bluuebunny/crossref_metadata_2025_split huggingface dataset:
Elaboration à plusieurs d'une conduite d'explication en sciences, au cycle 2
Authors: Grandaty Michel 
Published: April 2018

L'enseignement de l'oral pose problème en ce sens qu'il faut parvenir à distinguer, en classe, son usage d'outil courant de communication de son statut d'objet d'enseignement. De plus, l'oral est-il enseignable dans sa totalité ? Est-ce souhaitable ou nécessaire ?
L'article propose de faire des choix prioritaires en termes d'objet oral enseignable dans le cadre de la recherche nationale INRP «L'oral dans la classe ». Par le biais d'une analyse de l'élaboration à plusieurs d'une conduite d'explication produite par des élèves, il plaide pour une gestion pédagogique des conduites discursives, conduites qui sont à rapprocher de et comparer avec les séquences textuelles définies par J.-M. Adam. L'analyse cherche à montrer l'émergence de conduites explicatives monogérées dans le cadre scolaire d'une interaction orale, esquisse les conditions didactiques de cette émergence et plaide pour leur importance dans la maitrise générale de la langue.
Formuler, critiquer et argumenter en mathématiques : un exemple au CM1
Authors: Douaire Jacques , Charnay Roland , Valentin Dominique 
Published: April 2018

Les recherches menées sur les apprentissages numériques et la résolution de problème par notre équipe «Mathématiques » du département de Didactique des disciplines de l'INRP nous ont conduits à développer des dispositifs d'enseignement au Cycle 2 puis au Cycle 3 de l'école primaire (1), dans lesquels les connaissances mathématiques se construisent aussi à l'oral. Les moments d'échanges prévus peuvent correspondre à plusieurs fonctions. En particulier :
-la reformulation ou la critique de résultats ou de méthodes, lors de phases de mises en commun jouant un rôle essentiel dans les apprentissages mathématiques ;
-l'établissement de la preuve de propositions lors d'un débat et l'appréhension d'éléments du raisonnement mathématique.
La mise en œuvre de ces échanges suppose une organisation des situations d'enseignement.
D'hier à aujourd'hui : apprendre le langage écrit en résolvant des problèmes
Authors: Ducancel Gilbert , Nibas Bruno 
Published: April 2018

From yesterday to today : learning the written language through problem solving
Learning French via problem solving is a research topic which first came to the fore in 1984 when Helene Romian was in charge of INRP primary school research teams. We give you a brief reminder of the origin of RESO research, its main advances, and the questions which remained unanswered at the end of the research. We then develop upon a few current responses put forward by the INRP PROG research team (Progressive building-up of written language skills in cycle 1 and 2 (3 to 7-year-olds) at primary school). Our work centres upon games and problem situations (in the fields of comprehension and production) which were given at the start of the year to a CE1 class (7-year-olds) in Amiens. We analyse Thomas and Marjorie's attitudes as well as the procedures they used to solve problems, what they learnt, and what they still have to learn. Our conclusion centres upon the difficultes, obstacles and problems encountered and the need to link pedagogical and didactic perspectives.
Quinze ans après... Retour sur les recherches en didactique de l'orthographe
Authors: Jaffré Jean-Pierre 
Published: April 2018

Fifteen years on... A look back at the research into the didactics of spelling.
As early as the late seventies and during the whole of the eighties, the didactic objectives of the research carried out by the INRP primary school research teams couidn't afford not to take into account the cognitive dimension of the pupils as subjects. This was especially true in the case of spelling. This paper tries to show to what extent, despite certain limits particular to this period, the empirical analyses carried out at that time heralded the emergence of the pupil as subject in a linguistic field which was entirely centred upon the object.
Sujet et héros du récit biographique. L'exemple des histoires de vie enseignantes
Authors: Malet Régis 
Published: April 2018

Le recours à l'approche biographique recouvre une diversité de pratiques et des préoccupations de recherche et/ou de formation variées. Articulant des interrogations d'ordre théorique sur la conception du récit et du sujet dans l'expérience biographique et d'ordre plus strictement méthodologique et épistémologique sur l'usage de cette approche en formation d'enseignants, le propos de cet article est double :
-élucider tout d'abord le statut du récit et de l'histoire à l'œuvre dans le discours biographique, la figure du narrateur-héros mis en intrigue dans l'espace biographique et le sujet qu'il promeut. Le récit de vie est travaillé dans sa double dimension sémantique et pragmatique.
-proposer ensuite une approche des recherches mobilisant les histoires de vie en formation d'enseignants, en pointant les usages du récit que ces travaux tendent à valoriser. La variété de ces usages cristallise une interrogation sur les savoirs enseignants et sur la place qui peut être conférée en formation à ces savoirs narratifs élaborés dans le récit de vie de l'enseignant.
À quoi servent les exercices graphiques ?
Authors: Zerbato-Poudou Marie-Thérèse 
Published: April 2018

