Details

Autor(en) / Beteiligte

• Briquet-Duhaze, Sophie,
• Turcotte, Catherine,

Titel

From reading-writing research to practice

Auflage

1st ed

Ort / Verlag

London, England ; : ISTE

Erscheinungsjahr

2019

Beschreibungen/Notizen

• Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction -- I.1 Bibliography -- 1. Teaching Reading Comprehension Strategies: A Research Program Combining Partners from A to Z -- 1.1. Introduction -- 1.2. Problematic and conceptual framework -- 1.3. Presentation of the project and the stages of dissemination and appropriation -- 1.3.1. Step 1: appropriation through collaboration, training and -- 1.3.2. Step 2: dissemination in professional conferences -- 1.3.3. Step 3: the creation of a guide and internet tools -- 1.4. Reflections and conclusions -- 1.5. Bibliography -- 2. Scientific Project: Creating a Website Dedicated to French Didactics -- 2.1. Introduction -- 2.2. Problem and theoretical framework -- 2.3. Presenting the research project -- 2.4. Work carried out between September 2016 and June 2017 -- 2.4.1. Construction of the first organization website (plan) based on the sections already listed -- 2.4.2. A questionnaire survey -- 2.4.3. An interview survey -- 2.5. Work carried out since September 2017 -- 2.6. Conclusion -- 2.7. Appendices -- 2.8. Bibliography -- 3. Teacher-researcher Dialogue in Differentiated Support to Develop Students' Skills in Syntax and Punctuation -- 3.1. Introduction -- 3.2. Problem and conceptual framework -- 3.3. Methodology -- 3.3.1. Participants -- 3.3.2. Context of the research -- 3.3.3. Collection instruments and procedures -- 3.3.4. Assessment protocol -- 3.4. Results -- 3.4.1. Characteristics of effective support methods -- 3.4.2. Personal dimensions related to professional development -- 3.4.3. Dialog between teachers and researchers -- 3.5. Discussion -- 3.5.1. Limitations of our study and future perspectives -- 3.6. Conclusion -- 3.7. Appendices -- 3.8. Bibliography -- 4. The Learning Community Mobilized to Raise the Reading Levels of Adolescents with Intellectual Disabilities.
• 4.1. Introduction -- 4.2. Theoretical frameworks -- 4.2.1. From knowledge to action: the process of channelling -- 4.2.2. The learning community -- 4.3. From production to knowledge transfer: the activities carried out -- 4.3.1. Funneling knowledge into action -- 4.3.2. Development of the learning community (action cycle) -- 4.4. Discussion -- 4.5. Conclusion -- 4.6. Bibliography -- 5. Teaching Practices that Promote the Development of Reading Skills in Inclusive Secondary Schools -- 5.1. Introduction -- 5.2. Question and perspective adopted -- 5.3. Reference framework -- 5.4. Methodology -- 5.5. Results -- 5.6. Conclusion -- 5.7. Bibliography -- 6. Supporting the Professional Development of Elementary School Teachers: Action Research in an Aboriginal Context1 -- 6.1. Introduction -- 6.2. General context, problem and research objective -- 6.3. Theoretical framework -- 6.3.1. Literary training and reading/appreciation -- 6.3.2. Means of evaluating the reading/appreciation of literary -- 6.4. Methodology -- 6.5. Some results of the interventions in teaching and reading assessment -- 6.5.1. The impact of the training offered in reading and -- 6.5.2. The benefits of the material offered: books, document -- 6.5.3. The benefits of the book fair -- 6.5.4. The impact on students -- 6.6. Conclusion -- 6.7. Bibliography -- 7. When Researchers Discover that Organizational and Collaboration Models that are Still Not Very Explicit for School Stakeholders -- 7.1. Introduction -- 7.2. Context and issues -- 7.3. Reference framework -- 7.3.1. Educational continuity -- 7.3.2. Learning object: written French -- 7.4. Methodology -- 7.4.1. Participants -- 7.4.2. Instrument and procedure -- 7.5. Analysis of the interviews -- 7.6. Results -- 7.6.1. Key factor 1: initiating dialog and engaging transitionfriendly -- 7.6.2. Key factor 2: developing a transition plan.
• 7.6.3. Key factor 3: giving importance to oral and written -- 7.6.4. Key factor 4: providing leadership during this transition -- 7.6.5. Key factor 5: planning student follow-up between -- 7.7. Dissemination of results to the school community -- 7.8. Conclusion -- 7.9. Bibliography -- 8. Encouraging the Appropriation of Research Results on Morphological Knowledge by School Stakeholders -- 8.1. Introduction -- 8.2. Question and theoretical framework -- 8.3. Presentation of a research project aiming for the evaluation of the morphological knowledge of elementary school students -- 8.4. Challenges and obstacles in translating research results into a didactic book -- 8.4.1. The weaving of links between authors (or how to write with -- 8.4.2. The creation of the material -- 8.4.3. External obstacles -- 8.5. Conclusion -- 8.6. Bibliography -- Conclusion -- List of Authors -- Index -- Other titles from iSTE in Knowledge Management -- EULA.
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