Teachers regularly seek to update their practice with newly-developed tools from the realm of research, with the aim of applying them directly in the classroom, particularly for teaching reading and writing. Thus, teachers' continuing education is dependent on the effective dissemination and appropriation of research results.
This book explores this problem from multiple angles, presenting research projects from France and Quebec, Canada. Using a variety of methods, including creating teaching materials and engaging classroom teachers in the research process, the authors demonstrate the importance of ownership and dissemination of research results in schools. Although this necessity sometimes complicates the work of researchers, it is vital to develop and maintain the relationship between reading-writing research and its practical applications.
Auflage
Sprache
Verlagsort
Dateigröße
ISBN-13
978-1-119-61072-4 (9781119610724)
Schweitzer Klassifikation
1 - Cover [Seite 1]
2 - Half-Title Page [Seite 3]
3 - Title Page [Seite 5]
4 - Copyright Page [Seite 6]
5 - Contents [Seite 7]
6 - Introduction [Seite 11]
6.1 - I.1 Bibliography [Seite 14]
7 - 1. Teaching Reading Comprehension Strategies: A Research Program Combining Partners from A to Z [Seite 15]
7.1 - 1.1. Introduction [Seite 15]
7.2 - 1.2. Problematic and conceptual framework [Seite 16]
7.3 - 1.3. Presentation of the project and the stages of dissemination and appropriation [Seite 17]
7.3.1 - 1.3.1. Step 1: appropriation through collaboration, training and [Seite 17]
7.3.2 - 1.3.2. Step 2: dissemination in professional conferences [Seite 21]
7.3.3 - 1.3.3. Step 3: the creation of a guide and internet tools [Seite 21]
7.4 - 1.4. Reflections and conclusions [Seite 22]
7.5 - 1.5. Bibliography [Seite 23]
8 - 2. Scientific Project: Creating a Website Dedicated to French Didactics [Seite 27]
8.1 - 2.1. Introduction [Seite 27]
8.2 - 2.2. Problem and theoretical framework [Seite 28]
8.3 - 2.3. Presenting the research project [Seite 29]
8.4 - 2.4. Work carried out between September 2016 and June 2017 [Seite 32]
8.4.1 - 2.4.1. Construction of the first organization website (plan) based on the sections already listed?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? [Seite 32]
8.4.2 - 2.4.2. A questionnaire survey [Seite 33]
8.4.3 - 2.4.3. An interview survey [Seite 34]
8.5 - 2.5. Work carried out since September 2017 [Seite 35]
8.6 - 2.6. Conclusion [Seite 38]
8.7 - 2.7. Appendices [Seite 38]
8.8 - 2.8. Bibliography [Seite 45]
9 - 3. Teacher-researcher Dialogue in Differentiated Support to Develop Students' Skills in Syntax and Punctuation [Seite 47]
9.1 - 3.1. Introduction [Seite 47]
9.2 - 3.2. Problem and conceptual framework [Seite 48]
9.3 - 3.3. Methodology [Seite 52]
9.3.1 - 3.3.1. Participants [Seite 52]
9.3.2 - 3.3.2. Context of the research [Seite 54]
9.3.3 - 3.3.3. Collection instruments and procedures [Seite 55]
9.3.4 - 3.3.4. Assessment protocol [Seite 55]
9.4 - 3.4. Results [Seite 56]
9.4.1 - 3.4.1. Characteristics of effective support methods [Seite 56]
9.4.2 - 3.4.2. Personal dimensions related to professional development [Seite 60]
9.4.3 - 3.4.3. Dialog between teachers and researchers [Seite 65]
9.5 - 3.5. Discussion [Seite 66]
9.5.1 - 3.5.1. Limitations of our study and future perspectives [Seite 68]
9.6 - 3.6. Conclusion [Seite 69]
9.7 - 3.7. Appendices [Seite 70]
9.8 - 3.8. Bibliography [Seite 72]
10 - 4. The Learning Community Mobilized to Raise the Reading Levels of Adolescents with Intellectual Disabilities [Seite 75]
10.1 - 4.1. Introduction [Seite 75]
10.2 - 4.2. Theoretical frameworks [Seite 76]
10.2.1 - 4.2.1. From knowledge to action: the process of channelling [Seite 76]
10.2.2 - 4.2.2. The learning community [Seite 77]