Of what use are written exercises ?
Marie-Thérèse Zerbato-Poudou, IUFM d'Aix-Marseille.
This contribution proposes a critical examination of conceptions which govern scholar practices consisting in proposing the pupils training in script supposed to prepare them to the entry in writing, but disconnected from the conceptual apprenticeships at stake in writing. Referring to Emelia Ferreiro and Liliane Lurçat 's works, an analysis of children's production is proposed to underscore the way the children grasp the scripting activity. Finally, proposals are made concerning, on one side training in script, of which is shown that it is useful to develop purely scripting skills and that it helps enter the scholar game, and on the other side the appeal of verbalization to support the learning.
Un autre regard sur les écrits des élèves : évaluer autrement
Authors: Bucheton Dominique , Chabanne Jean-Charles 
Published: April 2018

Les outils d'évaluation de l'écrit les plus courants aujourd'hui sont conçus pour donner à l'élève le moyen de mesurer le degré de conformité ou de déviance de ses écrits par rapport à diverses nonnes graphiques, phrastiques, textuelles, discursives... Dans cette perspective, les points de repère sont fournis par les pratiques sociales de référence, qu'elles soient celles du monde extrascolaire, ou celles de l'école elle-même. C'est un outil précis et efficace de révision et de normalisation des textes destinés à être mis en circulation.
Mais ce modèle ne peut être appliqué à ce que nous avons appelé des écrits intermédiaires et réflexifs. Ces formes d'écrit qui ne peuvent être reportées à un modèle social, ce sont avant tout des écrits de travail personnels, destiné à lancer, accompagner et stimuler l'activité réflexive au cours de tâches scolaires. Dans ce cas, le but de l'évaluation n'est donc pas de faire corriger le texte, mais bien de d'interpréter la dynamique de l'écriture pour la relancer.
Ce qui sera présenté est une proposition d'un modèle d'évaluation de ce type d'écrit, destiné à aider les enseignants à porter un regard différent sur ces écrits de travail. Nous retenons trois questions qui nous paraissent centrales :
-Comment se situe l'élève dans son écrit ?
-De quoi parle le texte et quels sont ses enjeux (ses valeurs) ?
-Comment apparait et évolue la prise en compte des normes ?
Nous proposons d'observer quelques indicateurs linguistiques dans les textes produits, non pas pour repérer le degré de maitrise des codes et procédures d'écriture qu'elles traduisent mais pour repérer quels sont les obstacles qui bloquent le développement de l'écriture, obstacles que nous cherchons sur trois plans : cognitif, langagier et psycho-affectif (du côté des idées, du côté des formes d'expression, du côté des émotions). Se trouvent-ils du côté du rapport du sujet à l'écriture : son identité de sujet écrivant, ses savoirs sur les fonctionnements de l'écriture et de la langue écrite ? Ou du côté de son rapport à l'école : son désir d'apprendre, sa compréhension de ce qu'on y fait, de ce qu'on lui demande ? Nous cherchons comment agir avec les élèves qui sont en difficulté parce qu'ils ne s'autorisent pas à penser, à agir par eux-mêmes dans le contexte scolaire. Nous cherchons comment nous pouvons les aider à être actifs, inventifs, créateurs de solutions inédites, capables de mobiliser des ressources langagières plus élaborées.
Reformulations écrites et orales, part du cognitif, part du linguistique
Authors: Boré Catherine 
Published: April 2018

Written and oral reformuiations ; cognitive part, linguistic part.
Catherine Boré, Laboratoire MoDyCo, Université Paris X, IUFM de Versailles.
This article relies on part results of a current research (IUFM de Versailles). It wonders about the cognitive contribution of written and oral reformulations that came along with the writing of a «synthesis » in a geometry class in CM2 (1 1 years old). The initial hypothesis postulated that one can await from the reformulation process an improvement of the writings correlated with comprehension. The analysis of successive written versions show much more complicated results : where the comprehension seems certain orally, the written language reveals its fragility, among others in the use of prepositions. The rewriting reveals this as well as it is responsible for new cognitive obstacles.
Nasopharyngeal Exposure to Streptococcus pneumoniae Induces Extended Age-Dependent Protection against Pulmonary Infection Mediated by Antibodies and CD138+ Cells
Authors: Bou Ghanem Elsa N. , Maung Nang H. Tin , Siwapornchai Nalat , Goodwin Aaron E. , Clark Stacie , Muñoz-Elías Ernesto J. , Camilli Andrew , Gerstein Rachel M. , Leong John M. 
Published: April 2018

