Éditeur(s) : Latin American Studies Association, Latin American Studies Association Latin American Studies Association, Latin American Studies Association ( Austin Tex )
Résumé : (Additional Physical Form) Also issued online.
(Statement of Responsibility) Latin American Studies Association.
(Dates or Sequential Designation) Vol. 14, no. 2 (summer 1983)-
Place of publication varies: Pittsburgh, PA, summer 1986-
Title from caption.
Latest issue consulted: Vol. 37, issue 1 (winter 2006).
Latin America
United States
Latin America

10005251
87643985
0890-7218

Éditeur(s) : University of Florida. University of Florida. ( Gainesville )
Résumé : (Dates or Sequential Designation) 1st- 1931-
Manuscript copy of Proceedings of the 1st Meeting.

01411295
ocm01411295

Éditeur(s) : HAL CCSD
Résumé : International audience
The paper focuses on the determinants that impact teacher's didactic activity in class. These determinants are the result of interaction between internal and external processes that have effects on teacher practices and the differences between those practices may create inequalitie. The relationships between context and situation are examined using didactical and sociological approaches. In this perspective, the context is no longer considered as a notion that ''likely imposes, conditions, configures situations and thus determines actions (especially of a didactic order) to be carried out'' but rather, as a ''notion which would contribute to reflect on the situations and suggest interpretations'' (Castelloti, 2014). " Contextualization processes " are thus defined as ''the set of interactive relationships between the teacher and the context while practicing'' (Marcel, 2002). This definition allows us to ponder on the following: where does the context take place and what is the role of the actors during a teaching and learning sequence. In that line the contextualization work of the teacher, which means his competency to associate different scales of context (dispositional, subjective contextual and situational) consists of understanding and acting appropriately with regard to students' activities. The data come from a comparative study of two PE teachers teaching table tennis lessons in disadvantaged schools. Qualitative analyses of videotaped lessons and teacher's semi-directive interviews conducted through self-confrontation point out various forms of " professional gestures of contextualization " that are specific to each teacher. These contextualization competencies vary according to how much they are anchored with the culture, the implicit norms of the institution, and the professional history and experience of each teacher. Teaching in disadvantaged school requires teachers to adapt their actions
AIESEP World Conference-Disciplines, Interactions: Contextualizing Diversity in Physical Activities and Physical education
Le Gosier, France

hal-01620922
https://hal.univ-antilles.fr/hal-01620922

Éditeur(s) : Center for Latin American Studies Center for Latin American Studies ( Gainesville Fla )
Résumé : (Additional Physical Form) Also issued online.
(Dates or Sequential Designation) Vol. 1, no. 1 (Feb. 3, 1964)-
(Numbering Peculiarities) Suspended between v. 35, no. 1 (fall 1999) and v. 36, no. 1 (spring 2005).
Title from caption.
Latest issue consulted: Vol. 36, no. 2 (fall 2005).
Latin America
Latin America
Florida

05269284
sc 84001784
0502-6660

Éditeur(s) : Center for Latin American Studies, Center for Latin American Studies Center for Latin American Studies, Center for Latin American Studies ( Gainesville, Fla )
Résumé : (Additional Physical Form) Also issued online.
(Dates or Sequential Designation) Vol. 1, no. 1 (Feb. 3, 1964)-
(Numbering Peculiarities) Suspended between v. 35, no. 1 (fall 1999) and v. 36, no. 1 (spring 2005).
Title from caption.
Latest issue consulted: Vol. 36, no. 2 (fall 2005).
Latin America
Latin America
Florida

05269284
sc 84001784
0502-6660
http://ufdc.ufl.edu/UF00066464/00023

Éditeur(s) : Center for Latin American Studies, Center for Latin American Studies Center for Latin American Studies, Center for Latin American Studies ( Gainesville, Fla )
Résumé : (Additional Physical Form) Also issued online.
(Dates or Sequential Designation) Vol. 1, no. 1 (Feb. 3, 1964)-
(Numbering Peculiarities) Suspended between v. 35, no. 1 (fall 1999) and v. 36, no. 1 (spring 2005).
Title from caption.
Latest issue consulted: Vol. 36, no. 2 (fall 2005).
Latin America
Latin America
Florida

05269284
5269284
sc 84001784
0502-6660

Éditeur(s) : Instituto de Ciencia y Tecnología Agrícolas, Sector Público Agrícola, Instituto de Ciencia y Tecnología Agrícolas, Sector Público Agrícola, ( Guatemala )
Guatemala. -- Caribbean
Guatemala.
Guatemala.

