bluuebunny/crossref_metadata_2025 huggingface dataset:
L'école française évolue ; mais l'insertion sociale devient de plus en plus difficile
Authors: Langouet Gabriel
Published: January 2010

Since the sixties schooling has deeply changed and it lasts longer. Macro sociological research works have multiplied, then, experts have chosen a new perspective, observing school from the inside : the teacher's influence, rôle of innovations influence of the whole school, of the district. ..Thanks to successive reforms there is a rise of academic standards but actual school democratization is struggling to expand. Has progress at school level generated similar progress at social level ? Higher levels of study and diplomas especially in a period of unemployment lead to frequent downgrading when individuals enter the labour market.
Les enseignants connaissent-ils le point de vue des élèves sur leur scolarité ?
Authors: Rivano Pierre , Bru Marc
Published: January 2010

This text looks at teachers' awareness of what their students feel about their secondary school studies. Using students' and teachers' statements, four dimension are examinea: how the student relates to his school environment, the academic standards he thinks he has achieved, his personal commitment in schoolwork and his faith in its positive effects.

Comparison of students' and teachers' answers shows that teachers largely tend to underestimate students' interest in their schooling and to play down the value that students attach to their school- work. Teachers also have a more negative appraisal of students' commitment and sense of responsibility towards studies than that which is apparent in the students' answers. Once we have acknowledged these facts, we may ask ourselves the reasons behind the teachers' perception of students' relationships to their schooling, which does not correspond to what the students themselves say, and we may also reflect on the links that might exist between the teachers' perception and what they expect from their pupils, one knows that these expectations are not unrelated to teaching practices and interaction in class.
Utilisation du brouillon et développement des capacités d'écrit
Authors: Alcorta Martine
Published: January 2010

La réussite scolaire, voire sociale, est souvent liée à une bonne maîtrise de l'écrit. Pour être acteur dans une culture d'écrit, il faut être capable de maîtriser les outils de cette culture. Peu de recherches se sont intéressées au développement des capacités d'écrit au-delà des premiers apprentissages. L'étude présentée ici aborde ce développement à partir de l'utilisation du brouillon qui sera considéré comme un « instrument psychologique ». Les résultats montrent que ce développement n'a pas un caractère linéaire mais qu'il subit une réorientation fondamentale à la fin du collège. Ce palier important est à mettre en relation avec une « maîtrise seconde » de l'écrit qui devient non seulement un outil de communication mais aussi un outil de pensée et de fonctionnement langagier.
Tempo de l'activité et apprentissages opportunistes au travail
Authors: Olry Paul
Published: January 2010

The "on the job training" seems for everyone, a natural part of the working activity. People would be able to change their point of view to perform the product target and in the same time the goals of training. This article shows that workers have to play with the time constraints to create by themselves a learning situation. We call "tempo" this capacity to catch in the course of the job, an opportunity to learn. From examples taken in the field of the training within industry, we suggest that this tempo depends on personal involvement in the changing of the activity.
Le schéma d'action : outil de figurai ion des représentations dans l'analyse des pratiques profession­nelles
Authors: Sonntag Michel
Published: January 2010

The action plan has two advantages : it helps to explain the interpretation that each professional has of his own activity and also allows to produce action models. It stands out from speech by its short all-encompassing global character and also because it provides the foundation for increased communication and discussion about professional activity. The action plan will not be able to represent the complexity of meaning that each professional attributes to his practice and may wish to express. However, it is well adapted to the representation of the idea that professionals have of the progression of their activity from start to finish and also to the presentation of interconnected semantic networks. It also shows links between the professionals and the situation in which they act.
Pratiques enseignantes: des recherches à conforter et à développer
Authors: Bru Marc
Published: January 2010

Taking in consideration researches concerning the most efficient practices, mainly heuristic researches as well as those which tend to work on the transformation of practices or the analysis of practices in teachers training, one can conclude that any approach is in keeping with a special connection to practice. Such a relationship gives possibilities of complementary but not superposable knowledge and it seems important to identify its limits. The communication between those different approaches should enable to progress in a scientific project whose aim is not an enthusiastic empiricism and whose prospect is to consolidate the basis of the teaching practice's theoretical models.
La structuration de l'activité quotidienne des enseignants en classe : vers une analyse en termes d'action située
Authors: Casalfiore Stefania
Published: January 2010

More than 3600 teachers were administred a rating-scale instrument to assess the importance of three structuring variables (classroom order, matter to teach, and students commitment or motivation vis-à-vis the school task) regarding five dimensions of their classroom activity. The underlying questions were about the articulation between these dimensions and about the importance of the three above mentioned variables in structuring them. Two main dimensions emerge from the analysis. The variables that contribute most to their respective structuration are different. The results are interpreted within a situated action framework.
Une démarche de recherche sur la pratique enseignante : l'analyse plurielle
Authors: Altet Marguerite
Published: January 2010

Our research on teaching practice considered as school based actions, interactions and transactions focus on two particular problematics : on one side an attempt to characterize, valid variables allowing to explore the internal organization of teaching practice, and on the other side the multidis- ciplinary approach of a particular teaching practice to account for the structuring of various dimensions at stake in the situation and for the collaboration of actors developing a balanced construction.
Quelques spécificités d'une recherche au service des pratiques éducatives
Authors: Donnay Jean , Charlier Evelyne , Dejean Karine
Published: January 2010

