Documents found
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116842.More information
Our research examines the extent to which assessment literacy (AL), which is little developed in the French-speaking research community, appears to be a useful tool for documenting and understanding the development of assessment skills among six secondary school mathematics and French teachers in French-speaking Switzerland. Resulting from a training process promoting exchanges and the creation of summative tests by exploiting specific theoretical contributions, the analysis of our data shows the dynamic development of teachers’ skills, and through that of their AL, using a methodology exploiting the dimensions identified in contemporary literature. More specifically, our results highlight that assessment practices are becoming more consistent, but that grading practices still face obstacles. AL conceptualized in this way is part of a situated, non-technical epistemology. However, it shows the need to further expand the analysis of the negotiations carried out by teachers in their assessment practices to better understand their characteristics.
Keywords: littératie en évaluation, assessment literacy, compétences en évaluation, assessment skills, évaluation sommative, summative assessment, expanded curricular alignment, alignement curriculaire élargi
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116844.More information
This article examines the literature on student engagement in the classroom or school in order to suggest a socio-culturally inspired definition of this construct, one that emphasizes participation in context rather than defining it along three or four dimensions. Six nuclei of activities are distinguished, three at the micro level and three at the macro level: 1) Attention to the teacher's discourse; 2) Direct interaction with the learning object; 3) Interaction with peers to carry out a project, understand the meaning of a question or a problem, explore it further, or even solve it in a learning or knowledge-building community; 4) School attendance; 5) Expected or constructive contribution to the dynamics of a group; 6) Contribution to the environment, to a local or external community. To illustrate these, the PERISCOPE network’s repertory of publications was searched, and 61 publications were selected according to independent criteria. Although the manifestations of student engagement are likely to multiply and diversify, the six activity nuclei have thus passed a first validation test.
Keywords: Attention de l’élève, Student attention, interaction, interaction, objet d’apprentissage, learning object, peers, pairs, community, communauté
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116845.
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116846.More information
The aim of this article is to analyze, as has been done with adults in their professional field, how young people in school perceive their work environment. The main objective is to study the operationalization of the theoretical model “Job Demands-Resources (JD-R)” of Demerouti and al. (2001) in the school context. The secondary objective is to validate a scale adapted to the school context that makes it possible to determine the level of both demands and resources as perceived by the students within the school. In a first study, a scale was adapted, then administered, to 414 middle and high school students. The results of exploratory and then confirmatory factor analyses indicated a two-dimensional structure (demands/resources) with three items each (physical, motivational and cognitive) in accordance with the original version. The psychometric properties of the scale were found to be satisfactory. Using causal path analyses, the second study with 56 students highlighted the relationship between the JD-R model transposed to schools and school burnout. The results collected at three points in time reveal that the demands and resources at T1 predict those at T2, as was assumed. However, only resources at T2 predict burnout at T3. In the end, the process analysis reveals the effects of students' perceived level of resources at T1 on school burnout at T3, but indicates no significant effect of demands. In conclusion, the model was partially validated showing relationships between changes in demands, resources and their effects on burnout.
Keywords: élèves du secondaire, secondary school students, exigences, demands, resources, ressources, school burnout, épuisement scolaire, burnout
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116847.More information
With ongoing war in the Donbas, war narratives and war images saturate public media in Ukraine, the discourse contaminated by ideological remnants of the Soviet World War II cult and by fake news. Art that deals with war wounds can subvert the familiar visual language of war propaganda, where the suffering of victims is a mere pretext for touting the inevitable triumph of the heroes. Currently in Ukraine, the most prolific art in this regard is produced by women-artists who address the trauma of war through painting and installations that offer highly personalized accounts. Often touching upon extreme circumstances, their art is about tolerance, both in terms of endurance and of the mutual understanding necessary for cohabitation. Alevtyna (Alevtina) Kakhidze’s ongoing performance creates an opportunity to comprehend the war in the Donbas from multiple perspectives, including that of a gardener. She associates the tending of plants with her mother who died on occupied territory, refusing to leave her garden. Mariia (Maria) Kulikovs'ka’s sculptures serve as shooting targets for separatists in the occupied centre of contemporary art in Donetsk. Vlada Ralko’s paintings of tortured bodies become a metaphor for scars garnered by a war that remains close to home. Paintings and sculptures by Maryna Skuharieva (Skugareva) and Anna Zviahintseva (Zvyagintseva) address the ruin of representation inflicted by war, and the conceptual performance by Liia (Lia) Dostlieva and Andrii Dostliev contemplates the healing process of war wounds. Neither making spectacle from the “pain of others” nor deeming it unrepresentable, this art seeks emphatic alternatives to traditional war narratives.
