty. In order
to explain such differences, the study?s qualitative data was analyzed and three outcomes were postulated: 1) on-line courses are less
amenable to teacher enforcement of academic integrity therefore increasing the possibility of cheating (Rowe 2004); 2) faculty and student
definitions of cheating are different and on-line courses provide less opportunity than traditional courses to synchronize such definitions
(Brock 2008); 3) the recent digitalization of information has transformed societal norms in regard to intellectual property to such an extent that
generational differences, reflected in the discrepancies between teachers' and students' perceptions of online cheating, now exist in these
norms. Particular attention is given to the implications the third outcome possesses for a radical redefinition of schooling in light of a
transformative generational redefinition of intellectual property.
Mots clés / Keywords: Distance Education – Cheating –
English
64
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
9:5010:20
EES7AA
/ Individual Paper
Session
Early Childhood
808
Chercheurs /
Research
Contribution Title
SOCIAL JUSTICE AND EDUCATIONAL POLICY: ENROLL EXTENSION IN EARLY CHILDHOOD EDUCATION
Contributeur(s) –
Contributrice(s) /
Prof. Ana Elisa Queiroz Assis, FE/Unicamp, BR
Dr. José Roberto Perez, FE/Unicamp, BR
Contributor(s)
Discutant(e) / Discussant: Dr. Richard Hartsell, University of South Carolina Upstate, United States
Résumé / Abstract
This research investigated the enroll extension of early childhood education in the Metropolitan Region of Campinas RMC, formed by 19 municipalities in the state of São Paulo, Brazil, involving 1,564 early childhood institutions, totaling 113,161 students. The
question posed was: the judicial decisions that are providing access to school for children outside the age range referred in the federal
constitution have effected education's rights? A diagnosis was made using the quantitative methodology, and to identify stakeholders' actions
(Public Authorities) was used the institutional analysis. As a result it was found that the demands from the Parquet for enrollment for children
outside the age range referred is significant and almost always positive answered by the judiciary, which justifies the implementation of the
right based on an extensive interpretation non-existent in the Constitution. This position affects the successful implementation of policy by not
respecting the boundaries of legal texts (MAZMANIAN & Sabatier, 1996), and reduces the effectiveness of the rights of children to a single
vacancy in the school institution without considering the structure of services and a Human Rights discussion (Gordon, 2008).
Mots clés / Keywords: early childhood education – educational policy – conflicts of steakholders
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
9:5010:20
EES7BA
/ Individual Paper
Session
Cross-Subject
Approaches / Topics
479
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
SOVEREIGNTY IN THE RUINS: WALKER PERCY AND HIGH STAKES TESTING
Dr. Richard Hartsell, University of South Carolina UpstateSpartanburg, South Carolina, USA
Contributor(s)
Résumé / Abstract
The physician turned novelist Walker Percy once wrote a curious prescription for educators. Percy (1975) suggested
that on random occasions students walking into a biology lab should find a Shakespeare sonnet on their lab tables while students in a
literature class should discover a frog pinned to dissecting trays. Such a prescription is based on Percy?s epistemological argument that the
opportunities a given experience offers for existentially meaningful knowledge are limited by the extent to which the experience is prepackaged for its participants. Highly prescribed, experience packages, such as most school experiences, turn acts of knowing into acts of
mere consumption thereby stripping the individual of the sovereignty necessary for existentially meaningful knowledge. The proposed paper
extends the school metaphor Percy employs and traces a correlation between the loss of sovereignty Percy postulates and the twin
documented narrowings of curriculum content (Cawelti 2006) and teaching methodologies (Westheimer 2010) that have accompanied the
recent North American emphasis on standardization of curriculum and high stakes accountability testing. The paper concludes that as a result
of curricula content and methodological narrowings, an epistemological narrowing has occurred in schools in the form of degraded student
abilities for sovereign knowing.
Mots clés / Keywords: Epistemology
English
65
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
10:4011:10
EES8AA
/ Individual Paper
Session
Democracy, Citizenship
& Education
827
Chercheurs /
Research
Contribution Title
SOCIAL POLICIES OF ATTENDANCE TO THE CHILDREN AND THE ADOLESCENTS IN BRAZIL
Contributeur(s) –
Contributrice(s) /
MSc. Eric Passone, University of Campinas, BR
Dr. José Roberto Rus Perez, University of Campinas, BR
Contributor(s)
Résumé / Abstract
This research is situated and dedicated to the study about the emergence of new actors of the civil society in the public
space and the attendance to the public politics of infant-juvenile with the state. The object of this work was to analyze the performance of the
Abrinq Foundation for the rights of child and adolescent in the relation with the state and the politics of infant-juvenile attendance in the
Brazilian context of unstable state. As results of this research, we can emphasize the position of the Abrinq Foundation as a social actor that
differs from groups and entities without lucrative interests acting in the so called "third sector" or "non-state" public space. Meanwhile, there
are groups and organizations that criticize the inefficiency of the State, putting the supremacy of the market and the civil society as potential
substitutes of the State. The political action of the foundation, characterized by dialogue, mobilization, participation inter-institutional, that is
aiming at qualification of the state, the monitoring of public politics, the reinforcement of the governmental management, the qualification of
the electoral debate about the attendance policy for child, adolescent and the reinforcement of the civil society.
Mots clés / Keywords: Education – Democratic Participation – Public Politics
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
10-Sisley
10:4012:30
EES8BA
Poster
Secondary Education
653
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
DEACTIVATION OF PERCEPTIONS OF RACE AND GENDER: THE EXPERIENCES OF AFRICAN AMERICAN HIGH
SCHOOL STUDENTS
Dr. Jennifer Bacon, Iona College, US
Contributor(s)
Résumé / Abstract
This research study will assess the implementation and effectiveness of a school wide program developed to reduce
the disproportionate suspension of minority students with disabilities in a large urban high school. Minority students with disabilities have
been and continue to be suspended at a disproportionate rate when compared to other racial/ethnic groups nationwide. The consequences
imposed on students are also inconsistent. Students continue to be suspended for minor as well as more serious offenses. In this research
study, we will examine both teaching practices of teachers of adolescent African American students as well as explore the experiences and
counter narratives of African American high school students (Bacon, 2009). As researchers and former special education teachers, the
exploration and engagement of culturally responsive practices extend beyond theory to practice. An increase in social equity and
empowerment and a decrease in prejudice are frequently accomplished through culturally relevant teaching and practices (Lynn, Bacon,
Totten, Bridges & Jennings, 2010). Therefore, we will conclude with pedagogical recommendations and insights.
Mots clés / Keywords: Equity – African American – Dichotomy
English
66
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
10-Sisley
10:4012:30
EES8BA
Poster
Communication &
education
722
Praticiens /
Practice
Contribution Title
TUTELLE DU LANGAGE ET PROMOTION DU DÉVELOPPEMENT DES ENFANTS DANS LES
CRECHES
Contributeur(s) –
Contributrice(s) /
Prof. Mariangela Bitar, Université de São Paulo, BR
Dr. Marcia Simões-Zenari, Universidade de São Paulo, BR
Contributor(s)
Résumé / Abstract
Introduction. La tutelle dans línteraction enfants-adultes est un aspect du travail des institutions d´éducation pour
jeunes enfants, portant sur lápprentissage et la cognition et aussi sur le développement du langage chez les enfants. Certes, lénfant
apprend seul, dans la relation enfant-enfant mais aussi par la tutelle explicite de ládulte. Lorsque celle-ci est inappropriée, la contre-tutelle
est caractérisée. Il devient donc impératif dén discuter avec des éducateurs afin de les aider à sápproprier du rôle de tuteur. Objectif.
Analyser la tutelle adulte-enfant lors des situations communicatives ayant lieu pendant les activités routinières de la crèche. À partir des
données obtenues approfondir le travail de formation des éducateurs. Méthode. Observation, transcription et analyse des dialogues récoltés
pendant les activités dans línstitution. Résultats. Plusieurs aspects de la tutelle adulte-enfant analysés, constituant un corpus important.
Plusieurs interactions positives observées. Conclusion. Les données observées seront utilisées dans la formation des éducateurs en vue du
perfectionnement de leur rôle de tuteurs dans le développement du langage chez les enfants, non seulement dans le cadre des institutions
étudiées mais partout où le besoin est observé.
Mots clés / Keywords: langage – tutelle – promotion de la santé
Français
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
10-Sisley
10:4012:30
EES8BA
Poster
Citoyenneté, démocratie
& éducation
726
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
ENGAGEMENT CITOYEN
M. Rose Mara Carnelosso, Universidade de São Paulo, BR
Prof. Mariangela Bitar, Universidade de São Paulo, BR
Résumé / Abstract
Ce travail met en évidence límportance de láction collective pour une éducation de lénfant axée sur des principes
éthiques propres à une société démocratique. Pour le réaliser on a engagé tout le corps de fonctionnaires de lÍnstitution d´Éducation de
lÉnfant Ouest, sur le campus de lÚniversité de São Paulo car, tout comme láffirme, le proverbe africain, « Pour éduquer un enfant cést de
toute la tribu quón a besoin. » Ce projet a été élaboré à partir des problèmes soulevés par ces employés concernant leur difficulté à établir
des limites et intervenir sur les comportements indésirables des enfants. Au cours du travail ils se sont rendus compte que leur difficulté
reposait sur le fait quíls avaient surtout eu des expériences autoritaires dans leur propre famille où école. Cette prise de conscience a promu
des débats allant bien au delà des murs de línstitution et les a stimulés à revoir leur expérience personnelle, ainsi que certaines théories et
pratiques dont ils faisaient usage. Léxpérience affirme límportance dún espace favorisant léxpression des interrogations et difficultés des
employés pour la recherche collective de solutions selon les dispositifs légaux et théoriques. L´éducation de lénfant est un Processus
Dynamique où l´éducateur est aussi apprenant.
Mots clés / Keywords: gestion – engagement – citoyenneté
Français
67
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
10-Sisley
10:4012:30
EES8BA
Poster
Adaptation & intégration
scolaires
724
Praticiens /
Practice
Contribution Title
LÁCCUEIL DES ENFANTS BILINGUES DANS LES CRÉCHES
Contributeur(s) –
Contributrice(s) /
M. Prislaine Krodi, Universidade de São Paulo, BR
Prof. Mariangela Bitar, Universidade de São Paulo, BR
M. Rose Mara Carnelosso, Universidade de São Paulo, BR
Contributor(s)
Résumé / Abstract
Le nombre croissant dénfants bilingues dans les crèches de lÚniversité de São Paulo représente un défi pour les
différents professionnels travaillant sur láccueil de ces enfants et de leurs familles. De tels défis concernent la connaissance, le respect et la
valorisation des différences culturelles ; la différenciation entre les concepts de langue et de langage ; le rôle facilitateur joué par les
différents professionnels dans línsertion et ládaptation de l´ enfant/famille à la institution et la réflexion sur les pratiques pédagogiques pour
línclusion. Plusieurs actions ont été implémentées, depuis la discussion avec l´équipe technique pour identifier la nécessité dún tel travail
auprès de ces enfant/familles, en passant par lóbservation directe et systématique des enfants, jusquáux rencontres avec les éducateurs
pour une réflexion conjointe sur les pratiques pédagogiques et l´échange déxpériences entre les famille et ces professionnels, vivant
quotidiennement la situation de bilinguisme. A partir dúne écoute attentive et sensible de leurs difficultés et inquiétudes, ces interventions
ont permis qu´ enfants, familles et professionnels soient mieux accueillis et insérés dans línstitution et que les professionnels aient une
vision plus précise de leurs rôle et fonction dans le soin et l´éducation des jeunes enfants quíls se partagent au quotidien.
Mots clés / Keywords: bilinguisme – accueil – éducation
Français
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
10-Sisley
10:4012:30
EES8BA
Poster
Cross-Subject
Approaches / Topics
641
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
DOES PERSONENVIRONMENT FIT INFLUENCE STUDENTS’ LEARNING PERFORMANCE EVIDENCE FROM THE
VALUE CONGRUENCE BETWEEN STUDENTS AND THEIR TEACHERS
Dr. TZU LING LAI, Assistant professor of Counseling and Industrial / Organizational Psychology Department at Ming
Chuan University, TW
Résumé / Abstract
The concept of person-environment (P-E) fit has received growing interest from management scholars due to its
contribution for understanding employee attitudes and behaviors. P-E fit has shown to be positively related to job satisfaction, job
performance, career success, and negatively related intention to quit. For the students' learning performance, there were relatively less
studies focus on P-E fit perspective, especially the common value shared by students and their teachers.The purpose of this study is to
examine the impact of similar fundamental values or beliefs shared by the students and their teachers on learning performance. The research
data were from a large database (Taiwan Education Panel Survey, TEPS). There were 18,922 junior high school students and 1,938 teachers
appropriate for this research. To examine the value congruence, we adopted hierarchical linear modeling (HLM) for dyadic data (Kenny,
Kashy, & Cook, 2006) as the analysis method. The students' test score on ability testing in the same database were used as the learning
performance. The preliminary analysis indicated that fit between students and their teachers may influence students' learning. The potential
implications on education and future research suggestions based on the research results will also be provided.