Abstract
Streptococcus pneumoniae commonly resides asymptomatically in the nasopharyngeal (NP) cavity of healthy individuals but can cause life-threatening pulmonary and systemic infections, particularly in the elderly. NP colonization results in a robust immune response that protects against invasive infections. However, the duration, mechanism, and cellular component of such responses are poorly understood. In this study, we found that repeated NP exposure of mice to S. pneumoniae TIGR4 strain results in pneumococcal-specific Ab responses that protect against lethal lung challenge. Abs were necessary and sufficient for protection because Ab-deficient μMT mice did not develop postexposure protection, only becoming resistant to lung infection after transfer of immune sera from NP-exposed mice. T cells contributed to immunity at the time of NP exposure, but neither CD4+ nor CD8+ T cells were required. The protective activity was detectable 20 wk after exposure and was maintained in irradiated mice, suggesting involvement of long-lived Ab-secreting cells (ASC), which are radioresistant and secrete Abs for extended periods of time in the absence of T cells or persistent Ag. CD138+ bone marrow cells, likely corresponding to long-lived ASC, were sufficient to confer protection. NP exposure of aged mice failed to protect against subsequent lung infection despite eliciting a robust Ab response. Furthermore, transfer of CD138+ bone marrow cells or sera from NP-exposed old mice failed to protect naive young mice. These findings suggest that NP exposure elicits extended protection against pneumococcal lung infection by generating long-lived CD138+ ASC and that the protective efficacy of these responses declines with age.
Water quality modelling of an impacted semi-arid catchment using flow data from the WEAP model
Authors: Slaughter Andrew R. , Mantel Sukhmani K. 
Published: April 2018

Abstract. The continuous decline in water quality in many regions is forcing a shift
from quantity-based water resources management to a greater emphasis on
water quality management. Water quality models can act as invaluable tools
as they facilitate a conceptual understanding of processes affecting water
quality and can be used to investigate the water quality consequences of
management scenarios. In South Africa, the Water Quality Systems Assessment
Model (WQSAM) was developed as a management-focussed water quality model
that is relatively simple to be able to utilise the small amount of
available observed data. Importantly, WQSAM explicitly links to systems
(yield) models routinely used in water resources management in South Africa
by using their flow output to drive water quality simulations. Although
WQSAM has been shown to be able to represent the variability of water
quality in South African rivers, its focus on management from a South
African perspective limits its use to within southern African regions for
which specific systems model setups exist. Facilitating the use of WQSAM
within catchments outside of southern Africa and within catchments for which
these systems model setups to not exist would require WQSAM to be able to
link to a simple-to-use and internationally-applied systems model. One such
systems model is the Water Evaluation and Planning (WEAP) model, which
incorporates a rainfall-runoff component (natural hydrology), and reservoir
storage, return flows and abstractions (systems modelling), but within which
water quality modelling facilities are rudimentary. The aims of the current
study were therefore to: (1) adapt the WQSAM model to be able to use as input
the flow outputs of the WEAP model and; (2) provide an initial assessment of
how successful this linkage was by application of the WEAP and WQSAM models
to the Buffalo River for historical conditions; a small, semi-arid and
impacted catchment in the Eastern Cape of South Africa. The simulations of
the two models were compared to the available observed data, with the
initial focus within WQSAM on a simulation of instream total dissolved
solids (TDS) and nutrient concentrations. The WEAP model was able to
adequately simulate flow in the Buffalo River catchment, with consideration
of human inputs and outputs. WQSAM was adapted to successfully take as input
the flow output of the WEAP model, and the simulations of nutrients by WQSAM
provided a good representation of the variability of observed nutrient
concentrations in the catchment. This study showed that the WQSAM model is
able to accept flow inputs from the WEAP model, and that this approach is
able to provide satisfactory estimates of both flow and water quality for a
small, semi-arid and impacted catchment. It is hoped that this research will
encourage the application of WQSAM to an increased number of catchments
within southern Africa and beyond.
A Multiliteracies Approach to Teaching Korean Multimodal (Im)politeness
Authors: Yoon Sue Y. , Brown Lucien 
Published: April 2018

ABSTRACTThis study provides and tests pedagogical materials for teaching Korean multimodal (im)politeness, reflecting recent findings on the role of nonverbal means of communication in the communication of (im)politeness. A pedagogy of multiliteracies is implemented in this study, which supports the development of language learners' multimodal competence. Within the multiliteracies classroom, learners are encouraged to actively express their identities via language and other multimodal means. In order to examine the effectiveness of multiliteracies framework in enhancing identity negotiation, the activities performed by language learners to express their identities are analyzed from an activity-theoretic perspective. This study includes an 80-minute lesson designed around the theme of yeyuy ‘manners, etiquette’ in Korea for intermediate-level Korean learners as well as a qualitative analysis of the classroom interaction where the lesson was carried out. The analysis shows that language learners construct and negotiate their first-language and second-language identities producing multimodal identity artifacts, while expressing their own perspectives on Korean (im)politeness and dealing with the views held by the teacher, their classmates, and materials. It is also demonstrated that learners recognize the significance of multimodal resources involved in authentic media texts and critically evaluate the (im)politeness-related meanings that the resources intend to signal.
Teaching Listener Responses to KFL Students
Authors: Lee Hyo Sang , Yoon Kyung-Eun , Yoon Sang-Seok 
Published: April 2018