The aim of this paper is to present some guidelines describing the practical experience of a professional researcher creating knowledge for the education with teachers as partners. Following the critical stages of the process of research such as : the demand analysis, the access to practices, trie data collection, the description and the analysis of practices, the theorizing etc., this paper attempts to point out the positions of the actors and particularly that of the researcher. This kind of action-research considers the practitioner Jo be "cocreactor" of knowledge, to be a "subject" and not an "object" of research. This means researcher and practitioner have to negotiate "a cocreaction contract" in which each partner may follow his/her project of knowledge creation in a common action-research project.
Invariance temporelle des pratiques enseignantes : le temps donné aux élèves pour chercher
Authors: Maurice Jean-Jacques , Allègre Éric
Published: January 2010

Plusieurs enseignants ont été observés (cycle 3, école élémentaire), lorsqu'ils proposent à leurs élèves des problèmes à résoudre. La phase pendant laquelle les élèves doivent chercher individuellement ou collectivement la solution du problème, présente une caractéristique temporelle particulière. Les résultats montrent que le temps concédé, par l'enseignant, aux élèves pour chercher est en relation mathématique avec le temps total de résolution du problème. La durée globale de résolution des problèmes varie fortement mais, quelle que soit cette durée, le temps concédé aux élèves pour chercher est proportionnel à cette durée globale ; autrement dit, la durée de cette phase est mathématiquement dépendante de la durée globale du problème. Aucun des enseignants observés n'a conscience de cette invariance temporelle, seul un modèle (invariance temporelle relative) pouvait donner à voir ce phénomène, inobservable sur des situations isolées, inaccessible à travers des verbalisations de praticiens.
Distribution des contenus d'enseignement en EPS au collège selon tes caractéristiques, sociales du public scolaire: des différences non aléatoires
Authors: Poggi-Combaz Marie-Paule
Published: January 2010

This study proposes to analyse the dynamics of the distribution of EPS teaching content according to the different types of student body characterized by the students' social background. The results show that, for the time being, EPS teachers fail to deliver a common body culture. The adaptation of content and of objectives to the students' characteristics can lead to unequal treatment that is prejudicial to the appropriation by all of the common body culture essential for the students' training. Indeed, schools must do their utmost to avoid shifting from the legitimate work of educational differentiation to implicit forms of social segregation.
Propriétés des objets et résolution de problèmes mathématiques
Authors: Léger Lartre , Sander Emmanuel , Richard Jean-François , Brissiaud Rémi , Legros Denis , Tijus Charles
Published: January 2010

Le rôle du contexte sémantique sur la résolution de problèmes arithmétiques a été étudié en variant l'habillage du problème et la structure catégorielle des objets décrits dans l'énoncé à travers deux expériences. La première a été menée auprès de 190 élèves de niveau scolaire Troisième-Seconde (14-16 ans) et la seconde auprès de 98 élèves de niveau scolaire CM2-Sixième (9-11 ans). Les résultats nous suggèrent que l'effet de la structure catégorielle des objets est sous la dépendance de l'habillage du problème. Nous discutons ces résultats dans le cadre d'une théorie basée sur la catégorisation des objets décrits dans l'énoncé.
Les préoccupations des professeurs d'éducation physique lors de la genèse et la régtthtfion des conflits en classe
Authors: Flavier Éric , Bertone Stefano , Méard Jacques , Durand Marc
Published: January 2010

Seven PE teachers, working in secondary schools located in low- income areas, volunteerea to participate in this study. Data collection consisted of audio-video recording of the lessons, and of self- confrontation interviews about the selected conflictual events. Based on the theory of the "course of action" (Theureau, 1992), data analysis allowed identification of successive sequences in teachers' action, and their preoccupations in situ. Teachers' action is organized round a key-event: the student's spontaneous and vehement reaction to the punishment, determining a "before" and an "after". The results are discussed according to three points: a) the characteristics of teachers' action during each phase of the conflicts; b) the incompatibility of a situated action and the one of reasoned analysis; and c) tne opposition between teachers' concern for collective interest and students' individual preoccupations.
Ambitions et réussites scolaires et professionnelles comparées des enfants d'immigrés
Authors: Stuart Lambert Paul , Poignard Emmanuel
Published: January 2010

Une enquête sur un échantillon de jeunes âgés de 16 à 25 ans montre que les fils et filles de deux populations d'immigrés conçoivent, envers la réussite scolaire et l'insertion professionnelle, des aspirations et des choix conformistes et stratégiques, adaptés aux nombreuses conditions d'intégration actuellement exigées des nouvelles générations - notamment d'origine étrangère. Toutefois, cette adaptation ne suffit en aucun cas à constituer un cadre favorable à l'accès au marché de l'emploi.
L'étude des intéractions en classe de français langue étrangère et langue maternelle : deux « didactiques » au banc d'essai ?
Authors: Canelas-Trevisi Sandra , Thévenaz-Christen Thérèse
Published: January 2010

La notion d'interaction est utilisée aussi bien en didactique du français langue étrangère qu'en didactique du français langue maternelle. En adoptant la perspective de la didactique comparée, nous avons analysé l'emploi de cette notion dans un corpus de recherches récentes. Trois questions guident notre analyse :

1. Quelle est la définition de l'interaction adoptée par les différents chercheurs ?

2. Comment les dimensions de l'acquisition ou de renseignement/apprentissage sont-elles conçues ? Comment le contenu à apprendre est-il identifié ?