Mots clés / Keywords: Person-Environment Fit – Learning Performance – Hierarchical Linear Model
English
68
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
10-Sisley
10:4012:30
EES8BA
Poster
Cross-Subject
Approaches / Topics
539
Praticiens /
Practice
Contribution Title
A STUDY ON COMPARING THE EXPERTS' WORKING PROCESS OF IMAGINATION WITH THE NOVICES' IN
INTERIOR DESIGN DOMAIN AND ITS IMPLICATIONS TO EDUCATION
Contributeur(s) –
Contributrice(s) /
Dr. Chieh-Jen Lin, Department of Interior DesignTainan University of Technology, TW
Dr. Chih-Heien Yang, New Taipei City Jing Long Elementary School, TW
Contributor(s)
Résumé / Abstract
This study aimed at exploring the working process of imagination of experts and novices in interior design domain,the
former are 'the Prizemen of TID Award in Taiwan', the latter are college students of department of interior design, amount to 9 experts and 9
novices.Besides ,there is a comparison between experts and novices. Semi-structured interview and document analysis were adopted in this
study. The qualitative data showed that:1.The working framework of imagination consisted of 3 parts: its working process, content and
resources.2.The working process included to expand, link,disunite,link-disunite,expand-link,combine,represent,operate,transform,transformexpand-disunite, and analogize.3.The content of imagination included concepts,static figure,dynamic image,action,language combination,
and metaphor.4.The resources of imagination included the experience of design, life observation, and prior knowledge.5.The experts showed
more transformation and analogy than novices in the working process of imagination.The novices showed more expansion and linkage.In the
content,the experts showed more metaphors and concepts, and the novices owned much language combination and static figure. Finally,
about the resources of imagination,the expert designers mentioned more about their past experience and prior knowledge,and for the novice
designers,their life observation show more affection to them.
Mots clés / Keywords: interior design education – imagination – expert and novice
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
10:4011:10
EES8CA
/ Individual Paper
Session
Educational
Anthropology
489
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
INDIGENOUS AUSTRALIAN STUDENTS IN HIGHER EDUCATION: CONSTRUCTING A CULTURE OF SUCCESS
Ms Ekaterina Pechenkina, The University of Melbourne, AU
Contributor(s)
Résumé / Abstract
Aboriginal and/or Torres Strait Islanders are vastly underrepresented within the Australian higher education system.
Indigenous students' feelings of 'non-belonging' coupled with high demands on academic achievement may contribute to barriers to their
educational success. A dichotomous view on Indigenous academic success suggest there is a perceived tension between two competing
identities, namely a student's reasserted Indigeneity in a predominantly white 'mainstream' university environment and a newly acquired
university student identity. However there are some universities where Indigenous Australians perform extremely well (such as the University
of Melbourne with its highest completion rate for Indigenous students nationally, averaging at nearly 80%).One explanation of Indigenous
academic success demonstrated at the University of Melbourne is that Indigenous students here have resolved the perceived cultural tension
between Indigeneity and educational achievement and developed a new culture in the process. Drawing on participant-observation and
interviews with Indigenous students and Indigenous and non-indigenous staff, I search for an 'Indigenous student culture' or 'cultures' of
success at this University. If there is such a phenomenon, I ask how this culture is constructed and maintained and whether it influences the
university's high Indigenous completion rate.
Mots clés / Keywords: Indigeneity – Higher Education – Australia
English
69
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
11:2011:50
EES8AB
/ Individual Paper
Session
Higher Education
338
Chercheurs /
Research
Contribution Title
SOMETHING OLD SOMETHING NEW… IN PRESERVICE TEACHING EDUCATION
Contributeur(s) –
Contributrice(s) /
Dr. Gheorghita Faitar, Department of Education D'Youville College, Buffalo, NY USA
Contributor(s)
Résumé / Abstract
The analysis of the latest developments in United States public education reveals significant adjustments implemented
under the incidence of the 'No Child Left Behind' Act of 2001 (Hull, 2009). Schools, districts and states had become responsible for their
students' educational accomplishments and also held accountable for their progress. As a result, a better education has to be offered not only
to the general student population, but also to the teaching staff. The training of teachers should start earlier and should be done in
accordance to the realities of a multicultural diverse society (Davies, 2009).In a New York State higher education institution offering preservice teachers training toward certification, a research study has been developed in connection to what students consider critical
characteristics of an efficient teacher in today's society. They were asked if at the end of their teacher preparation years they see themselves
able to work, cope and transmit knowledge to generations of multicultural students. Their answers are analyzed and connections to the latest
developments of general education policy are traced. A detailed analysis of the pre-service teachers' opinions on their desired impact and
ability in the classroom is offered.
Mots clés / Keywords: teacher education – diversity – education standards
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
11:2011:50
EES8BB
/ Individual Paper
Session
Cross-Subject
Approaches / Topics
393
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
SMALL CLASS TEACHING: TEACHERS’ CONCERNS ABOUT INTEGRATED LEARNING IN LIBERAL STUDIES
Dr. WAI LUN ANTHONY LEUNG, HK
Contributor(s)
Résumé / Abstract
The purpose of this research is to investigate teachers' concerns and work of small class teaching for integrated
learning in Liberal Studies (LS) in the current New Senior Secondary (NSS) LS implemented from 2009 in Hong Kong. Relevant literature
(Gillies, 2003; Priest & Sterling, 2003) indicates that students benefit from integrated learning in small class setting. Other studies on the
format of group work (Baines et al., 2009; Robertson & Kagan, 1996) have recommended various approaches to integrated learning in small
class setting. Moreover, studies relating integrated learning in small class setting (Armstead et al, 2010; Leung, 2009 & 2010) highlight the
significance of integrated curriculum planning and the need for further studies on LS teachers' professional development needs. By means of
case studies and semi-structured interviews of LS panel heads and teachers, this research aims to explore how teachers understand
integrated learning and small class teaching, and investigate what approaches teachers adopt in their teaching. Teachers' challenges
regarding integrated learning in small class setting for LS will be analyzed. Finally, teachers' concerns about the needs of professional
development for facilitating integrated learning in small class setting for LS will also be identified.
Mots clés / Keywords: small class teaching – integrated learning – liberal studies
English
70
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
12:0012:30
EES9AA
/ Individual Paper
Session
Approches /
Thématiques
transversales
743
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
ASSESSING THE NEED AND CAPACITY OF ACADEMIC PROGRAMS TO INTERNATIONALIZE AND GLOBALIZE ITS
PROGRAMS AND SERVICES: A CASE STUDY
Dr. Athanase Gahungu, Chicago State University, US
Dr. Carol Carson-Warner, Teaching and Learning Materials Program, Chicago State University, US
Résumé / Abstract
Many universities have entered into agreements for foreign universities that facilitated faculty and student exchanges,
such as the recent memoranda of understanding signed between the College of Education at Chicago State University and universities in
Ghana and Ethiopia. At issue in this study is whether the programs concerned have the capacity and the commitment to participate in
international research and academic exchanges. To answer this question, the researchers will survey Chicago State University students and
faculty who have participated in study and research abroad programs, 2000-2010. Then, focus group interviews and document reviews will
be conducted to further delineate the strengths and weaknesses of both the university and the college in their internationalizing and
globalizing process. It is hoped that the findings from the study will assist the college in planning its resources and advocating for a wellrounded, globally-informed, teacher force in the State of Illinois and beyond.
Mots clés / Keywords: Academic exchanges – Program Evaluation and As – Global Education
Français & English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
12:0012:30
EES9BA
/ Individual Paper
Session
Education à la santé
378
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
DE L’HYGIÉNISME À L’ÉDUCATION À LA SANTÉ AU QUÉBEC : À TRAVERS LES PROGRAMMES SCOLAIRES DE
1891 À 2001
Prof. Caroline Bizzoni-Prévieux, Université du Québec à Trois-Rivières, CA
Prof. Mariane Gazaille, Université du Québec à Trois-Rivières,
Résumé / Abstract
L'objectif principal de l'éducation à la santé (ÉS) réside dans le développement précoce d'habitudes de vie saines
(OMS, 1986). Au Québec, le Programme de formation de l'école québécoise (MELS, 2007) et celui de la Formation à l'enseignement
accordent à cet effet une place à l'ÉS comme objet d'enseignement-apprentissage. Du primaire à l'université, l?intégration de l'ÉS devrait
donc mener à des changements dans les pratiques d'enseignement et les contenus enseignés. Or, la faible intégration de l'ÉS (BizzoniPrévieux, 2010) soulève à la fois la question de son enseignement et celle de la formation des enseignants. Cette question est importante en
ÉS car, comme le reconnaissent les professionnels de la santé et de l'éducation, santé et apprentissage sont interdépendants. Les contextes
sociaux, politiques et institutionnels influençant l'approche de l'ÉS en milieu scolaire (ibid., 2010), nous sommes en droit de nous demander
de quelle vision les enseignants sont héritiers.Starting with the precepts of health and hygiene education, this presentation reviews the
important documents that have influenced the teaching of ÉS in physical education in Québec (Canada). According to the first step of our
content analysis, ÉS would be a work in progress. Recommendations are made for initial teacher training and in-service professional
development.
Mots clés / Keywords: éducation à la santé – formation des maîtres – éducation physique
Français & English
71
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
13:4014:10
EES10AA
/ Individual Paper
Session
Democracy, Citizenship
& Education
755
Chercheurs /
Research
Contribution Title
THE NATIONAL AUSTRALIAN CURRICULUM: BRINGING ABOUT CONFORMITY
Contributeur(s) –
Contributrice(s) /
Ms Geraldine Ditchburn, Murdoch University, Perth, Australia
Contributor(s)
Résumé / Abstract
The national Australian curriculum soon to be introduced in all Australian schools provides an unproblematic view of
curriculum that obscures assumptions about knowledge, pedagogy and power. This paper critically analyses The Shape of the Australian
Curriculum, version 2.0 (Australian Curriculum, Assessment and Reporting Authority, 2010) one of the key policy documents that informs the
organisation of the national Australian curriculum. In a tradition that has its origins in the work of Freire (1970), Apple (1990, 2006) and other
critical education theorists, the paper argues that the national Australian curriculum has emerged from a global neoliberal context that
ensures compliance and conformity to distant policy and economic imperatives, rather than as an outcome of considered curriculum theory or
as a response to local needs. It argues that The Shape of the Australian Curriculum version 2.0 provides a narrow understanding of the
scope of curriculum, and one that challenges the intellectual dimension of teachers' work and of student voice in curriculum construction. The
paper concludes that counter hegemonic and more dialogic discourses associated with Freire's critical pedagogy are needed to balance the
prescriptive and top down curriculum that is currently being prepared.
Mots clés / Keywords: neoliberal hegemony – critical pedagogy – Australian curriculum
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
25/07/2012
14 - Dufy
2
13:4019:00
EES10BA
Écoles d'urgence /
Running Schools in
Disaster Situations
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contribution
N° / ID
Orientation
Praticiens /
Practice
ECOLE D'URGENCE / RUNNING SCHOOLS IN DISASTER SITUATIONS
Details page 37
Contributor(s)
Résumé / Abstract
Dans les situations nécessitant une assistance humanitaire, une attention particulière doit être portée à la prise en
charge scolaire des enfants. Mettre en place une structure d'accueil et assurer la continuité de l'éducation pour les enfants victimes est une
priorité. Les questions à envisager sont multiples : comment organiser en amont un système d'intervention ? Comment mobiliser les moyens
matériels et humains nécessaires ? Comment déployer l'intervention sur le terrain ? Quels problèmes philosophiques, culturels et éthiques
des interventions de ce type soulèvent-elles ? Quel bilan peut-on tirer d'expériences antérieures ? Quelles perspectives pour de telles actions
dans l'avenir ? Ce séminaire, organisé par l'IOSRES, se penchera sur ces questions.
Disaster situations require that particular attention be paid to the issue of how to maintain and handle schooling. In such
situations, setting a support system ensuring that children continue receiving education is a priority. Among the issues to be addressed:
planning operations ahead; mobilising human and material resources; field operation engineering and management; philosophical, cultural
and ethical issues; lessons from past experience; the future of international humanitarian assistance in education. This seminar is organised
by the International Organization for School Reconstruction in Emergency Situations (IOSRES).
Mots clés / Keywords: catastrophe / disaster – reconstruction / rebuilding – aide humanitaire / humanitarian assistance
Français & English
72
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
13:4014:10
EES10CA
/ Individual Paper
Session
Educational
Epistemology
207
Praticiens /
Practice
Contribution Title
THE DEVELOPMENT OF AN INDIVIDUAL COGNITIVE PLAN ICP FOR THE MANAGEMENT OF ADHD CHILDREN
Contributeur(s) –
Contributrice(s) /
Dr Paul Cates, Faith Christian MinistriesUniversity of Teesside, US
Dr Kirk Cates, Faith Christain ministries, US
Dr David Woodhouse, Cactus Clinic for ADHD Teessie University, GB
Contributor(s)
Résumé / Abstract
Medication and behavioural management are the prevelant treatment plans used in the treatment of ADHD. An
alternative plan to use in conjunction with or in place of these approaches is the Individual Cognitive Plan( ICP). This presentation outlines
the fundamental principles and illustrates these via a number of case studies The ICP is based upon results of a testing programme. The
WISC-III was chosen to assess the abilities of the individual. The PPVT-III/NU is used to assess understanding of the English language and
vocabulary. The KTEA/NU is used to assess areas for cognitive objectives such as oral mathematics application, written mathematics
computation, spelling, reading decoding skills and reading comprehension. The WRMT-A assesses the cognitive objectives in reading. Its
norms are for achievement at independent, instructional, and frustration levels. The TOVA measures auditory and visual information
processing. The processing speed is also tested. Based on the testing programme each child has an individual cognitive plan outlined with
curriculum materials and appropriate teaching approaches that coincide with their attention span. Case studies are presented to illustrate the
different issues that need to be considered when developing an ICP and show the very positive results, with and without medication, of the
program.
Mots clés / Keywords: ADHD – Individual Cognitive Plan – Management
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
14:2014:50
EES10AB
/ Individual Paper
Session
Administration / Gestion
du système éducatif
745
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
THE MILITARY TO THE RESCUE OF EDUCATIONAL LEADERSHIP
Dr. Athanase Gahungu, Chicago State University, US
Contributor(s)
Résumé / Abstract
As schools struggle to create a culture of learning, peace and responsible citizenry, can the military offer a viable
alternative to leadership? In this case study, an alternative program that provided principal preparation, from 2002 to 2008, to retired military
personnel in an urban metropolitan school district, is evaluated. The design, implementation and outcomes of the program are examined in
comparison to those of principal candidates prepared during the same period.