153226342

Éditeur(s) : Instituto de Ciencia y Tecnología Agrícolas Instituto de Ciencia y Tecnología Agrícolas ( Guatemala, C.A )
Résumé : "Disciplinas de Apoyo"--Cover.
"Adiestramiento equipo integrado de producción o"--Cover.
"Febrero de 1977."
(Statement of Responsibility) Instituto de Ciencia y Tecnología Agrícolas.
Guatemala
Guatemala

767836245
ocn767836245
http://ufdc.ufl.edu/AA00011405/00001

Éditeur(s) : HAL CCSD
Résumé : Communication n°514 -Atelier 4 : Université
International audience
Jacques Rancière affirme dans Le maître ignorant qu'un maître explicateur est plus nuisible que nécessaire pour comprendre les oeuvres littéraires. Ce que tout être humain produit ou crée, en littérature comme dans les arts, tout autre être humain peut le comprendre. Comment dès lors concevoir l'enseignement de la littérature ? Élèves et étudiants manquent souvent d'autonomie et d'initiatives personnelles. Ne voyant dans la littérature qu'un objet d'études et d'évaluation, ils ne songent guère à ce que les auteurs ont à leur dire, et, face à leurs difficultés de compréhension, ils attendent parfois trop passivement l'aide de l'enseignant sans songer qu'ils pourraient développer, de façon autonome, des stratégies de lecture. À partir des propositions de Rancière, il est possible de déplacer l'explication du côté de la coopération en restaurant la méthode de l'égalité. L'égalité dont parle Rancière implique la parité entre enseignants et enseignés. En conséquence, elle doit être visible dans les dispositifs d'enseignements. C'est donc en amont du cours que nous situerons la coopération dans les enseignements littéraires. In Le maître ignorant, Jacques Rancière says that explaining and commenting on texts to students is rather harmful than helpful. Every opus created by a human being can be understood by another human being. So, how can we conceive literature teaching ? One can notice that many students are not enough autonomous, and they haven't ownership over their own learning. Some of them only see literature as an object of study or as a way to succeed their exams. They don't think about what the author has to tell them. When they don't understand a text, many of them wait passively the teacher's explanation. Starting from Rancière's proposals and equality method, it is possible to think differently our way to teach literature, and to
Coopérer
Paris, France

Droits : info:eu-repo/semantics/OpenAccess
hal-01240279
https://hal.archives-ouvertes.fr/hal-01240279
https://hal.archives-ouvertes.fr/hal-01240279/document
https://hal.archives-ouvertes.fr/hal-01240279/file/Val%C3%A9rie%20P%C3%A9rez%20Com%20514%20atelier%20universit%C3%A9.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
Earthquake, volcanic eruption, cyclone, flood, tsunami, the Caribbean are particularly vulnerable to many natural hazards. Citizen Education to hazard mitigation is much more important in French West Indies than in Paris. With national, curriculum, evaluation and textbooks, how science education in French West Indies manage the challenge to take account this particularity of our territories? Based on this example and others, the aim of this communication is to present a science education theoretical background focus on contexts studies. During science teaching, learning effects due to different context like social, cultural or language could be described as contextual effects. But others micro-didactic effects of contexts could also be identified as linked with specificity of natural environment. These effects manifest a strain between a goal of teaching or learning and its implementation, when this stain is due in the educational process in different contexts involved.To ensure the quality of education, reference and quantify the effects of educational context seems to be necessary. it should be interested in the process leading to the emergence of these contexts. We propose a simplified model of these processes initially described as meetings of mechanisms operating within a network of transposition of designs. Then we question these processes by degree or forms of contextualization (low to high) and crossed these two approaches, giving an initial typology of contextualisation process. It then emerges the idea that these processes are constrained by resistances. We retain the following three: epistemological, social and educational. As these constraints are expressed in different ways according to disciplines, the data suggest the existence of disciplinary contextualization profiles. All these three approaches (network implementation, degree of contextualization, disciplinary profiles) are three tools for analyzing contextual phenomena which remain to test the robustness and operational character for the training analysis context.
Biennial Conference of Caribbean Academy of Sciences
Barbados, Barbados