3. Comment le recueil des données est-il théorisé ?

Notre parcours exploratoire montre que les frontières entre les deux didactiques sont marquées essentiellement par la modélisation de l'acquisition d'une part, de renseignement/apprentissage d'autre part, ainsi que par des conceptualisations différentes de l'objet enseigné.
Les discours du professeur. Vers une pragmatique didactique
Authors: Sensevy Gérard , Quilio Serge
Published: January 2010

In this paper, we try to design a pragmatic approach of didactical linguistic interactions. This approach leads to examine the notion of context, and to clarify the relation between context and inference. We propose to consider the linguistic action of the teacher in institutions that we analyse with the categories of milieu and (didactical) contract. These institutions generate logic patterns which determine inferences in accordance with the nature of the situation.

In this study, we focus on two prominent features, mutually dependant, of the linguistic action of trie teacher : the principle of didactical restriction, and the perlocutionary valence. These features of the teacher's discourse have to be tested in the study of the teacher's action.
Les pratiques ostensives comme travail de construction d'une mémoire officielle de la classe dans l'action enseignante
Authors: Matheron Yves , Salin Marie-Hélène
Published: January 2010

Ostensive practices in the teaching of mathematics inspire many controversies : while Aebli - a psychologist - (1951), some researchers in educational sciences (like Altet, 1994) and some didacti- cians (like Rtsimba-Rajohn, 1992) criticized them, they are presently studied in the context of the "Theory of didactic situations" which tries to explain their persistence and in the context of the "Anthropological theory of didactics" which tries to describe their functions and the means they use. After defining the expression "ostensive practices", the article presents some results showing the balance between "ostension" ana "memory" and the influence of this balance on the teaching processus. In the conclusion a starting point is suggested, to carry on the analysis of the didactics of other fields of knowledge in a comparative perspective.
Connaissance de soi et connaissance du travail dans la perspective d'une didactique de l'orientation scolaire : une approche par la co-analyse de l'activité des élèves
Authors: Gustier-Bonna Régis , Verillon Pierre
Published: January 2010

Concepts and methods derived from the field of work psychology can shea new light on pupils' activity in class. The constrained nature of its aims and organization becomes apparent. Co-analysis of class activity with middle-school pupils reveals that in carrying out the tasks prescribed to them, pupils bring into play intermediary structures - genres and instruments, which are more or less shared prerequisites of action already evidenced by clinical approaches of work activity. In attempting to ground a didactical approach to vocational guidance, this paper snows that beyond the purely representational aspects at stake, it is necessary to take into account pupils' activity, notably in school, and how they relate to it.
Le travail des élèves à la maison : une analyse didactique en termes de milieu pour l'étude
Authors: Johsua Samuel , Félix Christine
Published: January 2010

Cet article poursuit un double objectif :

- montrer comment le concept de milieu pour l'étude, à partir d'une définition systémique, favorise la compréhension des gestes de l'étude et la description de leur organisation ;

- montrer qu'une analyse didactique comparée participe de cette compréhension.

Le cadre général permet d'envisager le travail personnel à la maison comme un système didactique auxiliaire dans lequel l'élève est amené à construire ou à reconstruire un milieu pour l'étude. Si la nature du milieu et la manière de le bâtir dépendent des disciplines considérées (les mathématiques et l'histoire), ces premiers résultats laissent également penser que la construction d'un milieu auxiliaire est fortement liée aux positions occupées par les élèves dans la classe ou système didactique principal. Ceci peut s'élargir à une réflexion concernant l'aide à l'étude, thème transversal ou préoccupations communes à l'ensemble des disciplines scolaires mais dont l'organisation est dépendante de la spécificité des savoirs en jeu.
Entre socialisation et apprentissages: les élèves de lycée professionnel à l'épreuve des savoirs
Authors: Jellab Aziz
Published: January 2010

Le sens des savoirs se construit à l'interface d'une histoire socio-subjective et du contexte scolaire. Les élèves de lycée professionnel font ainsi l'expérience d'une confrontation avec des contenus qui ont cette particularité d'être scolaires mais aussi professionnels. Or ces contenus, circonscrits à partir des notions de « forme scolaire » et de « forme professionnelle », donnent lieu à des formes variées de rapport aux savoirs et à l'apprendre chez les élèves. Ceux-ci, porteurs d'habitus et d'histoire sociale singulière, tentent ainsi de donner cohérence à des savoirs qui, selon leurs contenus et ce que les sujets y associent, paraissent dotés de finalités hétérogènes. Cet article s'appuie sur les enseignements d'une recherche qualitative, menée auprès d'élèves de CAP et de BEP. Par un travail de mise en relief des interactions complexes à l'œuvre entre les univers de socialisation et le mode de mobilisation sur les savoirs, il s'efforce de penser la relation entre socialisation et apprentissages.
De l'ENNA à l'IUFM ; le deuil difficile d'une culture communautaire
Authors: Gonnin-Bolo Annette
Published: January 2010