Mots clés / Keywords: Principal Preparation – Military Experience – Alternative Certification
Français & English
73
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
14:2014:50
EES10BB
/ Individual Paper
Session
294
Praticiens /
Practice
Contribution Title
LES DOUZE TRAVAUX D'HERCULE: KIT D'ACQUISITION DES QUALITÉS RÉDACTIONNELLES
Contributeur(s) –
Contributrice(s) /
Prof Jean-Nil Boucher, Cégep de l'Abitibi-Témiscamingue, CA
Prof Louis Gosselin, Cégep de l'Abitibi-Témiscamingue, CA
Contributor(s)
Résumé / Abstract
En cette ère de mondialisation et d'économie du savoir, il est indispensable de viser des standards d'exigences
académiques élevés. À cet effet, Les douze travaux d'Hercule amènent les étudiants à s'inscrire dans une démarche de réflexion
intellectuelle par l'intermédiaire d'une série d'exigences à respecter dans la réalisation de leurs travaux écrits. Pour atteindre cet objectif, ce
kit d'acquisition des qualités rédactionnelles se compose d'une série de douze activités pédagogiques. Chaque activité débute par la
présentation théorique d'une habileté intellectuelle suivie d'exercices d'application. Ces exercices suivent une logique d'apprentissage
progressif et ils sont accompagnés d'un solutionnaire. Les étudiants sont ainsi en mesure de repérer et de pallier les lacunes pouvant se
retrouver dans les textes qu'ils sont appelés à rédiger. Ils acquièrent de cette façon le savoir-faire pour répondre aux exigences académiques
dans la présentation des travaux écrits. Cette méthode pédagogique permet aux étudiants d'être les maîtres d'œuvre de leur apprentissage.
Par cette communication, les auteurs recherchent la collaboration de professeurs désireux d'adapter et d'expérimenter Les douze travaux
d'Hercule. Ces professeurs auront l'opportunité d'associer leur nom au projet en participant au développement de cette méthode
pédagogique novatrice.
Mots clés / Keywords: Rédaction – Pédagogie – Académique
Français & English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
15:0015:30
EES11AA
/ Individual Paper
Session
Health Education
133
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
IMPACTS OF COMPUTERS ON HUMAN HEALTH: CASE OF GEOGRAPHIC INFORMATION SYSTEM GIS
STUDENTS AT UAE UNIVERSITY
Dr. M. Yagoub, United Arab Emirates University, AE
Contributor(s)
Résumé / Abstract
Many organizations in UAE invested heavily in Geographic Information System (GIS) in the last few years. However,
limited research has been directed towards understanding the impact of GIS on health. The objective of this study is to investigate the
impacts of computers on "Human Health" among the GIS community. The tool used to carry out the investigation is a random survey of
students in the GIS track (n = 137). The study proved through the survey of GIS students that there are adverse effects due to the long use
of computers within the GIS community. Digitization, editing, database design, developing user interface, and meeting projects deadline are
among the causes that compelled GIS professionals to stay in front of the computer for long time. The study call for some sort of
compensation or insurance for those who work in the field of GIS.
Mots clés / Keywords: UAE – Computer – Human Health
English
74
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
15:0015:30
EES11BA
/ Individual Paper
Session
Cross-Subject
Approaches / Topics
117
Chercheurs /
Research
Contribution Title
COGNITIVE STYLE AND IMMERSIVE SIMULATION TRAINING OF AIR TRAFFIC CONTROL STUDENTS
Contributeur(s) –
Contributrice(s) /
Dr. Richard Van Eck, University of North Dakota, US
Contributor(s)
Résumé / Abstract
Field-dependence (FD)/field independence (FI) is one of the few cognitive styles for which empirical evidence of
stability exists (Smith & Ragan, 2005). FI is positively correlated with academic performance yet because this ability is relatively stable in
young adulthood, and efforts to impact it via interventions have been inconclusive (Witkin, Oltman, Raskin, & Karp, 2002), those classified as
FD thus have no path toward overcoming this deficit. Visual processing skills once thought stable have been found to change due to complex
visual media such as games and simulations (e.g., Green and Bavalier, 2003 & 2007). We tested air traffic control (ATC) majors from a midwestern university to see if their ATC simulator performance and GEFT scores might change as a result of exposure to games and
simulations. We found a statistically significant difference between the distribution of FD/FI scores in our sample vs. the normal population.
Specifically, more advanced students' were classified as FI than beginning students. We next invited all ATC majors (n=205) to take the
GEFT, and found similar results. It is possible that changes in FI are due to long term exposure to simulation training. Follow ups are
underway to examine changes using within-subjects design.
Mots clés / Keywords: Games – Simulations – Cognitive Style
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
15:4016:10
EES11AB
/ Individual Paper
Session
Cross-Subject
Approaches / Topics
443
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
REACHING THE METACOGNITIVE: METHODOLOGICAL ISSUES WHEN RESEARCHING AND TEACHING
METACOGNITION
Ms Andri Loizidou, University of CyprusDepartment of Education, CY
Dr Mary Koutselini, University of CyprusDepartment of Education, CY
Résumé / Abstract
'Metacognition' conceptualizes the kind of learning that fits our fast-changing world: an autonomous, lifelong learning
which is adjustable to new learning tasks (Brown, 1987). Although metacognition emerges during early school years, there is limited evidence
about the way it is promoted during everyday teaching. This ongoing research investigates a possible relation between teachers' and
students' metacognition. Two questions were addressed: a) Is there a relation between teachers' metacognition and their teaching
methodology? b) What teaching methods, engaged by teachers, promote students' metacognition? This paper discusses two methodological
issues that appeared during the development of the research tools: The difficulty to assess metacognition via self-reports and the absence of
a clear definition of a 'metacognitive lesson'. Dealing with the first research problem, the Metacognitive Awareness Inventory of Schraw &
Dennison (1994), employed in a pilot study with 250 primary school teachers, was replaced by a new inventory developed to assess teachers'
metacognition. A new test was also developed to investigate children's metacognition when Tobias and Everson's method (1995) was
inhibited by many children's inability to monitor their knowledge. Finally, in order to detect the 'metacognitive' teaching methodology, a new
tool was formed for classroom observations, which is presented.
Mots clés / Keywords: metacognition – effective learning – teaching methodology
English
75
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
15:4016:10
EES11BB
/ Individual Paper
Session
Guidance & Counselling
2002
Chercheurs /
Research
Contribution Title
CAREER PLANNING INTEGRATION WITH LANGUAGE ARTS, SOCIAL STUDIES, ART, INFORMATION AND
COMMUNICATION TECHNOLOGY AND HEALTH AT THE GRADE 1 LEVEL
Contributeur(s) –
Contributrice(s) /
Dr. Kerry Bernes, University of Lethbridge, Canada
Contributor(s)
Résumé / Abstract
Drawing on both quantitative and qualitative data, this presentation describes the effectiveness of having grade 1
students participate in a career-planning unit. This unit integrated Alberta Education Curriculum outcomes from the following programs:
Language Arts, Social Studies, Art, Information and Communication Technologies and Health. The unit itself is outlined with clear
descriptions of activities that the students participated in along with resources and templates used for evaluation. This career-planning unit
was delivered to a grade 1 class in a small rural community in Southern Alberta, consisting of 21 students from Caucasian and First Nations
heritages. Objectives of the unit were met with 100% of the students reporting that the unit plan helped them to learn a lot about themselves,
86% stating that this unit plan helped them to learn a lot about careers, 100% noting that this unit plan made them excited about what they
could do with their life and 90% reporting that this unit plan made them want to learn more about different careers. Career-planning is
demonstrated to be successful at a grade1 level by utilizing activities that enhance student awareness of self, strengths, uniqueness,
interests and types of community helpers and assists in defining a community hero.
Mots clés / Keywords: Career education – Career counselling – Career development
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
16:2016:50
EES12AA
/ Individual Paper
Session
Primary Education
496
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
CHILDREN’S EXPOSURE TO VIOLENCE AGAINST THEIR MOTHERS: IDENTIFYING THE EFFECTS ON THEIR VIEWS
AND BEHAVIOUR
Ms Floria Valanidou, PhD candidate, Department of Education, University of Cyprus, CY
Dr Mary Koutselini, Professor of Curriculum and Instruction, Department of Education, University of Cyprus, CY
Résumé / Abstract
This paper aims at dealing with the effects of children's exposure to violence against their mothers, externalized in the
school environment. What the research points out is that: a) witnessing violence is harmful for primary school-aged children, even if they are
not hurt themselves and b) the signs/effects of a child?s exposure to violence are as varied as children's personalities and may be
externalized in different contexts such as school. Elaborating on this background, a project was designed and conducted in four countries
with the funding of the European programme DAPHNE III. This paper discusses particularly the findings in Cyprus, where 80 children 9-11
years old, 40 children identified to have been exposed to violence and 40 children randomly selected attending primary schools all over
Cyprus, participated in the research. A questionnaire with vignettes-scenarios becoming filters through which children's views could be
examined, was administered. Data were analyzed both qualitatively and quantitatively. Results indicate that, children's views on their selfimage and school performance as well as their reactions towards violence in terms of adopting either violent or tolerant behavior(s) differ from
the views and behavior of children not exposed to violence.
Mots clés / Keywords: exposure to violence – effects – school environment
English
76
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
16:2016:50
EES12BA
/ Individual Paper
Session
Secondary Education
358
Chercheurs /
Research
Contribution Title
PERSONAL AND SOCIOPROFESSIONAL DEVELOPMENT DURING TEACHING PRACTICE: A SOUTH AFRICAN
EXPERIENCE
Contributeur(s) –
Contributrice(s) /
Prof Sonja Schoeman, University of South Africa Pretoria South Africa, ZA
Contributor(s)
Résumé / Abstract
This study investigates the interplay between individual and contextual variables during teaching practice, and its
impact on the personal and socio-professional development of prospective History teachers. The purpose of the study was to survey how
prospective History teachers experienced the process of becoming aware of their emerging identities as teachers, and to demonstrate how
the unique, individual student teachers' teaching and socio-professional identities are cultivated in the learning to teach process. A nonexperimental survey research design involving quantitative data was used. A questionnaire adapted from Caires and Almeida's (2005) IEPTP,
was used to collect the data. The data was assessed through statistical analysis using mean ranking scores. Higher levels of success was
observed with regard to the professional and institutional socialisation, learning and professional development and vocational sub-scales.
Lower levels of success were found in the support and supervision and socio-emotional sub-scales. Ralph's (2002) contextual supervision
model and the exploration of feelings and emotions are put forward respectively as measures to scaffold the supervision and socio-emotional
dimensions of becoming a teacher.
Mots clés / Keywords: initial teacher education – teaching practice – learning to teach
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
17:1017:40
EES13AA
/ Individual Paper
Session
Arts Education
620
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
TOUCHVISION A KNOWLEDGE ENRICHMENT STRATEGY FOR GIFTED CHILDREN
Prof. Sara Bahia, Faculdade de Psicologia Universidade de Lisboa, PT
Dr. José Trindade, Externato de PenafirmeTorres VadrasPortugal
Résumé / Abstract
Involvement in play and contact with art occupy a crucial role in personal development (e.g. Matthews, 2003). The
opportunity to develop symbolic expression through objects and mental images enhances the understanding of reality, the satisfaction of
subjective needs and the expansion of the self (Piaget, 1954) and inevitably contributes to the flexible invention of the personal and cultural
future (Vygotsky, 1978). Based on these assumptions, this presentation describes a knowledge experience with a replica of a famous artwork
that was aimed at understanding the object and its meanings through touch and at expressing the tactile memory of such impression through
modelling, drawing, verbal description, visual analysis and discussion. This research was implemented with two groups of 25 gifted children
and the results revealed that the activity was an opportunity to balance new and old knowledge and create and recreate new meanings,
reinforcing the potential of play and contact with art as promoters of personal development. The follow up one and two years later showed
that the gifted participants remembered all the details of the artwork as well as its meanings.
Mots clés / Keywords: giftedness – perception – constructivism
English
77
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
10-Sisley
17:1019:00
EES13BA
Poster
Curriculum Studies
2007
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
CONTENT ANALYSIS OF CZECH HISTORY TEXTBOOKS WITH REGARDS TO THE EUROPEAN DIMENSION IN
EDUCATION
Ms. Jana Stejskalikova, Masaryk University, Faculty of Education, History Department, Czech Republic
Contributor(s)
Résumé / Abstract
In the poster should be presented outcomes of the textbooks´ analysis, which is focused on theme the European
dimension in education (further referred as ED). The research is part of the author´s dissertation. In the research is used the method of
quantitative content analysis which is based on the application of the own system of categories as a research instrument. In doing so, we will
apply this method for analyzing the content, as well as the descriptive and the comparative methods. We will conduct this research on 6
Czech history textbooks for the 9th Grade of the Lower Secondary school that are approved by the Czech Ministry of Education for the year
2010/2011. We would like to compare the textbooks, which were created with the regards of the Czech Framework Educational Programme
for Primary Education (2007, further referred as FEP PE) and those, which were not created under this actual and current official curriculum
document FEP PE but which were grounded in the previous valid curriculum. This aspect is for us so crucial, because we are expecting that
the newer textbooks should incorporate more emphasis on the ED with the comparison with the above mentioned textbooks.