Keywords: tolerance, empathy, differential grievability of lives, unrepresentability, war spectacle, Russian-Ukrainian conflict
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116848.More information
On Gilbert’s multi-modal theory of argumentation, the “logical” is but one among many modes of argument, including the emotional, the visceral (physical), and the kisceral (intuitive). Yet, I argue that, properly understood, the logical is not one mode among many. Rather, it is better understood as the uber-mode of argument. What Gilbert calls the “logical mode” of argument—a linear, orderly, highly verbalizable, way of arguing—is made possible only to the extent that the logic of some space of reasons has been articulated. The “anti-logical” penchant of multi-modal argumentation is not found at the object-level—in its countenancing “non-logical” modes of argument, but at the meta-level—in its resistance, as a mistaken embracing of the “logical” mode, to using the logics governing the different modes to self-regulate the course of our arguings.
Keywords: Michael Gilbert, meta-argumentation, multi-modal argumentation
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116849.More information
At the intersection of dance, performance, and Indigenous studies, this essay reflects on how an assistant professor at the University of California, Los Angeles—with the support of a graduate student researcher—has aimed to put an Indigenous land acknowledgment into praxis through community-engaged work. In academic settings, land acknowledgments are often given prior to an event and may circulate on written materials, such as event programs, syllabi, letterhead, departmental and research centre websites, and email signatures. Based on Indigenous protocols, these statements typically identify the original Indigenous peoples whose land the university currently occupies; they should also be created in collaboration with Indigenous leaders from the tribe(s). Indigenous land acknowledgments can be important because they directly combat the injustice of settler-capitalist, mainstream discourses that often obscure Indigenous peoples and practices or relegate them to the historical past. Yet, Indigenous people and Indigenous studies scholars have critiqued non-Native land acknowledgments as “performative.” Without direct material benefits to Indigenous peoples, land acknowledgments can serve as empty gestures that “perform” university commitments to anti-racism, equity, diversity, and inclusion. In contrast to the “performative” as an empty gesture, the fields of performance and dance studies frequently theorize “performativity” as a material action that can function both hegemonically and subversively. This essay argues that community-engaged research, teaching, and service—which the authors view holistically—are key ways to begin or further the process of putting a university’s land acknowledgment into action.
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116850.More information
A number of studies have found that adolescents in foster care expect and perceive stigma related to their “foster care youth” status. Yet, little is known about how this perceived stigma manifests, as well as how youth manage it. The current study therefore aimed to explore how young women with a history in foster care integrate these experiences into their life stories. The focus is on discursive manifestations of stigma in participants’ narratives about placement in foster care, their own perceptions of care-experienced girls and women, as well as how they self-present. Special attention is also given to the ways in which youth try to reduce, deflect, or eliminate stigma. The present study draws on semi-structured interviews conducted with a sample of 20 young women with a history in foster care. Our findings suggest that participants do anticipate and perceive public stigma in relation to their history in foster care. The results also highlight the various strategies used by participants to resist self-stigmatization. The main strategy used was to distance themselves from their “foster care youth” status, insisting that they should never have been placed in foster care and that they are not faring badly as adults, unlike typical care-experienced youth.
Keywords: foster care, identity, stigma, management strategies, adulthood