The IUFM has been founded as a common culture resource centre for all teachers in order to contribute to the building of a dynamic identity liable to reply to the requirements of schools. The ENNA (Ecoles Normales Nationales d'Apprentissage) which used to train teachers for vocational teaching, have been contributing to this unification process and consequently had to merge with IUFM. From a survey carried out in 1997, on the premises of the former ENNA in Nantes, this article analyses how the training of vocational teachers was reorganised locally. By describing the state of a process at a given period of time, it highlights the reluctancy to abandon a former common identity ; the lack of symbolically strong structuring principles does not allow this institution, which used to be friendly, full or collective works, hold in esteem by the National Educational Authority, to find its own place and contribute to the rebuilding of a collective and dynamic identity within the IUFM. The juxtaposition of unfocused identities leads to the question of the model in progress and its possible evolutions.
L'illettrisme : un facteur expliacite de l'échec universitaire ?
Authors: Louvet Eva , Prêteur Yves
Published: January 2010

L'objectif de notre recherche consiste à analyser les difficultés des étudiants dans le domaine de l'écrit, afin de mieux comprendre les échecs universitaires. Notre échantillon se compose de 169 étudiants inscrits en première année de psychologie. Cette population est répartie en deux groupes selon les résultats aux examens universitaires. Un questionnaire permet de saisir les pratiques de lecture des étudiants. Leurs compétences sont évaluées à l'aide d'un test de lecture (closure). Les résultats confirment l'existence d'un certain illettrisme universitaire ; les étudiants en situation d'échec n'aiment pas la lecture et n'en voient pas l'utilité. Par ailleurs, comparativement aux étudiants qui réussissent, les étudiants en échec témoignent de stratégies de lecture bien moins efficaces. Ces résultats nous amènent à nous interroger sur les méthodes pédagogiques et les procédures d'orientation dans l'enseignement supérieur.
L'évaluation de l'action éducative comme apprentissage et négociation
Authors: Demailly Lise
Published: January 2010

The author states that teachers and headteachers are usually opposed to school evaluation and to the evaluation of their work through the evaluation of pupils achievement. She thinks about the dynamics of the resistance and the theoretical framework of its conception. First, assessment practice is considered as a strategy where relations of power and interest are at stake ; second it is a political process implying struggles between various conceptions of the world and projects to organize the society ; third, it is a cognitive process producing knowledge. The article presents a case study which shows the importance orbeing confident in the availability of an evaluation process which actually affects practices and representations. On the basis of this evaluation, it is possible to negotiate collaborative learning. However we may understand why teachers are so reluctant to accept technicist forms of evaluation : there is a gap between them and their subjective conditions of professional practice.
Assujettissement et subjectivation: réflexions sur l'usage de Foucault en éducation
Authors: Audureau Jean-Pierre
Published: January 2010

In this article, the author explores the possibility of using Foucault's thought in the field of education. At first sight, school seems to be a place where nobody can escape this form of power Foucault calls discipline. As Foucault's thinking develops, it tries to overcome this pessimism, but not to the point of giving back supremacy to the idea of the subject as an unconditional principle: it leads rather to an ethics of the concern for self. It is not impossible to link this ethics to educational practices but it is more difficult to consider it as a pure model for the educational act. Perhaps we should rather consider Foucault's thought as an invitation to vigilance and invention. And we should try to remain aware of the problem it points out: the difficulty of conceiving (and being) a self or a subjectivity which would not be simply the effect of techniques of subjection and, a fortiori, the difficulty of thinking the educational act as able to train such a self.
À propos d'éducation rationnelle: comment qualifier l'éducation ?
Authors: Hameline Daniel
Published: January 2010

In the nineteenth century reformers of Public Education wished that pedagogy would be considered as "rational". Though a consensus could be obtained about this qualification, most of the time, it became controversial : elements in opposition with these new educational trends were immediately quoted. The semantic approach to the word "rational" is uneasy to conduct, between the concept of discernment contained in the word "reasoned" and the qualification of "rationalist" evoquing a great ideological debate.
Scientificité, axiologie et argumentation chez les théoriciens de l'Éducation Nouvelle
Authors: Avanzini Guy
Published: January 2010

Toute doctrine pédagogique comporte un choix de valeur même quand elle se veut « scientifique ». Cette référence elle-même signifie aussi son adhésion à la valeur du « scientifique ». Mais cette inéluctable dimension axiologique ne la dispense pas de chercher à établir la rationalité de ses préférences. Or elle y réussit plus ou moins, selon la pertinence des concepts qu'elle mobilise et de l'argumentation qu'elle propose. L'étude qui suit analyse la manière dont les théoriciens de l'Éducation Nouvelle traitent cette problématique. Elle s'efforce de montrer en quoi, malgré l'excellence de leur postulat fondateur, ils n'ont pas formalisé leur pensée de manière satisfaisante.
Savoirs d'action et savoirs de justification en situation d'enseignement : le cas de la gymnastique
Authors: Cizeron Marc , Gal-Petitfaux Nathalie
Published: January 2010