Mots clés / Keywords: Czech curriculum – European Dimension – Content analysis
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
10-Sisley
17:1019:00
EES13BA
Poster
Communication &
Education
2008
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
MEDIA EDUCATION IN THE CZECH REPUBLIC
Dr. Dagmar Strejčková, Masaryk University, Faculty of Education, Czech Republic
Contributor(s)
Résumé / Abstract
The increasing importance of the media in our society is reviving debate on the need for educational changes that
respond to new social needs. Media education and literacy becomes more necessary than ever, as evidenced in numerous official
documents in developed countries. In the Czech Republic Media Education is a new topic which was established in accordance with The
Framework Education Programme for Elementary Education (2007). This proposal deals with the realization of a cross-section theme in the
Media Education of Czech language and literature teachers in the upper elementary schools. Apart from the main aim of this proposal, which
focuses on the realization of this cross-section theme, the partial aims are oriented to finding out educational methods and teaching forms of
Czech language and literature teachers at instruction of the Media Education. The research was carried out in the quantitative method, using
the questionnaire of its own structure. The statistics procedure was utilized. Inductive statistical methods, such as Student’s t-test and
ANOVA, were used to answer the research questions. Summarized results of research were presented and analysed fulfilment of aims and
assessment of hypothesis. On the basis of these results there were expressed recommendations for educational theory and practice.
Mots clés / Keywords: media education – media literacy – Elementary Education
English
78
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
10-Sisley
17:1019:00
EES13BA
Poster
Health Education
633
Praticiens /
Practice
Contribution Title
PEDAGOGICAL CYCLES AS METHODOLOGY OF TEACHING IN NURSING: EXPERIENCE REPORT
Dr. Silvia Matumoto, University of São Paulo, BR
Dr. Cinira Fortuna, University of São Paulo, BR
Dr. Maria José Clapis, University of São Paulo, BR
Dr. Adriana Corrêa, University of São Paulo, BR
Dr. Maria Conceição Souza, University of São Paulo, BR
Dr. Marlene Gonçalves, University of São Paulo, BR
Contributeur(s) –
Contributrice(s) /
Contributor(s)
Résumé / Abstract
In Brazil, Nursing formation guidelines (Brasil, 1996, 2001) prescribe the nurse formation as generalist, critical-reflexive,
able to understand population's health needs (Ito, Peres, Takahashi e Leite, 2006). This work reports the experience of adopting pedagogical
cycles in nursing undergraduate courses. The Bachelor?s degree with a Teaching Diploma in Nursing at Ribeirão Preto College of Nursing
offers a range of disciplines adopting the pedagogical cycle as teaching methodology, which demands pro-active attitude from professors and
students. The pedagogical cycle is comprises 5 moments: immersion in practice; provisional synthesis, that is, group discussion to work
through experience and elaboration of learning question aiming deeper studies; build up of theoretical background; individual study from
literature; new synthesis to be presented in group discussion, in search of quality and reconstruction of knowledge and professional practice.
Pedagogical cycles have been contributing to development of critic-reflexive practice, interaction among knowledge, skills and attitude,
construction of collective knowledge, team work and people skills. It has become an important tool in the teaching-learning process.
Mots clés / Keywords: nursing – education –
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
7-Utrillo
17:1017:40
EES13CA
/ Individual Paper
Session
Economie de l'éducation
499
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
EDUCATION AND THE LOGIC OF ECONOMIC PROGRESS
Dr. Tal Gilead, The Hebrew University of Jerusalem, Israel
Contributor(s)
Résumé / Abstract
Over the last few decades, the idea that education should function to promote economic progress has played a major
role in shaping educational policy. So far, however, philosophers of education have shown relatively little interest in analyzing this notion and
its implications. The present article critically examines, from a philosophical perspective, the link between education and the currently
prevailing understanding of economic progress, which is grounded in human capital theory. A number of familiar philosophical objections to
the idea that economic progress is a worthy educational aim are raised, but it is held that many of these objections stem from a partial
understanding of economic theory. The article then moves on to investigate the foundations of human capital theory?s conception of
economic progress. It is argued that there are inherent tensions between the philosophical foundations of economists? conception of
progress and education's core values. The article concludes by suggesting that in order to resolve these tensions we should consider
grounding the economic theory that guides educational policy- making in an intersubjective or objective conception of welfare.
Mots clés / Keywords: Philosophy – Education – Economics
Français & English
79
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
17:5018:20
EES13AB
/ Individual Paper
Session
Formation des maîtres
640
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
EMOTIONAL TEACHERS’ TRAINING: AN EXPLORATORY STUDY
Prof. Isabel Freire, Institute of Education of The University of Lisbon - Portugal, PT
Prof Sara Bahia, Faculty of Psychology and Research Unit of the Institute of Education of The University of Lisbon Portugal, PT
Prof Maria Teresa Estrela, Institute of Education of The University of Lisbon - Portugal, PT
Dr. Anabela Amaral, Institute of Education of The University of Lisbon - Portugal, PT
Discutant(e) / Discussant: Mrs. LITON WEILI XU, University of Victoria, Canada
Résumé / Abstract
The educational dimension of teaching is essential condition the emotional education of students and the welfare of
schools (Andres Victoria, 2005; Zins, 2004). Nonetheless, teacher education in Portugal has neglected this dimension. The present researchaction exploratory study aims at answering the question: What changes do a group of teachers suffer when they engage in a training process
cantered on the analysis of the emotional dimension of classroom? The research methodology was based on an evaluation of the
mechanisms of change which was simultaneously a training device and involved the following techniques: (1) semi-directive interviews and a
checklist adapted from Parrot's (2001) categorization of emotions applied at the beginning and at the end of the training process, (2) teachers'
descriptions during classes and at the end of the training sessions, (3) portfolios prepared by the teachers and (4) analysis of the researchers'
field notes. The results show that the unanimous satisfaction was associated to greater self-awareness and sensitivity of the teachers'
emotions. The data also reveal different levels of change, pointing to possible relationships between the reflective capacity of the teachers
and the length of professional experience, opening paths to future training in this domain.
Mots clés / Keywords: emotional literacy – teacher training – research-action
Français
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
25/07/2012
12 - Dufy
1
18:3019:00
EES14AA
/ Individual Paper
Session
Adaptation & intégration
scolaires
174
Chercheurs /
Research
Contribution Title
THE INTERACTION BETWEEN IDENTITY POWER AND INCLUSIVE PRACTICE IN A FRANCOPHONE SCHOOL IN
CANADA
Contributeur(s) –
Contributrice(s) /
Dr. Carla DiGiorgio, UPEI, CA
Contributor(s)
Résumé / Abstract
Sociologist Pierre Bourdieu has contributed much to the way the field of sociology understands thesocial rules and
structures that guide human interaction and self-understanding. Bourdieu?s workhas also been applied to education, and disability issues. In
this paper Bourdieu?s social theory ispresented and applied to the notion of inclusion in a multicultural school. This Bourdieuianperspective is
applied to the literature surrounding the development of a theory of inclusion inmulticultural schools. Questions and implications suggest
further research into the relationshipbetween cultural and disability issues in inclusion.
Mots clés / Keywords: Inclusion
Français & English
80
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
8:30-9:00
EES15AA
/ Individual Paper
Session
Approches /
Thématiques
transversales
336
Chercheurs /
Research
Contribution Title
L'ALLOCATION D'AUTONOMIE PILIER D'UNE ÉDUCATION PAR RÉPARTITION : FONDEMENTS THÉORIQUES ET
CHIFFRAGES
Contributeur(s) –
Contributrice(s) /
Dr. David Flacher, Université Paris 13, CEPN (CNRS - UMR 7234), France, FR
Dr. Hugo Harari-Kermadec, ENS-Cachan, SAMM – Université Paris, FR
M. Léonard Moulin, Université Paris 13, CEPN – (CNRS UM, FR
Contributor(s)
Discutant(e) / Discussant: Mrs Ioana UNGUREANU, Université de Rouen et Université de Picardie, France
Résumé / Abstract
La littérature en économie de l'éducation suggère que le développement de frais de scolarité à l'université contribuerait
à davantage de justice sociale, d'efficience du système éducatif, ainsi qu'au financement des établissements. Cette approche présente
néanmoins des limites que les économistes ont négligé, faute de considérer la question dans une perspective pluridisciplinaire. Dans un
premier temps, nous nous appuyons sur des travaux théoriques et empiriques en sociologie, en économie et en sciences de l'éducation pour
souligner les atouts et limites d'un système éducatif "par capitalisation", c'est-à-dire reposant sur des frais de scolarité. Dans un second
temps, nous discutons théoriquement de la pertinence à instaurer, au contraire, une allocation d'autonomie universelle. En introduisant un
parallèle avec le système des retraites mais également en prenant en compte les spécificités du système éducatif, nous proposons ainsi les
fondements de ce que nous définissons comme une "éducation par répartition". La troisième partie du travail s'attache enfin à chiffrer le coût
de la mise en place d'une réforme qui instituerait en France un système d'éducation par répartition, ainsi que les pistes de financement
associées.
Mots clés / Keywords: Frais de scolarité – Allocation d'autonomie – Education par répartitio
Français & English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
10-Sisley
8:3010:20
EES15BA
Poster
Cross-Subject
Approaches / Topics
851
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
PROFESSIONAL SOCIALIZATION AND IDENTIFICATION: AN EXPLORATION OF LAWYER'S NEEDS AND DESIRES
REGARDING MANAGEMENT SKILLS EDUCATION AND TRAINING
Ms. Kathleen Hudon, University of West Florida, US
Contributor(s)
Résumé / Abstract
According to available research, law schools can be more traditional or more experiential in their approaches to
educating students. Scholars, practitioners, and bar associations have weighed in on the strengths and weaknesses of each approach and
have proposed various types of curricula and other resolutions that result in lawyers graduating with both traditional skills and technical skills,
including management skills. A researcher-developed conceptual model that utilizes theories of professional socialization (Weidman, Twale,
& Stein, 2001) and Social Identity Theory (Tajfel & Turner, 1986) will be used to predict when lawyers will be willing to pursue continuing
education in management. To test this model, 10,000 Florida lawyers? email addresses were requested from The Florida Bar Association,
the second-largest state bar association in America. Data-collection is in progress. Structural equation modeling will be used to test the
overall fit of the model. Expected results are that greater professional identification as a lawyer will result in lawyer's? perceptions that
management skills are unimportant and that courses focusing on management skills are not a priority. It is anticipated that the study will fill in
large gaps in the current debate on how legal education should be reformed in America.
Mots clés / Keywords: lawyer – management skills – law school
English
81
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
8:30-9:00
EES15CA
/ Individual Paper
Session
Mathematics Education
485
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
A MEDIATING EFFECT MODEL OF PARENTAL INVOLVEMENT ON STUDENTS’ MATHEMATICS ACHIEVEMENT IN
TAIWAN: A LONGITUDINAL STUDY
Dr. Hsin-Yi Kung, Graduate Institute of EducationNational Changhua University of Education, TW
Contributor(s)
Discutant(e) / Discussant: Dr. Carla Di Giorgio, University of Prince Edward Island, Canada
Résumé / Abstract
Based on TIMSS 2007, results indicated that Taiwanese fourth and eighth graders? math performance exceeded the
international average (Foy & Olson, 2009). Although a number of studies have sought to identify factors (e.g., parental, school, and socialcognitive factors) that influence achievement individually, few empirical researches have been made to link these factors together to explain
students' school outperformance. Grounded in Grolnick & Slowiaczek?s (1994) multidimensional conceptualization of parental involvement
and Hong & Ho?s (2005) mediating perspective, the present study, the first year of the two-year-project, first, confirmed the multidimensional
construct of Taiwanese parental involvement. Second, the study examined the direct and indirect influence of parental involvement on
students' mathematics achievement, that is, the mediating effects of math self-concept and math self-efficacy. Questionnaires were
administered to 1,330 seventh grade students enrolled in public schools of Central Taiwan. The analyses of the structural equation models
indicated that the multidimensional model of parental involvement in mathematics including parental beliefs and expectations, parents? mathefficacy, parental encouragement and reinforcement, managerial involvement, and structural involvement. Results also suggested that there
were mediating effects of math self-concept and math self-efficacy from parental involvement to mathematics achievement. The implications
and suggestions were made for further research.
Mots clés / Keywords: parental involvement – mathematics achievement – structural equation model
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
9:10-9:40
EES15AB
/ Individual Paper
Session
Primary Education
625
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
HEARTS AND MINDS: RAISING REFLECTIVE TEACHERS
Dr. Meral Kaya, Brooklyn College, City University of New York, US
Contributor(s)
Résumé / Abstract
Reflective practice, a crucial quality of effective teachers, is the most essential but also the most ?difficult to pin down?
(Wildman et al., 1990, p.139). As teacher educators we want our teacher candidates to have the skills to critique and reflect on their own
practices. It is essential to instill such reflective abilities early in teacher candidates? careers. This study explores how to help teacher
candidates cultivate reflective dispositions as habits of mind and heart, and to create a form to assist the process of effective reflection.
Qualitative methods were employed to prepare case studies of fifty undergraduates in a literacy method course. Data was obtained through
direct observation of students, in-depth interviewing and document review. The results showed that teacher candidates had difficulty in
explicit teaching, modeling and assessment. The results suggest that students given a guideline for their teaching were better able to
understand, prepare their instruction and reflect upon their lessons, and showed more confidence in the classroom. My findings will
contribute to the aspect of reflective practice in Teacher Education where pre-service and practicing teachers become critical thinkers,
implement well conceived practices, and meet the needs of students, especially in diverse classrooms.