10.3 - 4.3. From production to knowledge transfer: the activities carried out [Seite 78]
10.3.1 - 4.3.1. Funneling knowledge into action [Seite 78]
10.3.2 - 4.3.2. Development of the learning community (action cycle) [Seite 80]
10.4 - 4.4. Discussion [Seite 82]
10.5 - 4.5. Conclusion [Seite 83]
10.6 - 4.6. Bibliography [Seite 84]
11 - 5. Teaching Practices that Promote the Development of Reading Skills in Inclusive Secondary Schools [Seite 87]
11.1 - 5.1. Introduction [Seite 87]
11.2 - 5.2. Question and perspective adopted [Seite 88]
11.3 - 5.3. Reference framework [Seite 90]
11.4 - 5.4. Methodology [Seite 91]
11.5 - 5.5. Results [Seite 94]
11.6 - 5.6. Conclusion [Seite 98]
11.7 - 5.7. Bibliography [Seite 99]
12 - 6. Supporting the Professional Development of Elementary School Teachers: Action Research in an Aboriginal Context1 [Seite 103]
12.1 - 6.1. Introduction [Seite 103]
12.2 - 6.2. General context, problem and research objective [Seite 104]
12.3 - 6.3. Theoretical framework [Seite 108]
12.3.1 - 6.3.1. Literary training and reading/appreciation [Seite 108]
12.3.2 - 6.3.2. Means of evaluating the reading/appreciation of literary [Seite 111]
12.4 - 6.4. Methodology [Seite 112]
12.5 - 6.5. Some results of the interventions in teaching and reading assessment [Seite 115]
12.5.1 - 6.5.1. The impact of the training offered in reading and [Seite 115]
12.5.2 - 6.5.2. The benefits of the material offered: books, document [Seite 116]
12.5.3 - 6.5.3. The benefits of the book fair [Seite 117]
12.5.4 - 6.5.4. The impact on students [Seite 118]
12.6 - 6.6. Conclusion [Seite 118]
12.7 - 6.7. Bibliography [Seite 119]
13 - 7. When Researchers Discover that Organizational and Collaboration Models that are Still Not Very Explicit for School Stakeholders [Seite 123]
13.1 - 7.1. Introduction [Seite 123]
13.2 - 7.2. Context and issues [Seite 124]
13.3 - 7.3. Reference framework [Seite 125]
13.3.1 - 7.3.1. Educational continuity [Seite 125]
13.3.2 - 7.3.2. Learning object: written French [Seite 126]
13.4 - 7.4. Methodology [Seite 127]
13.4.1 - 7.4.1. Participants [Seite 128]
13.4.2 - 7.4.2. Instrument and procedure [Seite 128]
13.5 - 7.5. Analysis of the interviews [Seite 129]
13.6 - 7.6. Results [Seite 129]
13.6.1 - 7.6.1. Key factor 1: initiating dialog and engaging transitionfriendly [Seite 130]
13.6.2 - 7.6.2. Key factor 2: developing a transition plan [Seite 130]
13.6.3 - 7.6.3. Key factor 3: giving importance to oral and written [Seite 131]
13.6.4 - 7.6.4. Key factor 4: providing leadership during this transition [Seite 131]
13.6.5 - 7.6.5. Key factor 5: planning student follow-up between [Seite 132]
13.7 - 7.7. Dissemination of results to the school community [Seite 132]
13.8 - 7.8. Conclusion [Seite 133]
13.9 - 7.9. Bibliography [Seite 133]
14 - 8. Encouraging the Appropriation of Research Results on Morphological Knowledge by School Stakeholders [Seite 139]
14.1 - 8.1. Introduction [Seite 139]
14.2 - 8.2. Question and theoretical framework [Seite 140]
14.3 - 8.3. Presentation of a research project aiming for the evaluation of the morphological knowledge of elementary school students [Seite 143]
14.4 - 8.4. Challenges and obstacles in translating research results into a didactic book [Seite 146]
14.4.1 - 8.4.1. The weaving of links between authors (or how to write with [Seite 146]
14.4.2 - 8.4.2. The creation of the material [Seite 148]
14.4.3 - 8.4.3. External obstacles [Seite 151]
14.5 - 8.5. Conclusion [Seite 152]
14.6 - 8.6. Bibliography [Seite 153]
15 - Conclusion [Seite 159]
16 - List of Authors [Seite 161]
17 - Index [Seite 163]
18 - Other titles from iSTE in Knowledge Management???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? [Seite 167]
19 - EULA [Seite 169]