L'étude analyse les savoirs sur lesquels se fondent les compétences des enseignants d'éducation physique et sportive lorsqu'ils enseignent la gymnastique. Son cadre théorique et méthodologique est celui d'une anthropo-phénoménologie. Les résultats montrent que les enseignants possèdent : 1) des connaissances empiriques leur permettant d'appréhender l'efficacité des actions gymniques des élèves à partir de formes corporelles typiques ; 2) des connaissances plus théoriques, avec lesquelles ils justifient les premières, en usant de concepts rarement scientifiques, mais plutôt allusifs et métaphoriques. Les connaissances ainsi manifestées par les enseignants peuvent être interprétées comme étant des croyances. La discussion de ces résultats porte, d'une part, sur la pertinence pragmatique des croyances, et, d'autre part, sur une épistémologie de la pratique en situation complexe.
Vers une prise en compte de la complexité de l'usage des TIC dans l'enseigne­ment. Une méta-analyse des publications d'innovation et de recherche en mathématiques
Authors: Lagrange Jean-Baptiste , Grugeon Brigitte
Published: January 2010

According to many research works the "TICE" (Information and Communication Technologies for Teaching) may constitute an important contribution to academic learning. School policies are now trying to develop their use. However, their actual use inside classrooms remains limited. To analyse the reasons of this contradiction, the authors examine a complete international corpus in one discipline - mathematics - during five years : quantitative and qualitative analyses are conducted in the style of a "metastudy". This processing reveals factors related to the use or "TICE" which are not systematically taken into account in publications, and a tendency to gradually acknowledge the complexity of teaching and learning with "TICE". These factors are considered as "analysis dimensions" which should prove to be useful for researchers intending to introduce innovations, as they offer them a good grasp of this complexity.
Le modèle français d'intégration et les dynamiques interethniques dans deux écoles de ta banlieue parisienne
Authors: Roussier-Fusco Elena
Published: January 2010

The crisis of the French model of integration, which is particularly visible in the schools of the urban periphery, characterised by an important proportion of immigrant pupils, leads to the development of adaptive practices among teachers. Adaptations concern the transmission of knowledge, but also discipline and teacher-pupil relationships. This article uses Basil Bernstein's theoretical work to interpret data from a qualitative study in two primary schools located in the Parisian periphery. It presents three teacher styles and analyses their impact on interethnic relations in the classroom.
Un enseignement de l'histoire au CM. Questions didactiques
Authors: Sensevy Gérard , Rivenc Jean-Pierre
Published: January 2010

In this article, the authors carry out a didactic study about teaching history at intermediate level in primary schools based on the report on the trainee period of a school teacher. Six seemingly meaningful class sessions which point to generic didactic processes are analysed. The authors point to five important aspects of teaching and learning history at school : - the need to initiate to an "idealtypical" thought - the need to work in condition with specific tools such as maps and tables - the need to take into account constraints of anthropological order which make it possible to grasp the meaning of historical texts - the work around what we will call "logical scenarios" - the need to maintain dialectics between analogical devices and the work of inquiries. The end of the article pleads in favour of balanced "comparatism" leading to a better understanding of the making up and of the functioning of the didactic system.
La redéfinition du métier de chef d'établissement secondaire : changement statutaire, construction de l'engagement professionnel et épreuves pratiques
Authors: Pelage Agnès
Published: January 2010

Après avoir été détachés du corps des enseignants (1988), les chefs d'établissement ont aujourd'hui à se convertir plus fermement à une culture de l'encadrement et d'organisation. Cela passe par leur rapprochement des corps d'inspection de discipline, et, plus largement, par l'alignement de leur fonction sur celles des autres cadres de l'Éducation nationale englobés dans un nouveau management public. Les effets attendus sur l'activité enseignante sont clairement annoncés. Il s'agit de redéfinir à la fois les missions de l'école et la profession enseignante. Cette conversion professionnelle des chefs d'établissement nécessite cependant d'organiser leur loyauté et leur mobilisation. Un certain nombre de transformations sont d'ores et déjà bien enclenchées. Pour autant, sur le terrain, la position de cadre intermédiaire ne se construit pas sans heurts du côté des chefs d'établissement. Car, si la redéfinition du métier de chef d'établissement a largement été accompagnée par les directeurs d'établissement eux-mêmes, elle les installe simultanément dans des tensions professionnelles qui les mettent à l'épreuve.
Les technologies de l'information et de lu communication en éducation aux USA : éléments d'analyse sur la diffusion d'innovations technologiques
Authors: Baron Georges-Louis , Bruillard Éric
Published: January 2010

This article aims at presenting a brief analysis of the development of the information and communication technologies (I.C.T.) at school in the U.S.A.. It is grounded on data collected at the 2003 Symposium of the Society for Information and Teacher Education (S.I.T.E.). First of all, various elements specifying the context are set forward. Then the matter of the instrumentation of teacher training courses is analysed through 2 types of applications : portfolios and webquests. Those examples illustrate changes that are rarely anticipated at first but that accompany the developing of an instrumentation set by the frame in which it is implemented. Finally elements for discussion are set forward.
Interagir dans une classe virtuelle : analyse des interactions verbales médiatisées dans un environnement synchrone
Authors: Peraya Daniel , Dumont Patricia
Published: January 2010

