Documents found
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2633.More information
Naturalistic interventions, such as activity-based interventions (ABI), use play and daily activities to support development of skills in young children. This article documents the challenges and facilitators encountered by four daycare educators trained and coached to implement ABI to support development of literacy skills. The main challenges identified were lack of time, management of socioemotional issues, and changes to groups of children. Facilitators include physical accommodations and children’s interests. This article highlights the importance of offering a wide range of literacy materials accessible to children.
Keywords: interventions naturalistes, implantation, littératie, milieu de garde, facilitateurs, défis
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2634.More information
The municipal reform tabled in November 2021 by the Government of New Brunswick was long overdue. The last territorial restructuring exercise held in this Canadian province took place back to the mid-1960s. More than a simple municipal reorganization, the reform proposes major changes in governance, economic and community development as well as land-use planning. These changes will be essentially held under the leadership of the regional service commissions (RSC). What will be the impacts of this reform in terms of territorial development? This is the question this article attempts to answer. Given the strong local and regional disparities that are still very evident in New Brunswick, it remains imperative that this reform, so that it can have beneficial effects on development, be coupled with a strategy focusing on the correction of structural problems and on the capacity building of social actors.
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2635.More information
The objective of this research is to study children’s levels of engagement in their interactions with the teacher and peers in different classroom contexts (activities and groupings) in five-year-old’s preschool education. Using the Individual Classroom Assessment Scoring System (inCLASS), 113 children (66 girls and 47 boys) were observed. The results show that the children’s level of engagement in their interactions with the teacher is higher during routine and transition activities and shows no significant differences depending on the type of grouping. Children’s level of engagement in interactions with peers is higher in free play activities, workshops and grouping small groups. Classroom contexts modulate the children’s levels of engagement in interacting with others.
Keywords: engagement, contextes, activités, regroupement, éducation préscolaire
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2636.More information
The needs of Quebec students, which have become increasingly diverse and evolving in recent years (Government of Quebec, 2020), call for a change in teaching practices. To achieve this, the development of a mechanism following the principles of the learning organization, such as a professional learning community (PLC), within the school can support these changes. Although principal leadership is likely to be a lever, its influence has been little documented in a Quebec elementary school context. This study therefore examined the influence of principal leadership on the activity of a learning organization, using Engeström's (2000, 2001, 2011, 2015) activity theory. This descriptive qualitative study mobilized the case study approach, involving in an elementary school in the Eastern Townships in which the classroom teachers work in PLC. Semi-directed individual interviews were conducted with the school principal and five teachers. Our analyses show that the principal's leadership contributes to resolving many of the contradictions that can arise in a system of activity, and thus promotes its transformation.
Keywords: leardership, leardership, principal, direction, organisation apprenante, learning organization, professional learning community, communauté d'apprentissage professionnelle, théorie de l'activité, activity theory
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2637.More information
The aim of this study was to describe the environmental adaptations made by early childhood centre (ECC) educators to support the literacy skills of the children in their group through daily activities, following professional development (training and coaching). Data were collected using questionnaires administered before and after the experiment, as well as a logbook completed by the four participating educators. Qualitative analysis reveals that, as a result of professional development, the variety and quantity of environmental adaptations proposed by the educators increased, particularly in terms of environmental writing, printouts, and literacy materials made available. In conclusion, the enrichment of the physical environment in literacy would allow, among other things, the children to access the material themselves, which would promote their interest and their involvement in early literacy activities.
Keywords: early literacy, littératie émergente, environnement physique, physical environment, childcare centre, milieu de garde, professional development, développement professionnel
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2638.More information
With the sky-rocketing rise in the use of mobile phones, tablet computers, and other terminals, both in quality and quantity, research in education has quickly gotten interested in their cognitive potential as much for teaching as for learning purposes. Although numerous studies have been dedicated to this question in North America, Europe, and in some Asian countries, the African continent has only been getting timidly on board while the rate of mobile phone subscribers remains the highest in the world. In this article, we analyze the practice of mobile phone-based learning by women in higher education in the West African country of Benin. The scientific literature, in fact, points to gender-related differences in the adoption of information technology in the learning process.
Keywords: Apprentissage mobile, téléphone portable, tablette, enseignement supérieur, Bénin, mobile learning, mobile phone, tablet computer, higher education, Benin
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2639.More information
The POSITIVES Scale (Postsecondary Information Technology Initiative Scale) is based on responses of 141 Canadian French speaking postsecondary students with disabilities about how well their information and communication technology (ICT) needs were being met. The focus of this article is to present data on the psychometric properties of the scale and suggest future uses. Reliability and validity are excellent. The findings indicate that, overall, schools' web pages and interactive online services were accessible, the hours of access to ICTs were good and access to materials in alternate formats met students' needs. Nevertheless, training on ICTs off campus and the availability of adapted computers at school were problematic.
Keywords: handicaps, ordinateurs, technologies informatiques adaptatives, cyberapprentissage, éducation postsecondaire, disabilities, computers, adaptive computer technologies, e-learning, postsecondary education, discapacidades, computadoras, tecnologías informáticas adaptativas, ciberaprendizaje, educación postsecundaria
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