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The dynamic of being: awareness of the body for a liberated voice
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In: https://hal.archives-ouvertes.fr/hal-02883936 ; 2020 (2020)
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Mathematical modelling in probability at the secondary-tertiary transition, example of biological sciences students at university
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In: INDRUM 2020 ; https://hal.archives-ouvertes.fr/hal-03113847 ; INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia (2020)
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Educational Virtual World as screen based uses of the senses: implications of body configurations
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In: IMPEC Screens Multimodal Interactions ; https://hal.archives-ouvertes.fr/hal-03102747 ; IMPEC Screens Multimodal Interactions, Laboratoire ICAR : Interactions, Corpus, Apprentissages, Représentations UMR 5191 CNRS • ENS de Lyon • Université Lyon 2, Jul 2020, Lyon, France ; https://impec.sciencesconf.org/?forward-action=index&forward-controller=index&lang=en (2020)
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| 14 |
Impact of different types of revision materials on the learning of musculoskeletal techniques
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In: ISSN: 1746-0689 ; International Journal of Osteopathic Medicine ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-03040840 ; International Journal of Osteopathic Medicine, Elsevier, 2020, ⟨10.1016/j.ijosm.2020.08.003⟩ (2020)
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| 15 |
Teachers' and Student Teachers' Attitudes Towards Nature and the Environment - A Comparative Study Between Sweden and France
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In: ISSN: 0031-3831 ; EISSN: 1470-1170 ; Scandinavian Journal of Educational Research ; https://hal.archives-ouvertes.fr/hal-02435941 ; Scandinavian Journal of Educational Research, Taylor & Francis (Routledge), 2020, ⟨10.1080/00313831.2019.1649717⟩ (2020)
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| 16 |
Academic help seeking in lower secondary school students with ASD and ensuing teachers’ answers
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In: European association for research on learning and instruction (EARLI) SIG 15 (special interest group on special educational needs) ; https://hal-inshea.archives-ouvertes.fr/hal-03152161 ; European association for research on learning and instruction (EARLI) SIG 15 (special interest group on special educational needs), Aug 2020, Louvain, Belgium (2020)
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Abstract:
International audience ; We analysed the participation of lower secondary school students with autism spectrum disorder (ASD) in classroom interactions. More precisely, we focused on with spontaneous academic help seeking addressed by these students to their teachers in an inclusive setting. Traditionally, research on academic help seeking refers to the notion of self-regulation (e.g., Nelson-Le Gall, 1981). However, it is also a situation of social interaction between (at least) two individuals, a student and an expert (Nelson-Le Gall, 1981). Furthermore, a high level of participation in social interaction reflects successful inclusion of students with ASD (Emam & Farrell, 2009). Within this context, we argue that it is particularly important to explore these students’ social behavior using data collected in ecological setting. The participants were 11 6th to 9th graders with ASD attending a mainstream lower secondary school in France (both in general and resource class) and 17 of their teachers. The students and the teachers were filmed during about 60 hours of class and interviewed about help in the classroom. The analyses showed that despite the students’ low level of adaptive and social behavior (cf. Vineland II scale), a majority of them sought help in the classroom. Moreover, coding of the video data allowed us to create new help-seeking categories in addition to existing ones (i.e., instrumental, executive, confirmatory). It also gave us the opportunity to identify the ensuing answers of the teachers that can be considered, in the light of existing literature, as generic pedagogical practices.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; [SHS.SOCIO]Humanities and Social Sciences/Sociology; aide apportée; autism spectrum disorder (ASD); Demande d'aide; étayage; help provided; Help seeking; interactions élève-enseignant; interactions sociales en classe; scaffolding; social interaction; student-teacher interaction; trouble du spectre de l'autisme (TSA)
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URL: https://hal-inshea.archives-ouvertes.fr/hal-03152161
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| 17 |
The flows and scales of language when doing explanations in (second language) mathematics classrooms
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970546 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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| 18 |
Developing a collaboration tool to give every student a voice in a classroom discussion
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970629 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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| 19 |
Internationalizing Professional Development: Using Educational Data Mining to Analyze Learners’ Performance and Dropouts in a French MOOC
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In: The International Review of Research in Open and Distributed Learning ; https://hal.archives-ouvertes.fr/hal-03035505 ; The International Review of Research in Open and Distributed Learning, 2020, 21 (4), pp.199-221. ⟨10.19173/irrodl.v21i4.4787⟩ (2020)
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Exploring undergraduate engineering students' competencies and attitudes towards mathematical problem-posing in integral calculus
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In: INDRUM 2020 ; https://hal.archives-ouvertes.fr/hal-03113968 ; INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia (2020)
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