This paper analyses the interactions of a tutor inside the walls of a virtual classroom. It was observed that exchanges between teacher and learner, and even between the learners themselves are quite similar to other well known face to face situations. It also analyses to which extent the features of the environment are used to reposition and support communication. Results bring up several questions namely concerning the role of spatial metaphor, a concept that is often centrally present in these types of virtual environments.
(Re)conociendo Mondoñedo. El pasado se proyecta como futuro
Authors: Freire Paz Elena
Published: January 2010

La autora se acerca a la realidad socio-cultural actual creada en Mondoñedo, ciudad del interior de la provincia de Lugo (Galicia, España), teniendo en cuenta las bruscas transformaciones económicas, sociales y culturales acontecidas en las últimas décadas. Si, desde una perspectiva externa, el movimiento económico global ha motivado la transformación de determinadas pautas culturales en todo el mundo, los cambios propiciados desde el interior de cualquier sistema cultural han repercutido en la génesis de una interesante planificación de marcado carácter cultural. El desarrollo local de la zona gira en torno al aprovechamiento de determinados recursos culturales como impulsores y dinamizadores de un territorio estrangulado por un fuerte descenso poblacional, la pérdida de consideración hegemónica de la villa frente a la capitalidad de la provincia, el abandono del sector primario y la escasez de actividades del sector secundario.
La fiesta de la Tarántula: júbilo y congoja en el Alto Aragón
Authors: Tausiet María
Published: January 2010

El tarantismo (fenómeno mítico-ritual según el cual quienes eran picados por la temida tarántula sólo podían recuperarse mediante la música y el baile) se manifestó desde antiguo en Italia, pero también en España, donde no ha sido tan estudiado, al menos desde la perspectiva de la historia cultural. De la vigencia de dicho fenómeno en Aragón hasta bien entrado el siglo XX dan cuenta las entrevistas en Fraga (Huesca) con varios informantes acerca de la llamada “Fiesta de la Tarántula”: una forma comunitaria de exorcizar todo tipo de desgracias individuales, gracias al poder de la compasión y la solidaridad vecinal.
Las denominaciones vernáculas y el conocimiento toba del entorno vegetal
Authors: Martínez Gustavo J. , Cúneo Paola
Published: January 2010

A partir del análisis de las denominaciones vernáculas en la fitonimia toba, este trabajo aborda la percepción y el conocimiento del entorno vegetal entre los tobas del río Bermejito (Chaco Central, Argentina). Desde una perspectiva interdisciplinar que combina los aportes de la lingüistica y la etnobotánica, se presenta el corpus de nombres documentado y se estudian los procesos morfosintácticos y las relaciones semánticas que intervienen en la denominación de las especies vegetales. Entre los aspectos analizados, la nomenclatura revela referencias a características distintivas y a aspectos fisiológicos o ecológicos de las especies, así como a su uso o función para la cultura. Asimismo, las denominaciones ponen de manifiesto atributos característicos de los pueblos cazadoresrecolectores, como lo demuestra la gran proporción de nombres que apelan a caracteres morfológicos por similitud con el mundo animal. El análisis permite constatar la profundidad y minuciosidad de la observación y el conocimiento ecológico de estos indígenas chaqueños.
Imaginarios contrapuestos: El desierto de Atacama percibido desde la región y mirado desde la nación
Authors: González Pizarro José Antonio
Published: January 2010

Basándose en las categorías de Cornelius Castoriadis, el autor examina los imaginarios sociales sobre el desierto de Atacama desde el siglo XVI hasta el XX. Pone de relieve cómo se fueron construyendo en la historia los distintos imaginarios para situarse en la contraposición entre el establecido en la nación chilena —centrado en los elementos de adversidad, esterilidad y lo inhóspito, todo lo cual proyectó una negatividad textual— y el construido en la región, repleto de variados simbolismos en torno al desafío, la ocupación y la potencialidad de la naturaleza, que afianzó la empatía de la literatura nortina con la épica humana del asentamiento en el desierto.
Reinaré en España. La devoción al Sagrado Corazón de Jesús
Authors: Herradón Figueroa María Antonia
Published: January 2010

El culto al Sagrado Corazón de Jesús, aún implantándose de forma casi oficial en la España de 1733, no adquirió pleno desarrollo en nuestro país hasta el ochocientos, centuria calificada por muchos autores como “El Siglo del Sagrado Corazón de Jesús”. No obstante, su momento de máximo esplendor se alcanzaría entre 1900 y 1970, período en el que se sucedieron sin solución de continuidad numerosas iniciativas encaminadas a reforzar la devoción.
Cuerpo, control y resistencia. Discursos de la inseguridad y prácticas del miedo en un distrito de Madrid
Authors: García García Sergio
Published: January 2010

A partir de los avances en la investigación etnográfica sobre los discursos de la (in)seguridad y las prácticas relacionadas con el miedo en un distrito de Madrid (Carabanchel), el autor trata de repensar la corporalidad como el ámbito excluido por los discursos procedentes de los lugares de poder. El discurso de la inseguridad ciudadana, que ha ido ganando espacio en ciertos ámbitos expertos, simula representar a las subjetividades inseguras contemporáneas, pero en su intento no hace sino producir sujetos representables. Se oculta la historia que habita en los cuerpos, incluida la de los miedos vividos, y se devuelve un discurso, el de la inseguridad, que se erige en solución de protección. Pese a que estos discursos se incorporan y se actúan performativamente por parte de los habitantes de un barrio señalado como peligroso, se producen resignificaciones en el ámbito de la oralidad, capaces de atenuar el impacto de las estrategias de control.
Incidence of Ankle Sprains Among Active-Duty Members of the United States Armed Services From 1998 Through 2006
Authors: Cameron Kenneth L. , Owens Brett D. , DeBerardino Thomas M.
Published: January 2010

Context:

Ankle sprains have been reported as one of the most common injuries sustained by members of the US Armed Services. However, little is known about the incidence rate and injury patterns associated with ankle sprains in this population.

