Support in Education E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Geisteswissenschaft
- Sprache: Englisch
This book aims to reflect the contours of the notion of aid as it is questioned by current scientific research. This notion appears as fuzzy in its scope of intervention, in its methods of multidisciplinary and multi-referential approaches in theoretical frameworks convened. Present in different areas that we propose to investigate in the book (training and teaching at university, inclusion in education, but also prevention, the fight against failure in orientation), the notion of help questions research in SHS and Computer Science. It comes in different formats labeled "help" but also "support", "support" or "guidance". In order to take stock of these notions and to question their differences, we convoke several authors (French and foreign) who participate by their research (-action) underlining components and environmental factors of the device that give this notion any its thickness.
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Seitenzahl: 447
Veröffentlichungsjahr: 2020
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Table of Contents
Cover
Title Page
Copyright Page
Foreword
PART 1: Theoretical Approaches
1 The Concept of Assistance
1.1. Introduction
1.2. The request for assistance
1.3. Assistance practices in the classroom
1.4. Intervention programs for struggling students
1.5. Conclusion
1.6. References
2 “Accompaniment” and/or Guiding to Support Professionalism: Ways of Overcoming the Paradox
2.1. Introduction
2.2. Problem and theoretical framework
2.3. Methodology: description of the analyzed corpus
2.4. Results
2.5. Discussion
2.6. Conclusion
2.7. References
PART 2: Specific Assistance Needs for Particular Situations
3 Main Needs in Schooling Students with a Visual Impairment in Secondary Education: The Question of Digital Tools
3.1. Introduction
3.2. Inclusive schooling and ICT
3.3. Exploratory research
3.4. Digital tools and training of participants
3.5. Conclusion
3.6. References
4 Help Between Students with Disabilities and Teachers
4.1. Introduction
4.2. The change in legislation and its implications
4.3. The concept of in-class academic help
4.4. Research on in-class academic help involving students with disabilities
4.5. Conclusion
4.6. References
5 Motivation and Help-seeking: The Field of Art
5.1. Introduction
5.2. Research problem
5.3. Methodology
5.4. Results
5.5. Discussion
5.6. Conclusion
5.7. References
PART 3: Tools to Support the Transformation of Teaching Practices
6 The Postural Dynamics of the Teacher: A Tool Assisting the Analysis of University Practices
6.1. Introduction
6.2. Understanding change in a tense context: the fundamental role of the teacher’s posture
6.3. The phenomenon of postural dynamics in promoting the development of autonomy
6.4. Use of postural dynamics in the development of autonomy
6.5. Conclusion
6.6. References
7 Supporting the Transformation of Teaching Practices in Higher Education
7.1. Introduction
7.2. Problems linked to support for teachers engaged in a PBA
7.3. Methodologies
7.4. Research results: assistance to achieve support
7.5. Discussion
7.6. Conclusion
7.7. References
8 Supporting Autonomy in a Higher Teaching Context
8.1. Introduction
8.2. State of the art
8.3. Question and methodology
8.4. Two studies based on a pedagogical scenario for designing a PLE using mind maps
8.5. Results of the two studies
8.6. Discussion
8.7. Conclusion
8.8. References
PART 4: Types of Assistance in a Pedagogical Context
9 Is Collaboration Between Librarians and Teachers Helpful for Students?
9.1. Introduction
9.2. Literature review
9.3. Methods
9.4. Results
9.5. Discussion
9.6. Conclusion
9.7. References
10 Seeking and Providing Help in an Interactive Learning Space: The Case of a Flipped Classroom at University
10.1. Introduction
10.2. Theoretical conceptual framework
10.3. Context and methodology
10.4. Integrating help types in our flipped classroom
10.5. Conclusion
10.6. References
Conclusion
C.1. Teaching: helping to learn
C.2. Learning: becoming autonomous with the help of others
C.3. Helping teachers to teach
C.4. Helping learners to learn
C.5. To conclude
C.6. References
List of Authors
Index
Other titles from ISTE in Innovations in Learning Sciences
End User License Agreement
List of Tables
Chapter 1
Table 1.1. Annual hourly volume of assistance provided by specialist teachers (30...
Chapter 5
Table 5.1. Means (M) and standard deviations (SDs) of the controlled variables: ...
Table 5.2. Means and standard deviations of the level of previous knowledge in I...
Table 5.3. Means, standard deviations and Cronbach’s coefficient in relati...
Table 5.4. Correlations (and p-values) between perceptions of threat in requesti...
Table 5.5. Bravais–Pearson correlations between achievement goals and help-seeki...
Table 5.6. Correlation (and p- values) between achievement goals and the percept...
Table 5.7. Main results
Chapter 6
Table 6.1. Teaching methods for the courses associated with the “Writing for Dig...
Table 6.2. Evolution of the distribution of teaching postures during the module ...
Chapter 9
Table 9.1. Differences between the traditional librarian and the embedded librar...
Table 9.2. Typology of actions implemented by embedded librarians B1 and B2
Table 9.3. “What was the main form of assistance provided by the librarian? (onl...
Table 9.4. “How does an embedded librarian add value to a course?”
Table 9.5. “Please share your thoughts, comments, suggestions for improvement or...