hal-01539482
https://hal.univ-antilles.fr/hal-01539482

Éditeur(s) : HAL CCSD
Résumé : International audience
This article aims to explore the bilingual practices (English and French) used by students from St Martin in a collaborative situation, in order to enrich the debate on languages and knowledge. This research is based on two corpora consisting of interactions between high school pupils during their educational support sessions, and which are studied using conversational analysis; the study uses this combination of collaborative methods and bilingual education to model the management of linguistic resources with regard to the factual knowledge and practical skills brought into play during the interaction. The challenge of this study is therefore to establish what is involved, and under which conditions and through which mechanisms the interactions between two languages (English and French) may contribute to the construction of cognitive learning skills.
Francisola : : revue indonésienne de la langue et de la littérature françaises

hal-01532983
https://hal.archives-ouvertes.fr/hal-01532983

Éditeur(s) : HAL CCSD
Résumé : International audience
The natural science education aims to help children build a rational representation of their environment. In this perspective it is usual to build authentic teaching by implementing a process of investigation rooted in a particular ecological context. Previous studies have described the effects of context as events occurring in a learning situation when two participant bring contrastive contexts. But these context effects were never filmed in science learning. We postulate that the effects of contexts can be considered not as a limit to learning but as an asset. In addition, we believe it is possible to build science lessons based on their emergences.The objective of this internationnal project called gounouy is to build an educational innovation for recording and description of effect of context and their interest in learning. It involved four research laboratories (two in Guadeloupe CRREF and LARGE, two in Quebec LICEF and GDAC) and two schools. In a design methodology based research, many direct and indirect data have been collected. They are constitute by videos, student productions, digital items (vidéoconférence and digital workspace) and interviews with students. The results show two different types of expression of context effects and different learning indicators. Adaptations and limits reuse of this new type of education will be discussed.Following a design based research methodology, many direct and indirect data on learning situations have been collected. They are constitute by videos, student, digital items videoconference, digital workspace) and interviews with students. The results show two different types of expression of context effects and different learning indicators. Adaptations and limits of this new type of education will be discussed.
Biennial Conference of Caribbean Academy of Sciences
Tobago, Trinidad and Tobago

hal-01539476
https://hal.univ-antilles.fr/hal-01539476

Éditeur(s) : HAL CCSD
Résumé : International audience
This research aim focused onthe interpretation of the action of pupils for two school professors in mathematics and in physical education. The research is in the field of work concerned with the process of didactic contextalisation (Delcroix, Forissier, Anciaux, 2012). It also mobilizes process of the comparative approach (Mercier, Schubauer-Leoni et Sensevy, 2002). Data processed within the limits of this communication were collected by interview of self-confrontation. The results are used to model the interpretive filters according to three axes: the practical epistemology of the professor through the categories of Shulman (1987), forms of inference employed and his organization. Our study allows us to confront, in this model, the specifics or generics, fruits of disciplinary didactics to the effects of the didactic contextualization. We note that the use of contextualization seems to act as a filter (regardless of the teacher or the discipline concerned) constitutive of a profile kind (in the sense of Clot). Finally, at the end of this research, we discuss the contribution of this type of study for the training of teachers by querying the aspect built of these filters in action-context interaction and by validating the legitimacy of this question: "What is happening in the minds of the students"?Clot, Y. et Faïta, D. (2001). Genre et style en analyse du travail. Concepts et méthodes, Travailler, 6, 7-42Delcroix, A., Forissier, T., & Anciaux, F. (2012). Vers un cadre d’analyse opérationnel des phénomènes de contextualisation didactique. Dans F. Anciaux, T. Forissier et LF. Prudent, Contextualisations didactiques (pp. 141-188). Paris : L’harmattan.Mercier, A., Schubauer-Leoni, ML. & Sensevy, G. (2002). Vers une didactique comparée. Revue française de pédagogie, 141, 5-16.Shulman, L. (1987). « Knowledge and teaching : foundations of the new reform ». Harvard Educational Review, vol. 57, n° 1, p. 1-22.
The Caribbean Academy of Sciences 20th GENERAL MEETING AND BIENNIAL CONFERENCE
Deshaies, Guadeloupe