Mots clés / Keywords: Reflective Teachers – Teacher Education –
English
82
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
9:10-9:40
EES15BB
/ Individual Paper
Session
Early Childhood
720
Chercheurs /
Research
Contribution Title
SUPPORTING TEACHERS' HIGHQUALITY INTERACTIONS WITH PRESCHOOL CHILDREN TO INCREASE EARLY
LANGUAGE AND LITERACY
Contributeur(s) –
Contributrice(s) /
Dr. Renee Casbergue, Louisiana State University, US
Contributor(s)
Discutant(e) / Discussant: Mrs Martina Hrdá, Masaryk University, Czech Republic
Résumé / Abstract
The Classroom Assessment Scoring System (CLASS) (LaParo, Pianta, & Stuhlan, 2004) has gained widespread
acceptance as a means of documenting dimensions of classroom interactions that impact children's learning. CLASS scores have been
positively associated with standardized tests of early literacy, normative tests of general academic functioning, and more engagement at both
the preschool and elementary school level (Hammer & Pianta, 2007; Burchinal, Vandergrift, Pianta, & Mashburn, 2010). While intensive
ongoing professional development may lead to improvements in teacher/child classroom interactions, this research sought to determine the
extent to which training teachers to reliably score the CLASS facilitated their use of the measured behaviors in their own practice. Seven
preschool teachers were observed using the CLASS prior to training to establish baseline scores. Their performance on the CLASS was
measured again after initial reliability training, and then annually for two additional years to determine the extent to which they were able to
maintain or increase their use of high quality interactions to support language and literacy development. Pre- and post-CLASS scores
demonstrate that initial reliability training was successful in jumpstarting improvements in classroom interactions and that teachers were able
to maintain these gains over two additional years of observation.
Mots clés / Keywords: Teacher/Child Interaction – Preschool – Early Literacy
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
9:5010:20
EES16AA
/ Individual Paper
Session
Education Economics
540
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
ALTERNATIVES TO FINANCE HIGHER EDUCATION: HUMAN CAPITAL CONTRACTS IN CHILE
Mr. Felipe Lozano, Research Consultant and Presidency Advisor - ICETEX, CO
Contributor(s)
Discutant(e) / Discussant: Dr Athanase Gahungu, Chicago State University, United States
Résumé / Abstract
Higher education today faces increasing costs, students increasing risks and governments tight budget constraints.
From that perspective measures increasing resources, the efficiency of available resources, or the ways we manage risks for students and
investors (public and private) should be analyzed. Chile is one of the countries where higher education is financed mostly with household
resources, thus, we present Human Capital Contracts (HCC), as an option for higher education financing for students facing financial
constraints, but who could use their expected future income flows as a co-lateral. We analyze the feasibility of its implementation in Chile over
a set of college majors. We find that HCC can partially fund any college major in Chile and, some majors completely, under certain
conditions. Among the variables analyzed, those affecting most severely the contract pricing are initial after graduation wage level and
graduation rates. Finally we briefly present in a comparatively HCC in front of Income Contingent Loans, gradual increasing payments,
unemployment insurance and unemployment payments deferments for student loans.
Mots clés / Keywords: Education Financing – Human Capital Contracts – Income Contingent Schemes
English
83
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
26/07/2012
12 - Dufy
1&2
9:5012:30
EES16BA
Contribution Title
Contribution
N° / ID
Orientation
Chercheurs /
Research
DIVERSITÉ SOCIO-CULTURELLE ET TRANSITION ÉDUCATION-TRAVAIL / CULTURAL AND SOCIAL DIVERSITY AND
THE TRANSITION FROM EDUCATION TO WORK
Contributeur(s) –
Contributrice(s) /
Details page 37
Contributor(s)
Résumé / Abstract
Dans un contexte marqué par la mondialisation culturelle et la demande d'équité sociale, ce programme de recherche
soulève une double question. D'une part, il interroge sur la demande de diversité sociale et culturelle émanant de la société, des entreprises
et des organisations non marchandes à travers le monde. D'autre part, il s'intéresse aux réponses que l'école en particulier peut apporter à la
demande de diversité en faisant de la diversité sociale et culturelle de ses élèves et étudiants, un atout dans leur transition vers l’emploi. Le
Building on cultural globalisation and the increasing demand for social equity, this research programme addresses two
issues. First, the demand from society and organizations for social and cultural diversity is internationally investigated. Second, the
programme focuses on the ways for schools to address that demand through making their students' diversity an asset for their transition to
the working life. This programme was launched in 2010. In this seminar, a first set of findings will be presented.
Diversité sociale et culturelle / Cultural and social diversity – Transition éducation - travail / School-to-work
transition –
Français & English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
9:5010:20
EES16CA
/ Individual Paper
Session
Cross-Subject
Approaches / Topics
392
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
WATERLILYS SWEET POTATOES AND SPIDERS: ‘STORYING’ INDIGENOUS EPISTEMOLOGIES
Dr Nerida Blair, Australian Catholic University, AU
Contributor(s)
Résumé / Abstract
Educational epistemologies are cemented within the walls of Western eurocentrism (Battiste, M., & Henderson, J. Y.
(2000). This research explores Indigenous Knowings from Australia. It 'storys' (building ideas from listening, sharing, collaborating,
collectivity) using Indigenous voices, experiences, and journeys; weaving, relating and connecting these through metaphor. The research
identifies that Indigenous Knowings are fundamentally different to non-Indigenous epistemologies. Experiencing Indigenous Knowings
requires embracing alternative research methodologies. It embraces Indigenous research methodologies (Wilson, S. 2008) and (Martin, K.
2008), whilst dipping in to rhizomatics and constructivist theories specifically performance-based ideas. The research privileges Indigenous
Knowings through the metaphor of waterlilys, sweet potatoes and spiders.
Mots clés / Keywords: Indigenous – Story – Knowing
English
84
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
10:4011:10
EES17AA
/ Individual Paper
Session
Cross-Subject
Approaches / Topics
516
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
THE EFFECT OF INTERTEXTUALITY ON IRANIAN EFL LEARNERS’ CRITICAL WRITING
Ms Hayedeh Sepehran, Department of English language, Tabriz Branch, Islamic Azad University, IR
Dr Saeideh Ahangari, Department of English language, Tabriz Branch, Islamic Azad University, IR
Résumé / Abstract
Intertextuality is the relation of each text with the texts surrounding it. Anything we are writing or saying has relationship
with what we have heard or seen before. While students are negotiating a particular text, they are involved in complex cognitive mental
processes such as comparing, predicting and evaluating ,because they have to make relations between the texts and refer to related texts
and personal experiences by remembering similar meanings among the texts (Behak & Massari, 2009). On the other hand, critical thinking is
the ability to think reasonably, reflectively. It enables the person to judge, evaluate and assess responsibly (Schafersman, 1991). Since
intertextuality results in critical thinking, this study has focused on the effect of intertextuality on EFL learners' critical writing . To do so, we
divided the participants into three groups; one control and two experimental groups. The first experimental group read a text and wrote a text
about the same topic and the second experimental group watched a short film about the topic besides reading the text and then wrote a text
about it. We compared their writings in terms of critical thinking elements and found a meaningful relationship between intertextuality and
critical writing.
Mots clés / Keywords: intertextuality – critical writing –
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
10:4011:10
EES17BA
/ Individual Paper
Session
Primary Education
348
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
THE APPRENTICE LISTENER
Ms Kit Lawson, Murdoch University Western Australia
Contributor(s)
Résumé / Abstract
Drawing on new understandings of the dynamic nature of the reading brain, this paper revisits research into early
language development to offer novel perspectives on the teaching of reading. Functional neuroimaging studies of reading show that, closely
following the onset of the visual stimulus, the spoken-language, emotional and mnemonic areas of the brain are activated (Marinkovich,
Dhond, Dale, Glessner, Carr and Halgren, 2003), which suggests that the brain employs all relevant information to make contextual meaning
as fully and as rapidly as possible. This paper proposes that the affective and prosodic quality of the information available to typically
developing beginning readers may be an important factor in either facilitating or impeding their ability and, importantly, their motivation to
learn to read. The focus of the paper is on three central issues: the role emotions play in reading (Kringelbach, Vuust & Geake, 2008) and in
learning to read; the development of sustained auditory attention as a process of learning to read; the development of prosodic awareness as
a keystone for learning to read (Holliman, Wood & Sheehy, 2008). The paper argues that the role of beginning readers as auditors of
discourse should be taken into account when teaching reading.
Mots clés / Keywords: reading – prosody – affect
English
85
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
11:2011:50
EES17AB
/ Individual Paper
Session
524
Chercheurs /
Research
Contribution Title
SMALL GROUP DYNAMICS IN CROSSCULTURAL COLLABORATIVE FIELD RESEARCH: VOICES FROM THE FIELD
Dr. Karen Freeman, Chicago State University in Chicago, Illinois, USA
Dr. Athanase Gahungu, Chicago State University in Chicago, Illinois, USA
Dr. Angelique Jackson, Chicago State University, Chicago, Illinois, USA
Dr. Deborah Williams, North Park University, Chicago, Illinois, USA
Contributeur(s) –
Contributrice(s) /
Contributor(s)
Résumé / Abstract
During the summer of 2010, researchers and student interns from Ghana Education Service, Chicago State University
(CSU-USA), Winneba University of Education, and Cape Coast University took part in a collaborative field study to assess the extent of use
and impact of CSU Teaching and Learning Materials Program (TLMP) in Ghana. Mixed teams of Ghanaian and US researchers visited 14
deprived districts where the TLMP materials were distributed. They observed classrooms, interviewed parents and teachers, and collected
end-of-year assessments. Before the fieldwork began, researchers attended a 9-day workshop on interview and observation techniques
specific to cross-cultural teamwork. CSU students also took an orientation course during the spring semester. Every evening, after fieldwork,
teams shared their experiences by telephone. Student interns kept a journal of their experiences. Team leaders submitted reflections on the
assessment, along with cross-cultural and methodological challenges encountered. This paper describes the experiences of the researchers
as they relate to small group interaction. Issues of dynamics such as group cohesion, roles (social and task), cultural norms, leadership,
management, biases and functionality will be discussed from the African and American perspective.
Mots clés / Keywords: Ghana – cross-cultural – groups
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
11:2011:50
EES17BB
/ Individual Paper
Session
Cross-Subject
Approaches / Topics
274
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
PREPARING 21ST CENTURY TEACHERS TO EFFECTIVELY USE TECHNOLOGY
Dr. Marilyn Dolven, Georgia Gwinnett College Lawrenceville, Georgia USA
Contributor(s)
Résumé / Abstract
The World Wide Web has had a significant effect on the way 21 st-century students think and learn (Prensky, 2001).
Using technology based games for teaching is one way to shift to a more appropriate learning format for the Digital Generation. Lepper and
Cordova (1992) have demonstrated that games significantly improve the learning performance of students. Most instructors use games in the
classroom as they have seen them used. This is often a limited perspective of skill drills or review. Teacher preparation programs have a
particularly crucial role to play in teaching strategies that utilize 21 st century technology. The most straightforward way to teach with video
games is to have students create a game containing content (Schrader, Zheng, & Young, 2006). This presentation will include a
demonstration and overview of an activity that prepares preservice teachers to effectively develop and use games to teach content.
Mots clés / Keywords: Teachers – Technology – Games
English
86
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
12:0012:30
EES18AA
/ Individual Paper
Session
Higher Education
454
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
IMPROVING EFL LEARNERS’ WRITING PERFORMANCE THROUGH SELF AND PEERASSESSMENT
Dr Nasrin Hadidi Tamjid, Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran, IR
Contributor(s)
Résumé / Abstract
In modern views toward teaching and learning, learner participation in the assessment is increasingly considered to
be an important feature (Oskarson, 1999). In fact, as Lindblom- Ylanne et al (2006) note, both self- and peerassessment can be considered
as learning tools, which help students develop the required skills. The present study investigated the role of self-assessment , and peerassessment in promoting students' writing performance. To this end, the participants (N=157) were assigned to five groups. The first
experimental group did journal writing as a self-assessment technique, the second group self-assessed their own writings, the third group
employed both self-assessment and peer-assessment, and the fourth group had only peerassessment. Moreover, there was teacher
assessment in all experimental groups, except the fourth group. In the control group, there was only teacher assessment. Also, at the
beginning and end of the semester, all participants took a writing test. The design of the study was quasi-experimental, nonrandomized
control group, pretest-posttest design. The results revealed that in the second and third groups, in which the students employed selfassessment and peer-assessment, together with the teacher assessment, we had the most improvement in writing.
Mots clés / Keywords: Self- assessment – Peer- assessment –
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
12:0012:30
EES18BA
/ Individual Paper
Session
e/m-Learning
370
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
21ST CENTURY PREPARATION OF ONLINE FACULTY
Dr. Lynn Romeo, Monmouth University, US
Prof. Mary Brennan, Monmouth University400 Cedar AvenueWest Long Branch, NJ 07764, US
Résumé / Abstract
Based on the investigation of our online course evaluations and faculty feedback, we created a framework for best
practices in online instruction that engages learners in an asynchronous environment. The teaching model explains the key elements
necessary for effective teacher development in the 21st century using online tools and strategies. After designing the model, we focused on
and constructed differentiated online instructional approaches that faculty view and incorporate into their online teaching and learning to
promote motivation and a risk-free environment (Keller, 2010). This effective delivery of online instruction required a paradigm shift that
resulted in a redesign of online teaching in the areas of organization, interactive environment, best practices in instructional approaches, valid
and inclusive assessments, the use of multimedia, and the creation of online collaborative social communities. The modules enabled the
faculty to enhance the students' self-directed learning experience to make it more relevant and meaningful for the individual student, thus
positively affecting achievement. We will share the development of our modules and the feedback from the faculty that are using them.
Further, we will also share the latest student data that was collected at the end of the semester the modules were implemented.
Mots clés / Keywords: faculty evaluation – Faculty training – online teaching
English
87
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
13:4014:10
EES19AA
/ Individual Paper
Session
Education Policy
2006
Research
Contribution Title
THEORY AND PRACTICE ISSUES IN TEACHER EDUCATION REFORMS FROM SWEDEN AND TURKEY
Contributeur(s) –
Contributrice(s) /
Ms. AYSE KIZILDAG, University of Borås, SWEDEN
Dr. ANITA RUNA ERIKSSON, University of Borås, SWEDEN
Contributor(s)
Résumé / Abstract
Constant global changes compel education systems to alter, which in turn demand modifications in teacher education.