Objective:

To examine the incidence of ankle sprains among active-duty members of the US Armed Services from 1998 through 2006. A secondary objective was to describe the sex, age, and service-specific injury patterns in this young, physically active population.

Design:

Cohort study.

Patients or Other Participants:

All active-duty service members from the day they enter military service until the day they leave military service and US Army Reserve and National Guard service members during periods of active duty and mobilization.

Main Outcome Measure(s):

Injury data were extracted from the Defense Medical Epidemiological Database from 1998 through 2006. All data for ankle sprains, coded according to the International Classification of Diseases (9th revision), were included. Cases were limited to those injuries reported as first occurrences. Incidence rates (IRs) were calculated per 1000 person-years by sex, age, and service. Incidence rate ratios (IRRs) and 95% confidence intervals (95% CIs) were used to assess the strength of association between the incidence of ankle sprain and the independent variables of sex, age, and service.

Results:

From 1998 through 2006, 423 581 service members sustained ankle sprains and 12 118 863 person-years at risk to injury were documented in this population. The incidence rate was 34.95 (95% CI  =  34.85, 35.06) per 1000 person-years at risk. Females were 21% more likely (IRR  =  1.21, 95% CI  =  1.21, 1.23) to sustain an ankle sprain than males. Sex-specific IR varied by age and service. Differences in the rate of ankle sprains were also noted by age and service.

Conclusions:

The incidence of ankle sprains among US service members was 5 times greater than that previously reported in civilian population studies. Sex, age, and branch of military service are important factors related to the incidence of ankle sprains in this population.
Lacrosse Equipment and Cervical Spinal Cord Space During Immobilization: Preliminary Analysis
Authors: Higgins Michael , Tierney Ryan T. , Driban Jeffrey B. , Edell Steven , Watkins Randall
Published: January 2010

Context:

Removal of the lacrosse helmet to achieve airway access has been discouraged based only on research in which cervical alignment was examined. No researchers have examined the effect of lacrosse equipment on the cervical space available for the spinal cord (SAC).

Objective:

To determine the effect of lacrosse equipment on the cervical SAC and cervical-thoracic angle (CTA) in the immobilized athlete.

Design:

Observational study.

Setting:

Outpatient imaging center.

Patients or Other Participants:

Ten volunteer lacrosse athletes (age  =  20.7 ± 1.87 years, height  =  180.3 ± 8.3 cm, mass  =  91 ± 12.8 kg) with no history of cervical spine injury or disease and no contraindications to magnetic resonance imaging (MRI).

Intervention(s):

The lacrosse players were positioned supine on a spine board for all test conditions. An MRI scan was completed for each condition.

Main Outcome Measure(s):

The independent variables were condition (no equipment, shoulder pads only [SP], and full gear that included helmet and shoulder pads [FG]), and cervical spine level (C3–C7). The dependent variables were the SAC and CTA. The MRI scans were evaluated midsagittally. The average of 3 measures was used as the criterion variable. The SAC data were analyzed using a 3 × 5 analysis of variance (ANOVA) with repeated measures. The CTA data were analyzed with a 1-way repeated-measures ANOVA.

Results:

We found no equipment × level interaction effect (F3.7,72  =  1.34, P  =  .279) or equipment main effect (F2,18  =  1.20, P  =  .325) for the SAC (no equipment  =  5.04 ± 1.44 mm, SP  =  4.69 ± 1.36 mm, FG  =  4.62 ± 1.38 mm). The CTA was greater (ie, more extension; critical P  =  .0167) during the SP (32.64° ± 3.9°) condition than during the no-equipment (25.34° ± 2.3°; t9  =  7.67, P  =  .001) or FG (26.81° ± 5.1°; t9  =  4.80, P  =  .001) condition.

Conclusions:

Immobilizing healthy lacrosse athletes with shoulder pads and no helmets affected cervical spine alignment but did not affect SAC. Further research is needed to determine and identify appropriate care of the lacrosse athlete with a spine injury.
Internal Rotation and Scapular Position Differences: A Comparison of Collegiate and High School Baseball Players
Authors: Thomas Stephen J. , Swanik Kathleen A. , Swanik Charles B. , Kelly John D.
Published: January 2010

Context:

Conditions such as labral and rotator cuff injuries have been linked with decreases in glenohumeral internal-rotation and increases in external-rotation motion. Also, decreased glenohumeral internal rotation is strongly associated with scapular dyskinesis.

Objective:

To compare healthy collegiate and high school baseball players' glenohumeral joint range of motion and scapular position.

Design:

Cross-sectional study.

Setting:

Institutional research laboratory.

