2nd SFERE-Provence/AMPIRIC conference on Education, 30 and 31 March 2021, Marseille, France
The objective of this biannual conference is to strengthen cross-disciplinary perspectives in order to develop knowledge in the fields of learning, as well as on organizations and institutional systems concerned with training and education. Education policies can be understood in the broadest sense and refer as much to supranational strategies as to national, regional and local policies, as well as to strategies and choices of various actors in the education system (academic actors, institutions, educational teams, families or even pupils).
Frontmatter
Table of content
The effect of manipulating objects on text comprehension in children with reading difficulties
Toward a mastery of implicit meaning for a better reading comprehension
Emotion in storybooks: A key component to explore children's comprehension processes
Supporting the development of basic learning in mathematics through educational robotic activities: towards the design of analysis tools
Newcomer students in French-speaking Belgian schools cast in a new light
Educational policies on inclusion and interculturality: What impact on didactic tools? Comparative analysis between Italy and Quebec
Strategies for co-education, between family culture and school culture
Against ‘failing francophony ’, a reflection on francophonies
The Ampiric response: identifying the maximum point of cumulativity in the international sociology of education
Semi-integrated teaching of Arabic to French-speaking beginners: a local experiment
Students’ inherited autonomy and creativity to support their engagement while learning project management
Collaborative design of innovative mathematical resources within a community of interest to foster creativity
The inventiveness of actors in the ‘Devoirs Faits’ scheme: the ‘Memory-Narration’ device
Integrated creativity of the assessment practices: among routines and opportunities
Educational management that creates significant values between the prescribed and the real. The case of a managerial dynamic in a REP+ school
Proposal of a model for collaboration between research and education actors
Collaborative research as an institution that incorporates research systems Case study of a mathematical problem-solving project
A collaborative study at the confluence of didactic and ergonomic approaches: issues, theoretical orientations and methodological approach
Teachers and researchers: cooperation in action and words. A case study of the ACE project (Arithmetic and Comprehension in Elementary school)
The Intervision system: a lever for the participation of actors in action research
The Body of the Researcher in Participatory Action Research
Frontmatter
Table of content
The effect of manipulating objects on text comprehension in children with reading difficulties
Toward a mastery of implicit meaning for a better reading comprehension
Emotion in storybooks: A key component to explore children's comprehension processes
Supporting the development of basic learning in mathematics through educational robotic activities: towards the design of analysis tools
Newcomer students in French-speaking Belgian schools cast in a new light
Educational policies on inclusion and interculturality: What impact on didactic tools? Comparative analysis between Italy and Quebec
Strategies for co-education, between family culture and school culture
Against ‘failing francophony ’, a reflection on francophonies
The Ampiric response: identifying the maximum point of cumulativity in the international sociology of education
Semi-integrated teaching of Arabic to French-speaking beginners: a local experiment
Students’ inherited autonomy and creativity to support their engagement while learning project management
Collaborative design of innovative mathematical resources within a community of interest to foster creativity
The inventiveness of actors in the ‘Devoirs Faits’ scheme: the ‘Memory-Narration’ device
Integrated creativity of the assessment practices: among routines and opportunities
Educational management that creates significant values between the prescribed and the real. The case of a managerial dynamic in a REP+ school
Proposal of a model for collaboration between research and education actors
Collaborative research as an institution that incorporates research systems Case study of a mathematical problem-solving project
A collaborative study at the confluence of didactic and ergonomic approaches: issues, theoretical orientations and methodological approach
Teachers and researchers: cooperation in action and words. A case study of the ACE project (Arithmetic and Comprehension in Elementary school)
The Intervision system: a lever for the participation of actors in action research
The Body of the Researcher in Participatory Action Research