Chapter 10
Table 10.1. Breakdown of the participants’ profiles
Table 10.2. Proactive help types
Table 10.3. Reflective help types
Table 10.4. Unforeseen help types
List of Illustrations
Chapter 2
Figure 2.1. Cube of evaluation modalities, For a color version of the figure...
Chapter 4
Figure 4.1. Model of the flow of help in a dyadic situation dedicated to the...
Chapter 5
Figure 5.1. Screenshot of the page to answer questions and request help. For a c...
Figure 5.2. Screenshot of the page where you can request help. For a color versi...
Chapter 6
Figure 6.1. Beginning of the process of deploying the teaching posture
Figure 6.2. End of the deployment of the teaching posture
Chapter 7
Figure 7.1. The DevSup support system (Loisy et al. 2013). For a color version o...
Figure 7.5. The range of digital artifacts supporting the learning of master’s s...
Figure 7.6. Sources of conflict in support (Loisy and Raze 2017)
Chapter 8
Figure 8.1. Examples (1–4) of mind maps representing the structure of an ideal P...
Figure 8.2. Examples (1–4) of mind maps representing the structure of an ideal P...
Guide
Cover
Table of Contents
Begin Reading
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Series Editor Jean-Marc Labat
Support in Education
Edited by
Chrysta Pélissier
First published 2020 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:
ISTE Ltd27-37 St George’s RoadLondon SW19 4EUUKwww.iste.co.uk
John Wiley & Sons, Inc.111 River StreetHoboken, NJ 07030USAwww.wiley.com
© ISTE Ltd 2020The rights of Chrysta Pélissier to be identified as the author of this work have been asserted by her in accordance with the Copyright, Designs and Patents Act 1988.
Library of Congress Control Number: 2020936874
British Library Cataloguing-in-Publication DataA CIP record for this book is available from the British LibraryISBN 978-1-78630-494-0
Foreword
Educational assistance is a broad and interesting subject! Its study leads to an analysis of a set of questions on the permeability between support and other concepts more related to instruction, in which information and communication technologies are likely to play a major role.
The assistance may be reciprocal or symmetrical, following a pattern well described by Mauss: give, receive, give back… But it often applies to other cases that are more or less asymmetrical.
Different actions are linked to this notion in the field of education: supervising, guiding, supporting, tutoring, mentoring and sometimes also caring, because medical or paramedical staff can also play a part in this regard.
Supervising implies a higher hierarchical position. A supervisor is an instructor, sometimes an inspector (indeed, in ancient Greek “inspector” is episcopos, the one who observes from above, who will then designate the bishop in the Christian Church). He/she leads operations and has the means to influence the actions of people to do what is deemed necessary by an institution that has defined the rules of good practice. Behind all this is the responsibility for controlling a job or situation.
Guiding is also asymmetrical, although there are different variants, from a supreme leader to a mountain guide, who is there to make the planned excursion a success, but who still has a strong responsibility and whose opinions cannot be easily challenged, because of his or her expertise. It seems interesting to me to note that the situation is (fortunately) different for computerized devices, such as GPS, which are only used (for the moment) for information purposes and are reconfigured if we do not follow their advice.
Supporting people is a less asymmetrical concept, although, as Guy Berger pointed out, it can have several meanings and can refer to accompanying someone where they want to go, or where you want them to go.
Tutoring, linked to the idea of tutelage, also has a variety of meanings, centered around protection against possible deviations: it can be applied to a fragile person who needs to be protected, as well as to students who need to be guided through distance learning as well as in person. These tutors have a status below that of teachers when they do not have direct responsibility for the content, even if they play an important role in its transmission.
A variant of the tutor is the mentor (probably a less formal notion, whose mythical origin is Mentor, the tutor of Telemachus whose traits are taken on, in the Odyssey , by the goddess Athena to help him and protect him from the dangers thatthreaten him. Tutors and mentors can help to support learning, i.e. to stimulate it, as well as to strengthen structures despite opposing forces.
In short, the question of assistance opens up an exciting, polysemous field of reflection, which is divided into a multitude of different cases, including the very important one of helping people with disabilities, who may be incapable (not incompetent) of carrying out certain tasks requiring aptitudes that they do not have.
Digital issues are the second major theme of the book, and make their way into some chapters, sometimes discreetly, sometimes as the main component. Another protean subject! They are addressed both in guiding educational technology, including automated assessments with varying degrees of challenge, and in instruments designed to change learning situations by aiming to give learners more scope for action and by taking into account non-formal online resources and mutual assistance-based activities that may involve activist communities.
It is one of the great merits of this book that the issue of assistance is addressed in all its complexity and generality, using varying research approaches and with the relevant levels considered. Its structure makes it possible to discover different situations and to learn about conceptual models that have a profound connection with the issue of assistance, such as the teacher’s position. The technologies involved are instruments that help to solve problems encountered by the actors (teachers and learners, as well as those in charge of training systems).
The questions asked and the issues raised are part of a line of thought that goes back, at least, to progressive education, popular education and then the utopias of school-less societies and friendly societies, as published by Ivan Illich in the early 1970s.
This book is a timely resource for those interested in the subject. I would wager that, as was the case for me, they will see their thinking rejuvenated and strengthened by reading it.
Georges-Louis BARON
Professor Emeritus of Educational Sciences
University of Paris