hal-01618424
https://hal.univ-antilles.fr/hal-01618424

Éditeur(s) : HAL CCSD
Résumé : International audience
The mathematical site of an exercise or a theorem is a useful tool which helps to organize its study, by putting into a hierarchy the various elements (substratum, objects, techniques, technologies) relevant to describe its ecosystem. These characteristics of the mathematical site turn it into a help for the pupil or student (within the framework of an evaluation in mathematics), what we show by the analysis in term of site of a subject given in the competitive ex-amination for secondary school teaching (CAPES) in mathematics. Furthermore, by revealing the organization of a mathematical concept, we show that the site can be a tool for professional training of teachers of mathematics, on the example of the characterization of a constant function on an interval by its derivative.
Le site mathématique local d’un énoncé d’exercice ou d’un théorème de cours se compose d’un système d’êtres mathématiques (objets, techniques, technologies…) et de relations, enrichis par un substrat, formé d’éléments non mathématisables dans l’institution considérée, dévoilant l’organisation de la question. Ces caractéristiques font que le site local fonctionne comme un écosystème, permettant la compréhension d’activités mathématiques de classe, d’évaluation, ce que nous montrons par l’analyse d’un dossier d’oral 2 du CAPES externe de mathématiques. Ce faisant, il devient un outil du professeur pour guider les élèves dans l’étude d’une question. De plus, comme il révèle les organisations locales en mathématiques, le site peut être utilisé comme un outil de formation professionnelle d’enseignants. Par exemple, il permet de questionner les progressions scolaires ou universitaires reçues, ce que nous discutons sur le cas de la caractérisation d’une fonction constante sur un intervalle par sa dérivée.
Repères IREM

hal-01530861
https://hal.univ-antilles.fr/hal-01530861

Éditeur(s) : HAL CCSD "Giornale Italiano della Ricerca Educativa - Italian Journal of Educational Research".
Résumé : International audience
The aim of this research is to try to explain beliefs of teachers in favour of student retention, beginning with their psycho-pedagogical beliefs in other areas: learning, intelligence, assessment, principle of justice. A questionnaire was administered to 112 primary teachers of the Belgium French. The responses have been processed through factor analysis to construct and validate metric scales. Then, using regression equations, we have tried to predict beliefs about student retention using other categories of beliefs. Finally, we conducted cluster analyses in order to identify groups of teachers, distinguishable by the nature of their beliefs. Two major results emerge from these analyses. On the one hand, it appears that the awareness of research on the effects of repetition influences teachers’ beliefs about this practice. On the other hand, contrary to our assumptions, the other categories of beliefs do not seem to affect teachers’ beliefs about student retention. These results are discussed in relation to the classical theories postulating that beliefs and social representations are organized into a system.
ISSN: 2038-9744

hal-01532840
https://hal.univ-antilles.fr/hal-01532840

Éditeur(s) : HAL CCSD Public Library of Science
Résumé : International audience
BACKGROUND: We aimed to assess, for the first time, the nature of the indoor air contamination of hospitals. METHODS AND FINDINGS: More than 40 volatile organic compounds (VOCs) including aliphatic, aromatic and halogenated hydrocarbons, aldehydes, alcohols, ketones, ethers and terpenes were measured in a teaching hospital in France, from sampling in six sampling sites--reception hall, patient room, nursing care, post-anesthesia care unit, parasitology-mycology laboratory and flexible endoscope disinfection unit--in the morning and in the afternoon, during three consecutive days. Our results showed that the main compounds found in indoor air were alcohols (arithmetic means ± SD: 928±958 µg/m³ and 47.9±52.2 µg/m³ for ethanol and isopropanol, respectively), ethers (75.6±157 µg/m³ for ether) and ketones (22.6±20.6 µg/m³ for acetone). Concentrations levels of aromatic and halogenated hydrocarbons, ketones, aldehydes and limonene were widely variable between sampling sites, due to building age and type of products used according to health activities conducted in each site. A high temporal variability was observed in concentrations of alcohols, probably due to the intensive use of alcohol-based hand rubs in all sites. Qualitative analysis of air samples led to the identification of other compounds, including siloxanes (hexamethyldisiloxane, octamethyltrisiloxane, decamethylcyclopentasiloxane), anesthetic gases (sevoflurane, desflurane), aliphatic hydrocarbons (butane), esters (ethylacetate), terpenes (camphor, α-bisabolol), aldehydes (benzaldehyde) and organic acids (benzoic acid) depending on sites. CONCLUSION: For all compounds, concentrations measured were lower than concentrations known to be harmful in humans. However, results showed that indoor air of sampling locations contains a complex mixture of VOCs. Further multicenter studies are required to compare these results. A full understanding of the exposure of healthcare workers and patients to complex mixtures of chemical compounds can then be related to potential health outcomes.
ISSN: 1932-6203

hal-00874694
https://hal.archives-ouvertes.fr/hal-00874694
https://hal.archives-ouvertes.fr/hal-00874694/document
https://hal.archives-ouvertes.fr/hal-00874694/file/VOC_Contamination-accepted.pdf
DOI : 10.1371/journal.pone.0055535