A ubiquitous theme in teacher education reforms has been the theory and practice relationship to provide higher teacher quality. This study
aims to compare the latest teacher educations reforms analysing policy documents, official reports and government proposals in Sweden
(1985, 2001, 2010) and Turkey (1997, 2006) with a focus on theory and practice relations. The reforms are analyzed with reference to
reasons, structural and substantive changes, expected outcomes, i.e., what was changed, and what was offered instead. Critical discourse
analysis (Fairclough, 1992, 1995, 2003) as both a theoretical and methodological framework, and the concepts of intertextuality and
interdiscursivity are used as analytical screens. The findings show differences and similarities. The aim in all reforms is to enhance teacher
education quality by changing and improving the relationship between the theoretical and practical training through modifications in the
subject content of theory and practice, the teacher education structure, and supervisors and/or teacher educator´s roles and responsibilities.
On the other hand, how this aim was realized differs in both countries.
Mots clés / Keywords: teacher education – policy analysis – comparative study
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
13:4014:10
EES19BA
/ Individual Paper
Session
Educational
Epistemology
220
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
AN EVALUATION OF AN INDIVIDUAL COGNITIVE PLAN ICP ON THE MANAGEMENT OF ADHD CHILDREN’S
READING
Dr Paul Cates, Faith Christian Ministries, US
Dr Kirk Cates, Faith Christian Ministries, US
Dr David Woodhouse, Formally Cactus Clinic University of Teesside, Middlebrough England, GB
Résumé / Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most studied and written about classifications.
Approximately 60% of ADHD children also have co-morbid reading difficulties. The purpose of this study is to investigate the effectiveness of
an Individual Cognitive Plan (ICP) upon ADHD children's reading achievement. The ICP individualizes a curriculum to meet the abilities of
the person progressing academically. Method. Purposive sampling procedures were used to obtain three groups of non ADHD, ADHD on
medication and ADHD non-medicated, with an age range of 6-18 years. All participants were working with the ICP for three years and were
tested on the Woodcock Reading Test. ANOVAs were used to evaluate the magnitude of change made during the three year periods.
Results. On the WRMT-A, a child is expected to make one grade level progress for each academic year in school. This was achieved by all
groups after one year. However, after three years the Medicated group were below that goal whereas the remaining groups showed
improvement above expectations. Conclusion. These results would appear to conflict with earlier research. Tentative explanations and
implications are discussed with particular reference to the selection of appropriate curriculum materials.
Mots clés / Keywords: ADHD – Individual Cognitive Plan – Reading
English
88
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
14:2014:50
EES19AB
/ Individual Paper
Session
Communication &
education
645
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
THE IMPACT OF METACOGNITIVE TRAINING ON IRANIAN EFL LEARNERS’ ABILITY TO PLAN THEIR
TASKBASED SPEECH
Dr. Zohreh Seifoori, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran, IR
Contributor(s)
Résumé / Abstract
Research on the effects of various aspects of task planning on oral performance has asserted a close link between task
planning and features of oral performance with trade-off effects either between accuracy and fluency or accuracy and complexity. Such tradeoffs have been attributed to task types (Skehan and Foster, 1997), available planning time (Mehnert, 1998), and teachers' guidance (Skehan
and Foster 1997, Foster and Skehan, 1999). The question formulated in this study was whether a task-based metacognitive training program
could improve the participants' ability to plan. Six class of Iranian EFL learners at Islamic Azad University-Tabriz Branch were selected to take
part in this quasi-experimental study. They were randomly assigned as three experimental trained groups and three untrained control groups
of pre-task planners, on-line task planners, and pre/on-line task planners. Employing a narrative task type, the data were collected and
analyzed using a 2x3 factorial design. Research findings indicated positive effects of metacognitive training on accuracy under all planning
conditions, and on fluency under the mixed planning condition. Complexity was influenced neither by the training program nor the planning
conditions. The findings have pedagogical implications for both teachers and curriculum developers.
Mots clés / Keywords: Metacognitive training – Task planning – Task-based speech
Français
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
26/07/2012
12 - Dufy
1&2
14:2018:20
EES19BB
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contribution
N° / ID
Orientation
Chercheurs /
Research
Details page 37
Contributor(s)
Résumé / Abstract
transition –
Français & English
89
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
14:2014:50
EES19CB
/ Individual Paper
Session
Cross-Subject
Approaches / Topics
223
Chercheurs /
Research
Contribution Title
THE IMPACT OF COLLABORATIVE LEARNING ON THE IMPROVEMENT OF EFL LEARNERS' SPEAKING ABILITY
Contributeur(s) –
Contributrice(s) /
Dr Roxana Aminzadeh, Assistant Professor,Islamic Azad University,North Tehran Branch, IR
Ms Samaneh Azimbeyk, Islamic Azad University, North Tehran Branch, IR
Contributor(s)
Résumé / Abstract
The present study attempted to discover the impact of collaborative learning on the improvement of the speaking ability
of homogeneous and heterogeneous Iranian EFL learners.At the outset of the study, a standardized language proficiency test (Preliminary
English Test) was utilized to assign 100 participants to two homogeneous and heterogeneous groups.Further, each of these groups was
divided into a control and an experimental one. In the next phase of the study, a speaking pretest was administered to all participants.During
16 sessions of instruction, the experimental groups were exposed to collaborative learning whereas the control groups of the study performed
the same classroom activities individually.After the treatment all the participants took part in the speaking posttest.The analysis of the results
of the t-tests revealed that collaborative homogeneous and heterogeneous groups outperformed the non-collaborative ones in terms of their
speaking ability.Furthermore, it was found that the heterogeneous collaborative group did significantly better than the homogeneous
collaborative one.These results were in line with the findings obtained from the studies conducted by Faris (2009) and King & Learners
(2009).
Mots clés / Keywords: collaborative learning – –
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
15:0015:30
EES20AA
/ Individual Paper
Session
Approches /
Thématiques
transversales
605
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
A MODEL OF LONGTERM PROFESSIONAL DEVELOPMENT THAT WORKS: TEACHERS TEACHING TEACHERS
Dr. Richard Speaker, , US
Dr. Elizabeth Willis, Dept. of Baton Rouge, Louisiana, 70803, US
Ms. Penelope Speaker, US
Résumé / Abstract
Much has been written lately about the quality of teaching. Clearly good teaching requires intelligent, flexible teachers
who know various content disciplines, use a wide range of pedagogical models, stay in teaching long enough to develop abilities to organize
and assess student learning, and can advocate for students. Lately quality teaching discourse has focused on teachers' test scores, their
academic achievement in university disciplines outside of education, and short-term recruitment of candidates with initial degrees who are
working as teachers for two years to have their loans partially forgiven. Few researchers have looked over longer periods of time at the
professional development of teachers in their teaching fields and endeavored to uncover what aspects of teaching improve over long periods
of time with the development of expertise and which approaches that foster long-term teacher productivity without burnout. We examine one
such approach: teachers teaching teachers (TTT) that has been used in writing projects since the 1970s and technology implementation
where it has been used since about 1999. In this paper we describe two cases where TTT has functioned over time and report on its
structure, organization, and longevity.
Mots clés / Keywords: quality teaching – staff development – teachers teaching teacher
Français
90
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
15:0015:30
EES20BA
/ Individual Paper
Session
Comparative &
International Education
661
Chercheurs /
Research
Contribution Title
COMPARATIVE PERSPECTIVES ON SCHOOL LEADERSHIP
Contributeur(s) –
Contributrice(s) /
Prof. Cathryn Magno, Connecticut State University, US
Contributor(s)
Résumé / Abstract
Over the past two decades, educational leadership programs, and policies to support them, have emerged in many
countries where they had never existed before. Leadership in schools has unique potential to make positive change in educational systems
(Leithwood & Day, 2007), but remain understudied and undertheorized in a global perspective (Brundrett & Crawford, 2008). This study
documents policy convergence by using Carney's (2009) concept of a 'policyscape' of neoliberal globalization, allowing for identification and
comparison of policy trends in what might otherwise seem like incomparable settings. Qualitative interview (approximately 25 per context)
and documentary data was collected in the United States (Connecticut), Switzerland (Zurich), and Azerbaijan from policymakers, leadership
preparation faculty/trainers, and school leaders to answer the research question: In what ways is educational leadership similar across the
three contexts, and what accounts for differences among them? Findings indicate 1) common 'push factors' such as international
achievement tests and policymakers' personal experiences, 2) both convergence and divergence of neoliberal values, 3) nearly singular
reliance on Anglo-American leadership literature, 4) school leadership emerging as new profession, and 3) the popularity of distributed
leadership versus the lack of knowledge about instructional leadership.
Mots clés / Keywords: leadership
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
15:4016:10
EES20AB
/ Individual Paper
Session
Education à
l'environnement
470
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
EDUCATION AND PUBLIC OUTREACH ON CLIMATE CHANGE
Dr. Julie Drolet, Thompson Rivers University, CA
Contributor(s)
Résumé / Abstract
This paper presentation will share findings from a research project on the environment that examined climate change,
disasters and sustainable development adaptations and responses in British Columbia's (BC) small cities and rural communities. The paper
will focus on the education and public outreach that aims to to reduce BC's vulnerability to adverse natural and anthropogenic hazards and
extreme events, including the potentially devastating impacts of climate change, by mobilizing research results on community-level
adaptations generated at the community and general stakeholder level. To achieve this goal, there are five interrelated public outreach
objectives, that will be discussed. This qualitative research study utilized interviews, focus group discussions, a survey, documentation and
observations to learn about community member's responses and adaptations to the impacts of climate change. The research findings are
based on data collected with 121 participants, including 19 key informant interviews, 32 focus group participants, and 70 survey respondents.
The project is significant because it provides a range of perspectives on community-level adaptations in BC; demonstrates community actions
to implement practical solutions; and delivers outreach activities to promote disaster risk-reduction in vulnerable small cities and rural
communities.
Mots clés / Keywords: climate change – disasters – environment
Français & English
91
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
15:4016:10
EES20BB
/ Individual Paper
Session
Business Education
591
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
ORGANIZATIONAL CLIMATE CULTURE AND LEADERSHIP AS PREDICTORS OF PERFORMANCE
Dr Golda Aira Crisostomo, Colegio De San Juan De Letran Intramuros, Manila Philippines, PH
Contributor(s)
Résumé / Abstract
The increasing turbulence of organizational context, the fast-changing advancement of technology and the proliferation
of behavioral changes and strategies suggest that organizations must adapt to change and development to determine its effectiveness in
areas like processes and systems. Organizational climate, organizational culture and leadership are considered as key drivers of
organizational performance although from the literature reviews (Zeng,Yang & McLean, 2010; Yuan Hung et.al.,2010;Denison, 2009, 2008;
Gregory et.al., 2009), it was revealed that the focus are mainly for generic business settings and very few are directed to higher education
sector. Five private Higher Education institutions owned and managed by a Religious Order were selected for the study. Data were collected
by administering Denison's Organizational Culture Questionnaire and Leadership Development Survey as well as the Organizational
Climate survey to 284 respondents. Unstructured interviews were conducted among selected key informants of each HEIs. Initial results of
the organizational diagnostic survey (ODS) revealed that purpose, structure leadership and rewards are the major sources of problems in
their organizational functioning. Regression analyses showed that organizational culture and leadership can significantly predict the
organizational performance of the institutions. Findings were used as the proposed organizational development (OD) model for the five
Higher Education Institutions.
Mots clés / Keywords: Higher Education – Leadership – Organizational Culture
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
16:2016:50
EES21AA
/ Individual Paper
Session
Special & Inclusive
Education
388
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
USING PEER SUPPORT DATA TO IDENTIFY CAREER STRENGTHS AND ABILITIES
Dr. Deborah Reed, University of North Florida University of Florida, US
Dr. Diane Ryndak, University of Florida, US
Dr. Andrea Ruppar, University of Florida, US
Ms. Ann-Marie Orlando, University of Florida, 0
Ms. Bridgette Johnson, University of Florida, US
Ms. Debra Duran, University of Florida, US
Ms. Regina Currens, School Board, US
Résumé / Abstract
Student experiences during high school are vital in the preparation of potential career opportunities (Carter, Trainor,
Cakiroglu, Swedeen, & Owens, 2010). Work ethic and employment related skills are nurtured as students with disabilities learn to make
informed decisions and develop ambitious employment related goals through participation in academic and community experiences. High
school peer support programs provide a framework for increasing meaningful participation of students with severe disabilities in general
education classes. Peer supporters from a high school program provided one-to-one modified instruction to students with severe disabilities
in an inclusive general education context. Peer support strategies are recommended for socially and academically supporting students with
severe disabilities (Carter, Moss, Hoffman, Chung, & Sisco, 2011). Both social skills and student support are predictors for improving
postschool outcomes for students with disabilities (Test, Mazzotti, Mustian, Fowler, Kortering, & Kohler, 2009). Identifying strengths from
peer support arrangements for purposes of developing customized career opportunities will be explored. Discussion will address plans for
using this information to increase student engagement and identifying skills recommended for transition to working life.
Mots clés / Keywords: Peer supports – post-school outcomes – working life
English
92
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
16:2016:50
EES21BA
/ Individual Paper
Session
Education à
l'environnement
471
Chercheurs /
Research
Contribution Title
GENDER AND CLIMATE CHANGE
Contributeur(s) –
Contributrice(s) /
Dr. Julie Drolet, Thompson Rivers University, CA
Contributor(s)
Résumé / Abstract
Climate change and resultant disasters affect women and men differently. It is important to consider women?s
experiences in order to inform theory, practice, and activism at local and global levels. Based on original field research carried out in the
Interior of British Columbia (BC) in Western Canada, the responses and adaptations of communities affected by the potential impacts of
climate change and resultant disasters are being better understood and documented. New and innovative community-based approaches and
actions demonstrate that local, grassroots communities are engaging local decision makers and municipal governments to implement
practical ideas and solutions.