Patients or Other Participants:

Thirty-one male National Collegiate Athletic Association Division I collegiate (age  =  20.23 ± 1.17 years, height  =  186.24 ± 5.73 cm, mass  =  92.01 ± 7.68 kg) and 21 male high school baseball players (age  =  16.57 ± 0.76 years, height  =  180.58 ± 6.01 cm, mass  =  79.09 ± 11.51 kg).

Main Outcome Measure(s):

Glenohumeral internal and external rotation and scapular upward rotation were measured with a digital inclinometer. Scapular protraction was measured with a vernier caliper. All variables except scapular upward rotation were calculated as the difference between the dominant and nondominant sides.

Results:

Collegiate baseball players had more glenohumeral internal-rotation deficit (4.80°, P  =  .028) and total motion deficit (5.73°, P  =  .009) and less glenohumeral external-rotation gain (3.00°, P  =  .028) than high school players. Collegiate baseball players had less scapular upward rotation than high school players at the 90° (4.12°, P  =  .015, versus 3.00°, P  =  .025) and 120° (4.00°, P  =  .007, versus 3.40°, P  =  .005) positions. The scapular protraction difference was greater in collegiate baseball players than in high school players in the hands-on-hips and 90° positions (0.77 cm, P  =  .021, and 1.4 cm, P  =  .001).

Conclusions:

When comparing high school with collegiate baseball players, these data suggest that glenohumeral internal-rotation deficit and scapular position change as the level of competition increases.
Risk Factors for Self-Reported Exercise-Related Leg Pain in High School Cross-Country Athletes
Authors: Reinking Mark F. , Austin Tricia M. , Hayes Ann M.
Published: January 2010

Context:

Prevention of exercise-related leg pain (ERLP) has not been successful because ERLP risk factors are not well known.

Objective:

To determine the percentage of high school cross-country (XC) athletes who reported a history of ERLP in their running careers, to identify the percentage of athletes who reported an occurrence of ERLP during 1 XC season, and to investigate the association of selected factors (age, high school year, years of high school running, sex, ERLP history, body mass index [BMI], foot type, and training distance) and the occurrence of ERLP.

Design:

Prospective cohort study.

Setting:

Six local high schools.

Patients or Other Participants:

One hundred twenty-five high school XC athletes (62 females, 63 males).

Main Outcome Measure(s):

All athletes completed an initial ERLP questionnaire, and foot type was visually assessed. After the season, athletes were asked to complete a Web-based questionnaire regarding the seasonal occurrence of ERLP. Statistical analyses of differences (t tests) and associations (χ2, relative risk) were conducted.

Results:

A total of 103 of the 125 athletes (82.4%) reported a history of ERLP, with 81 athletes reporting ERLP occurrence within the month preceding completion of the initial questionnaire. Bilateral medial leg pain was the most common ERLP presentation. More than half of the athletes (58.4%) with an ERLP history reported that the pain had interfered with XC participation. Ninety-three athletes responded to the postseason questionnaire, and 45 (48.0%) reported ERLP seasonal occurrence. Most athletes (97.8%) who experienced the seasonal occurrence of ERLP had a history of ERLP. No associations were noted between ERLP history or seasonal occurrence and age, high school year, years of high school running, sex, BMI, foot type, or training distance.

Conclusions:

Both a history of ERLP and the seasonal occurrence of ERLP were common among these XC athletes. The only risk factor identified for ERLP season occurrence was ERLP history.
Identification of Cardiometabolic Risk Among Collegiate Football Players
Authors: Wilkerson Gary B. , Bullard J. Todd , Bartal David W.
Published: January 2010

Context:

Excessive fat mass clearly has adverse effects on metabolic processes that can ultimately lead to the development of chronic disease. Early identification of high-risk status may facilitate referral for definitive diagnostic tests and implementation of interventions to reduce cardiometabolic risk.

Objective:

To document the prevalence of metabolic syndrome among collegiate football players and to develop a clinical prediction rule that does not require blood analysis to identify players who may possess a high level of cardiometabolic risk.

Design:

Cross-sectional cohort study.

Setting:

University athletic training research laboratory.

Patients or Other Participants:

Sixty-two National Collegiate Athletic Association Division I Football Championship Subdivision football players (age  =  19.9 ± 1.2 years, height  =  182.6 ± 6.1 cm, mass  =  97.4 ± 18.3 kg).

Main Outcome Measure(s):

Anthropometric characteristics associated with body fat, isokinetic quadriceps strength, and biometric indicators associated with metabolic syndrome were measured. Participants were classified as high risk or low risk for future development of type 2 diabetes and cardiovascular disease.

Results:

The prevalence of metabolic syndrome in the cohort was 19% (12 of 62), and 79% (49 of 62) of the players exceeded the threshold for 1 or more of its 5 components. A 4-factor clinical prediction rule that classified individuals on the basis of waist circumference, blood pressure, quadriceps strength, and ethnic category had 92% sensitivity (95% confidence interval  =  65%, 99%) and 76% specificity (95% confidence interval  =  63%, 86%) for discrimination of high-risk or low-risk status.

Conclusions:

The risk for developing type 2 diabetes and cardiovascular disease appears to be exceptionally high among collegiate football players. A lack of race-specific criteria for the diagnosis of metabolic syndrome almost certainly contributes to an underestimation of the true level of cardiometabolic risk for African American collegiate football players.