Mots clés / Keywords: Climate change – gender – environment
Français & English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
17:1017:40
EES22AA
/ Individual Paper
Session
Communication &
Education
527
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
THE RELATIONSHIP AMONG IRANIAN EFL LEARNERS’ SHYNESS COMMUNICATION APPREHENSION AND THE
ACCURACY AND FLUENCY OF THEIR TASKBASED SPEECH
Dr. Zohreh Seifoori, Department of English Language, Tabriz Branch, Islamic Azad university, Tabriz, Iran, IR
Mrs. Maryam Babapour, Department of English Language, Tabriz Branch, Islamic Azad universtiy, Tabriz, Iran, IR
Résumé / Abstract
A major problem for Iranian adult English learners is to produce accurate and fluent speech. Affective factors play a
significant role in adult language learning (Crozier, 1997; Dewaele, 2002). Thus, the major question posed in the present ex-post-facto study
was whether there was any relationship among shyness, communication apprehension (CA), and the accuracy and fluency of Iranian
learners' task-based speech. The participants included fifty intermediate female learners at a private language institute in Uromia, a
metropolitan city in the northwest of Iran, whose shyness and CA were measured through The Revised Cheek and Buss Shyness Scale
(RCBS) (Cheek, 1983) and Personal Report of Communication Apprehension-24 (PRCA-24). Moreover, they were engaged in a picture strip
description task and their speech was audio-recorded in an English laboratory. The recorded data were further transcribed, coded and
scored. The Pearson's Product-moment correlation analyses of the data indicated that shyness and CA were positively correlated and that
both were negatively correlated with the accuracy and fluency of the participants' task-based speech. The findings underscore the basic need
to control adult learners' shyness and CA through various methodological techniques as a prerequisite to enhancing the accuracy and fluency
of their task-based speech.
Mots clés / Keywords: Shyness – Communicative apprehensio – Task-based speech
English
93
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
17:1017:40
EES22BA
/ Individual Paper
Session
Special & Inclusive
Education
463
Praticiens /
Practice
Contribution Title
THE COMMONWEALTH SPECIAL EDUCATION ENDORSEMENT PROGRAMS: A DISTANCE LEARNING
APPROACH TO SPECIAL EDUCATION TEACHER PREPARATION
Dr Stephen Tonelson, Old Dominion University,
Dr Robert Gable
Dr Cheryl Baker
Dr Ann Maydosz
Contributeur(s) –
Contributrice(s) /
Contributor(s)
Résumé / Abstract
The Commonwealth Special Education Endorsement (CSEEP) Program is a technology-rich, innovative approach to
teacher preparation in special education. The primary mission of this program is to provide a readily accessible path to high quality
coursework and full licensure for provisionally licensed special education teachers across Virginia and, in doing so, to ensure a high quality
education for Virginia's children with disabilities. CSEEP is a collaboration that includes Virginia's public schools; the Virginia Community
College System; Old Dominion University (ODU); and national and state advisory boards. CSEEP is designed to overcome the significant
geographic, opportunity, cost, and support barriers that prevent access to the special education courses necessary to complete the
requirements for full licensure. To address these barriers, key components of CSEEP include: classes scheduled at times convenient for
working professionals; a network of distance learning sites throughout Virginia; innovative course delivery formats and tuition assistance for
grant participants. Our data indicate that participants rated themselves as better prepared to implement national teaching standards and that,
over a ten year period, 88% of our participants remained in special education, making CSEEP a highly cost-efficient means for the Virginia
Department of Education to meet the increasing demand for special educators.
Mots clés / Keywords: Teacher Preparation – Special Education – Distance Learning
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
17:5018:20
EES22AB
/ Individual Paper
Session
Assessment &
Evaluation
530
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
THE EFFECT OF PORTFOLIO ASSESSMENT ON THE ACCURACY COMPLEXITY AND FLUENCY OF IRANIAN EFL
LEARNERS’ WRITTEN DISCOURSE
Dr. Zohreh Seifoori, Department of English Language, Tabriz Branch, Islamic Azad university, Tabriz, Iran, IR
Mrs. Sahar Mokarrami, Department of English Language, Tabriz Branch, Islamic Azad university, Tabriz, Iran, IR
Discutant(e) / Discussant: Prof Sara Bahia, University of Lisbon, Portugal
Résumé / Abstract
Most Iranian English learners find writing in English a difficult process possibly because they have not adequately
mastered the necessary sub-skills (Wolf, 2000, cited in Topuz, 2004), and organizational skills (Brown, 2001). Portfolio assessment is an
alternative process-oriented assessment technique which has been highlighted as a productive device in language teaching to engage
learners in the evaluation of various language samples they produce (Shohamy & Walton, 1992). The main research question formulated
here was whether engaging learners in portfolio assessment could enhance the fluency, accuracy, and complexity of their written discourse.
This quasi-experimental study was, hence, undertaken to answer this question. Thirty six Iranian female students at advanced proficiency
level were randomly assigned as the experimental and the control groups. Through a ten-session course of writing, the participants in the
experimental group were involved in self and teacher assisted portfolio assessment of samples of their written assignments whereas the
control group's written assignments were assessed by the teacher. The t-test analysis of the written post test revealed that the experimental
group produced more fluent, accurate, and complex texts. The results underscore the necessity of engaging learners in process-oriented
evaluation of their work samples.
Mots clés / Keywords: Portfolio assessment – Written discourse – Organizational skill
English
94
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
7-Utrillo
17:5018:20
EES22BB
/ Individual Paper
Session
Special & Inclusive
Education
465
Praticiens /
Practice
Contribution Title
THE PARAPROFESSIONAL PREPARATION FOR EXTRAORDINARY TEACHING PROGRAM: A SUCCESSFUL
PARAPROFESSIONAL INDUCTION PROGRAM
Dr Stephen Tonelson, Old Dominion University,
Dr Robert Gable
Dr Cheryl Baker
Dr Ann Maydosz
Contributeur(s) –
Contributrice(s) /
Contributor(s)
Résumé / Abstract
Experts have suggested that recruiting personnel from within the schools, specifically paraprofessionals, to fill teaching
positions may provide an advantageous response to special education teacher shortages (Burbank, Bates & Schrum, 2009). While teaching
shortages often result in the hiring of new-to-the-field individuals, paraprofessionals may have informally-acquired qualifications that better
dispose them to adapting to and remaining in special education: experience with special education instructional strategies, including behavior
management; an understanding of the effort involved in special education instruction; and a grasp of the school culture. Individuals who enter
the teaching profession from the school milieu often have existing commitments to the area and an understanding of the area culture, along
with instructional skills and experience. Paraprofessional induction programs can also serve the important function of diversifying the teacher
pool by attracting candidates who may have been unable to pursue teacher preparation programs because of cost, distance or other
disadvantages or may have entered the profession as a second career (Burbank et al., 2009). Therefore, the economic advantage afforded
by the tuition assistance and the support provided through the evidence-based curricula create an accessible entry point for a wide range of
candidates and increases their ability to remain in the profession.
Mots clés / Keywords: teacher preparation – special education – paraprofessional inductio
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
26/07/2012
1Cezanne
18:3019:00
EES23AA
/ Individual Paper
Session
Education Policy
557
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
THE REPRESENTATIONAL EFFECTS OF STANDARDIZED REPORTING FOR EDUCATIONAL ACCOUNTABILITY IN
NORTHERN ALBERTA
Dr. Brenda Spencer, University of Alberta, CA
Contributor(s)
Résumé / Abstract
In Alberta, educational accountability is to be achieved through the Accountability Pillar policy for standardized reporting
of the ways in which schools, districts, and the province demonstrate educational achievement and improvement. This qualitative research
asked: What are the effects of the local practices of the Accountability Pillar? Data were collected over three years through document
analysis and interviews with educational leaders (i.e., administrators, trustees, and elders) in ten communities across Northern Alberta. With
interest in power/knowledge and the state, my orientation to the data combines Foucault's (1991, 2007) concepts of governmentality and
spatiality. I argue that statistics, charts, colour, and graphics have literally and figuratively coloured Alberta's North through representations
that fix bodies in place and statistically map educational success and failure in geopolitical terms so that certain populations and spaces are
made intelligible in particular ways. This produces the conditions under which individuals understand themselves and others as objects and
subjects of intervention and reorganization. Specifically, dividing practices for tracking 'failures' and targeting 'at risk' populations have
rendered a picture of education that is largely about 'difference' and deficit. This is highly problematic in a region where most of the student
population identify as Aboriginal or Métis.
Mots clés / Keywords: accountability – governmentality – spatiality
English
95
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
9:10-9:40
EES24AB
/ Individual Paper
Session
Educational
Anthropology
140
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
STUDENT DISENGAGEMENT FROM A LOCAL PERSPECTIVE
Dr. Rachel Martinez, University of Houston-Victoria School of Education and Human Development, US
Dr. Paul Carlson, University of Houston-Victoria School of Education and Human Development, US
Dr. Mary Lasater, US
Contributor(s)
Discutant(e) / Discussant: Dr Athanase Gahungu, Chicago State University, United States
Résumé / Abstract
Researchers have studied student disengagement from school for decades. Demographic factors such as family
income, gender, or ethnicity may be linked to levels of school engagement (Lew, 2004; Perreira, Harris, & Lee, 2006). These factors have
limited value to those seeking to understand local sets of at-risk students and develop school-based strategies. This study demonstrates that
a cooperative effort between school administrators and researchers can identify key local factors of student disengagement. This information
provides critical insight towards developing alternative secondary programs for at-risk students. This study involved in-depth interviews with a
convenience sample of twelve high school students, seven family adults, three teachers, and the principal at the school. Through interviews
and triangulation during data analysis (Gay, Mills, & Airasian, 2006), efforts were made to capture the lived experiences of school from the
student's perspective. Interviewees addressed the following issues: 1) causes of student disengagement; 2) under what circumstances
disengagement occurs; and 3) existing opportunities for effectively addressing student disengagement. This article describes school factors,
peer factors, and educator and family factors to assist in developing strategies to prevent student disengagement from school. Implications
for research and practice were discussed.
Mots clés / Keywords: At-Risk Students – Student Disengagement – Student Drop-outs
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
27/07/2012
12 - Dufy
1&2
9:5012:30
EES25AA
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contribution
N° / ID
Orientation
Chercheurs /
Research
Details page 37
Contributor(s)
Résumé / Abstract
transition –
Français & English
96
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
9:5010:20
EES25BA
/ Individual Paper
Session
Health Education
514
Chercheurs /
Research
Contribution Title
BUILDING THE TEACHERSTUDENT RELATIONSHIP FROM IMMERSION IN BASIC EDUCATION: A STUDY BASED ON
ACCOUNTS BY TEACHERS IN TRAINING
Dr. Marlene Gonçalves, University of São Paulo, BR
Dr. Cinira Fortuna, University of São Paulo, BR
Dr. Marta Silva, University of São Paulo, BR
Dr. Ronildo Santos, University of São Paulo, BR
Contributeur(s) –
Contributrice(s) /
Contributor(s)
Résumé / Abstract
This qualitative study aims to analyze the teacher-student relationship from the perspective of nursing undergraduate
students in the teacher-training program. The analysis used portfolios formed with reflexive accounts written by undergraduate students
throughout the discipline "Health Promotion in Basic Education". Bardin's (2004) theory of analysis of enunciation was adopted as a
reference, considering explicit as well as implicit aspects of written texts, such as ambiguities, self-corrections and metaphors. The results
highlight students' descriptions and interpretations about situations observed and or experienced at schools, especially about interactions
between teachers and pupils. Students criticize, relate their experience to literature, suggest alternatives based on their readings, discuss
their own practice with pupils, express their difficulties and propose changes. This study shows the teacher-student relationship, fundamental
for education, can become a very important point in the educator's formation, from experience and reflection based on real-life.
Mots clés / Keywords: education – nursing –
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
10:4011:10
EES26AA
/ Individual Paper
Session
Cross-Subject
Approaches / Topics
371
Praticiens /
Practice
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
EVALUATING A BILINGUAL EDUCATION PROGRAM IN SPAIN: THE IMPACT BEYOND FOREIGN LANGUAGE
LEARNING
Mrs. Brindusa Anghel, Fundacion de Estudios de Economia Aplicada (FEDEA), Madrid, Spain, ES
Mr. Antonio Cabrales, Universidad Carlos III de Madrid, ES
Mr. Jesús Carro, Universidad Carlos III de Madrid, ES
Résumé / Abstract
We try to evaluate a program in the Spanish region of Madrid that introduced bilingualism in primary education in some
public schools in 2004. Under this program students not only study English as a foreign language but also some subjects (at least Science
and General Knowledge) are taught in English. Spanish and Mathematics are taught only in Spanish. The first class receiving full treatment
finished Primary education in June 2010 and took the standardized test that all 6th grade students in Madrid have to take. We use this test as
a measure of primary education outcome to evaluate whether the bilingual program has had any impact on learning of what it is considered
as basic skills a student should have acquired after primary education. We have to face a double self-selection problem. One caused by
schools who decide to apply to be part of the program, and a second one caused by students when choosing school. We take several routes
to control for these two selection problems. Our results indicate that there is a clear negative effect on learning the subject taught in English,
and no clear effect on mathematical and reading (in Spanish) skills.
Mots clés / Keywords: Bilingual education
English
97
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
11:2011:50
EES26AB
/ Individual Paper
Session
Higher Education
582
Chercheurs /
Research
Contribution Title
THE LEGAL FRAMEWORK OF HIGHER EDUCATION IN ALBANIA THE PHENOMENON OF PRIVATE HIGHER
EDUCATION
Contributeur(s) –
Contributrice(s) /
Dr. Juliana Latifi, Justicia University, AL
Prof. Nikoleta Mita, University of Tirana, AL
Contributor(s)
Résumé / Abstract
This paper aims to present the results of a research undertaken on the legal framework of establishment, expansion,
and promotion of private higher education in Albania. The private higher education in Albania is a new phenomenon of the first decade of
2000. Albania, a small country with approximately 3.2 million inhabitants, actually has 54 institutions of higher education, while 41 of them are
private.The objectives of this research are: 1) to analyze the legislation for establishing and promoting the private higher education system; 2)
to compare the national legal framework for higher education with the legal framework of other countries; 3) to study patterns of private higher
education institutions; 4) to evaluate the impact of the private higher education sector in the transition period. This research is based on the
data collected by using domestic and foreign legal legislation, official statistics, interviews with 20 key persons in Albania, and on reports and
articles. We believe that the conclusions of this research will help to understand the features of the private higher education phenomenon in
Albania, to improve the legal framework for private higher education, to reshape the policy on private higher education.
Mots clés / Keywords: higher education – legal framework – private education
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
12:0012:30
EES27AA
/ Individual Paper
Session
Business Education
650
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
WORKING WITH EMOTIONAL SKILLS IN BUSINESS SECTOR
Ms Argyro Chrysafi, University of Macedonia, GR
Contributor(s)
Résumé / Abstract
This study aims at investigating the effect of manager's emotional intelligence and work engagement on the job
satisfaction of their employees.Our sample consisted of 31 branch managers and 203 employees of retail stores. The managers were tested
with the Genos Emotional Intelligence Inventory (Palmer & Stough, 2001) and the Utrecht Work Engagement Scale (Schaufeli & Bakker,
2003). The employees were tested with the Employee Satisfaction Inventory (Koustelios & Bagiatis, 1997) which assesses six dimensions of
job satisfaction: working conditions, pay, promotion, job itself, supervision, and organization as a whole. Positive correlations were found
between managers' work engagement and employees' satisfaction with the organization and with their job itself. Managers' emotional
intelligence was not correlated with any of employees' job satisfaction dimensions. In the second step, regression analysis was employed. It
was found that total job satisfaction of the employees is predicted by the level of work engagement of their managers. In turn, managers' work
engagement is predicted by their emotional intelligence skills. Results showed that managers' emotional intelligence favors their work
engagement and this affects the employee's job satisfaction. These findings are particularly interesting as they reveal work engagement as
mediator between emotional intelligence and job satisfaction.
Mots clés / Keywords: Emotional intelligence – management –
English
98
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
13:4014:10
EES28AA
/ Individual Paper
Session
440
Chercheurs /
Research
Contribution Title
THE READING STRATEGY INSTRUCTION BASED ON COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH
CALLA
Contributeur(s) –
Contributrice(s) /
Ms. Meral Özkan Gürses, Eskişehir Osmangazi University, TR
Dr.Mr Oktay Adıgüzel, Anadolu University, TR
Contributor(s)
Discutant(e) / Discussant: M. Santiago Ospina Garcia
Résumé / Abstract
This study investigates the effect of the reading strategies instruction based on CALLA on French reading
comprehension level and the students' opinions about the intervention. Research was designed as action research. 18 students who were
studying French in Foreign Languages Department at Eskisehir Osmangazi University in the academic year 2009-2010 participated to the
study. Intervention lasted 8 weeks. Before and after the intervention, French reading comprehension test was used to measure students'
reading comprehension level. During the intervention, the students kept the journal. After the intervention, the students answered to the
questionnaire of students' opinions about the intervention. The quantitative data were analyzed using Wilcoxon test. The qualitative data were
analyzed according to descriptive analysis. According to research results, students' French comprehension level increased after the
intervention. Students' opinions were positive about the intervention. Most students found effective the intervention. The students' opinions
revealed that their reading comprehension level and strategy awareness increased.
Mots clés / Keywords: Cognitive Academic Langua – Reading strategies – Foreign language teaching
Français & English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
27/07/2012
12 - Dufy
1&2
14:2017:40
EES28AB
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contribution
N° / ID
Orientation
Chercheurs /
Research
Details page 37
Contributor(s)
Résumé / Abstract
transition –
Français & English
99
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
14:2014:50
EES28BB
/ Individual Paper
Session
Higher Education
655
Praticiens /
Practice
Contribution Title
PROFESSIONAL HIGHER EDUCATION: FROM SKILLS TO DIPLOMA SUPPLEMENT
Drs Maddalena Formicuzzi, , IT
Drs Serena Cubico, , IT
Dr Ardolino Piermatteo, , IT
Prof Favretto Giuseppe, , IT
Contributeur(s) –
Contributrice(s) /
Contributor(s)
Résumé / Abstract
This research is part of the Veneto Region, an Italian province is located in 3 major universities: University of Verona,
University Ca 'Foscari University of Venice and Padua. Many need to engage in professional post-graduate courses to complete high school
diploma requirements. Using the information provided by the European Union and the Bologna Process. Model building of professional status
in the Release and certification of the course, a study was designed and conducted at the request of the Region of Veneto and in cooperation
between universities and the labor market. The question of the project lasted a year: How to build paths based on vocational skills required by
the market? How to create a certification consistent between universities and the labor market? 3 University of Veneto, 12 courses for a total
of 1500 students in their final year of study constituted the sample of the research. The research model is qualitative and Action Research
based. At the end of the project have been made models and construction certification of competency-based job profiles described and
measured using the European Qualification Framework and the five Dublin Descriptors.
Mots clés / Keywords: Higher Education – action research – evaluation-certification
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
15:0015:30
EES29AA
/ Individual Paper
Session
Accompagnement,
mentorat, coaching ...
847
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
SUPPORTING BEGINNING MATHEMATICS TEACHERS WITH RESEARCH AND PRACTICE: TEACHER–
EDUCATOR/TEACHER PARTNERSHIPS
Dr. Hanna Haydar, City University of New York - Brooklyn College, US
Contributor(s)
Résumé / Abstract
This paper will report on how a model of teacher-educator/school-teacher partnerships used action research as a
professional development modality to support beginning mathematics teachers in NYC to improve their teaching practices. The partnerships
were grounded on best practices recommended by the current reform trends in teachers' professional development (Villegas-Reimers, 2003).
They are of an ongoing duration, site based and grounded in teachers' practices. These partnerships are examples of how teachers can
collaborate teacher educators to create their own 'adaptive' professional development (Horn, 2005). Data sources stem from three case
studies of teachers who worked to improve teaching practices like lesson planning, questioning and error-handling in urban public schools.
The frameworks of: i) levels of cognitive demands ii) clinical interview and iii) error profiles consisted the platforms for the design of both the
professional development and research components of the three partnerships respectively. Analysis of classroom and action-research data
(observations, interviews, journals, student surveys and student works) revealed the positive impact on teachers' support and practice.
Comparison and contrast between the multifaceted findings of the three cases will be the basis for discussion and recommendations for
beginning teachers' induction and teacher preparation.
Mots clés / Keywords: Mathematics Education – Professional Development – Action Research
Français & English
100
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
15:4016:10
EES29AB
/ Individual Paper
Session
Environmental Education
603
Chercheurs /
Research
Contribution Title
GREEN WRITING: NATURE DEFICIT DISORDER AND CHILDREN’S CONNECTIVITY WITH THE NATURAL
ENVIRONMENT THROUGH LITERACY
Contributeur(s) –
Contributrice(s) /
Ms Sonja Kuzich, Curtin University, Perth, Western Australia
Mr Paul Gardner, University of Bedfordshire, Bedford, England., GB
Contributor(s)
Résumé / Abstract
Growing evidence points to an increasing dislocation in children's knowledge of the world between urban environments
and naturalistic settings. In one generation indoor play has increased markedly and outdoor play in Australia has fallen from 73% to 13%
(Australian Institute of Family Studies, 2011). Louv (2005) identified similar patterns amongst children in the U.S.A., causing him to coin the
term 'Nature-Deficit Disorder' to describe the lack of experience and connection with nature evident in the lifestyles of today's children. Not
only is this deficit concerning in its own right, but concerns about the impact of climate change on the world's eco-system point to an
educational imperative to raise children's knowledge and appreciation of the natural environment. The evidence suggests that although
nature deficit disorder amongst children is a growing problem, intervention by educationalists might re-activate children's assumed innate
connection with the natural world. In order to evaluate the validity of this proposition research was undertaken with primary age pupils living in
an urban setting. Data from children's writing collected under two conditions (immersion in nature and within a classroom setting) were
compared to evaluate affective and cognitive responses to the different forms of exposure.
Mots clés / Keywords: nature – writing – environment
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
17:1017:40
EES31AA
/ Individual Paper
Session
Citoyenneté, démocratie
& éducation
317
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
LA CONTRIBUTION DE L’ÉDUCATION RELATIVE À L’ENVIRONNEMENT À LA CONSTRUCTION D’UNE DYNAMIQUE
DE PAIX
Dr. Nayla Naoufal, Centre de recherche à l’éducation relative à l’environnement et à l’écocitoyenneté de l’Université
du Québec à Montréal, CA
Résumé / Abstract
Cette communication se penche sur la contribution de l'éducation relative à l'environnement à la construction d'une
dynamique de paix. Il existe peu de recherches et de pratiques en éducation relative à l'environnement participant à la création d'un
processus de communication et de dialogue entre les personnes, les communautés et les populations autour d'un environnement partagé.
Or, la dégradation du milieu de vie et l'apparition ou l'exacerbation de guerres sont interdépendantes et étroitement liées, tout comme le sont
la protection de l'environnement, la coopération à cet effet et la création d'une dynamique de paix. En outre, la littérature spécialisée relative
aux théories et pratiques de consolidation environnementale de la paix ne traite généralement pas d'éducation, même de manière implicite.
La nécessaire inclusion dans le processus de consolidation environnementale de la paix d'une dimension éducative reste à faire. Dans cette
communication, nous présenterons les champs de l'éducation relative à l'environnement et de la consolidation environnementale de la paix,
en mettant en lumière leurs interconnections. Nous proposerons également des fondements et des pratiques d'éducation qui sont de nature à
contribuer à la construction d'une dynamique de paix, en nous basant sur les résultats de notre recherche doctorale.
Mots clés / Keywords: Environmental education – Peacebuilding – Shared environment
Français & English
101
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
17:5018:20
EES31AB
/ Individual Paper
Session
Communication &
Education
188
Praticiens /
Practice
Contribution Title
WHAT WOULD HOMER DO ASSESSING AND CONSTRUCTING CRITICAL INFERENCING SKILLS THROUGH
COMPUTERIZED ADAPTIVE TESTING CAT WITH “THE SIMPSONS”
Contributeur(s) –
Contributrice(s) /
Dr. Thomas Schalow, University of Marketing and Distribution Sciences, Kobe, Japan, JP
Contributor(s)
Résumé / Abstract
Research on multimedia learning (Mayer, 2001; Sweller, 2005) suggests it produces superior learning outcomes due to
its ability to address different modalities and distribute processing loads. In this study I suggest multimedia materials and learning are also
eminently suited for the assessment and construction of inferencing skills - and in particular the type of predictive inferencing skill known as
causal bridging inferencing - that allow us to understand, even with incomplete contextual knowledge, what is and will be happening in the
world around us.Before we are able to construct meaning on the basis of such inferencing, however, research by Singer, Halldorson, Lear
and Adrusiak (1992) suggests that causal bridging inferences must be validated on the basis of relevant world knowledge. My own research
examines the assessment and construction of inferencing skills and associated relevant knowledge in the multimedia classroom through
computerized adaptive testing employing a customized algorithm with materials provided by 'The Simpsons' - a popular American television
program with wide appeal to ESL students in Japan. The fact that it is enjoyed by so many and well-suited for assessing inferencing skills
makes it an interesting pedagogic tool with the potential to be appreciated by both students and teachers.
Mots clés / Keywords: inferencing – assessment – mutlimedia
English
Date
Salle /
Room
Horaire /
Time
Session N° /
ID
Format
Thème / Topic Area
Contribution
N° / ID
Orientation
27/07/2012
7-Utrillo
18:3019:00
EES32AA
/ Individual Paper
Session
Early Childhood
459
Chercheurs /
Research
Contribution Title
Contributeur(s) –
Contributrice(s) /
Contributor(s)
EFFECTS OF PRESCHOOL INTERVENTION STRATEGIES ON SCHOOL READINESS IN KINDERGARTEN
Dr. Xin Ma, University of Kentucky, US
Dr. Jianping Shen, Western Michigan University, US
Dr. Regena Nelson, Western Michigan University, US
Dr. Huilan Krenn, W. K. Kellogg Foundation, US
Résumé / Abstract
This research paper is set within the context of a large-scale early childhood education initiative launched by a major
foundation in the United States aimed to create a seamless transition into kindergarten for vulnerable children ages three to six by
strengthening partnerships among families, schools, communities, and state agencies. We obtained longitudinal data on a sample of initiative
and comparison children in a preschool program in which intervention strategies were implemented to the initiative children. We examined the
short-term and long-term effects of targeted intervention strategies on school readiness measures. In terms of short-term effects, we found
few strategies that really excelled children in school readiness, possibly some strategies that closed the gap in school readiness among
children, and strategies that are of correct types to implement but failed to even close the gap. The highlight is the strategy of learning
materials that effectively excelled children in overall conceptual development. In terms of long-term effects, we found that, once children
entered kindergarten, the effects of intervention strategies ceased due to inadequate kindergarten instruction. Our proposition is that these
intervention strategies implemented during preschool could only assist kindergarten instruction to become more effective.
Mots clés / Keywords: early childhood education – school readiness – evaluation
English

programme - Analytrics

Transcription

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