ABSTRACT
Although virtually all foreign language teaching practices advocate a communicative approach, learners' conversations lack interactional features that are essential for proper communication, and are commonly found in those of native speakers. Critically missing are listener responses (LRs) that facilitate negotiating meanings communicated among interlocutors by indicating the listener's conversational engagement, signaling the listener's stance of agreement/disagreement, alignment/disalignment, approval/disapproval, requesting clarification and confirmation, and so on. It is essential to be able to use LRs for the learners' conversation to be as natural and interactionally appropriate as those of native speakers. Therefore, it is necessary to teach how to use them implicitly or explicitly. We propose a number of procedures and activities with which learners learn how to use LRs so as to enhance their interactional competence.
A Five-Day Lesson Plan for Level 1 High School Korean
Authors: Shin Hye Young , Haley Marjorie Hall 
Published: April 2018

ABSTRACT
This forum presents lesson plans on the topic of family for high school students at the beginning level in the public school system in areas where many community members speak Korean. The lessons would typically be taught in week 8 as part of the unit entitled, “Personal and Family Life,” which has a total of 20 lessons. Since this is the first unit, students' ability for speaking and writing Korean is very limited, while they should have learned how to introduce themselves using name, school year, school, and nationality, and to produce the copula verb and existence verb. For this topic on the family, students will learn family-related terminology and action verbs in simple present tense in order to talk about family events and Chu-suk and compare it with Thanksgiving. This unit plan meets the national 5C and state standards. The objectives are to enable students to use Korean to talk and write about their own family as well as to demonstrate understanding of Korean culture related to families (e.g., family relationship, family events). They should be able to compare this information with American culture through these lessons.
Análisis provincial de la nupcialidad en España (1887-2001)
Authors: Jesús Javier Sánchez Barricarte  
Published: April 2018

A partir de los datos provinciales de la edad de acceso al primer matrimonio y la soltería definitiva presentamos un detallado análisis del comportamiento nupcial según sexo en España que cubre el período 1887-2001. Hemos podido comprobar que la gran diversidad provincial de patrones nupciales observados en España estuvo marcada fundamentalmente por la diferente intensidad del porcentaje de soltería definitiva más que por la distinta edad de acceso al matrimonio.
También hemos constatado que los tradicionales patrones provinciales se siguieron replicando al menos hasta mediados del siglo pasado. La aplicación de modernas técnicas de análisis de panel de datos nos ha permitido confirmar algunas hipótesis explicativas que habitualmente suelen aparecer en la literatura especializada (referente al nivel económico, educativo o de urbanización) respecto al devenir histórico del comportamiento nupcial en España.
How Can the Organizing Work Involved in the Joint Regulation of Lean Projects Promote an Enabling Organization and Occupational Health?
Authors: Bruère Sébastien , Bellemare Marie , Caroly Sandrine 
Published: April 2018

The objective of this article is, through an empirical study, to further understanding of the actions and decisions taken in the context of Lean implementation projects carried out under joint regulation (Lévesque and Murray, 1998) agreements. We, therefore, attempt to identify factors that may facilitate the organizing work involved in joint regulation of Lean projects to allow workers to develop a broader range of health-minded work methods and habits.
Our assumption is that factors which influence joint regulation, such as the union’s capacity for action, management’s attitude and the purpose of the change, also influence the occupational health outcomes of Lean projects. We believe that the organizing work involved in joint regulation (actions and decisions) has an impact on these factors and influences the occupational health outcomes. Our research question is therefore this: What are the actions and decisions involved in joint regulation of Lean implementation projects that lead to closer correspondence with enabling organization criteria?
This empirical study was exploratory in nature and had a multiple case study design. Two cases of lean projects were documented through eight individual interviews and the collection of documents.
The main results indicate that, while joint regulation appears essential in terms of meeting enabling organization criteria, it alone is insufficient to explain the health effects of Lean projects. All stakeholders need to define the project goals, modes of assessment and management rules, both cooperatively and transparently, and through their involvement in decisions regarding all processes.
L’effet du mentorat sur la réussite de carrière : quelles différences entre hommes et femmes ?
Authors: Bach Ouerdian Emna Gara , Malek Adnane , Dali Najwa 
Published: April 2018

Nombreuses sont les recherches ayant examiné l’impact du mentorat sur la réussite de carrière. Toutefois, davantage d’études sont requises afin d’appréhender cette relation, car force est de constater que la majorité des recherches menées jusque-là ont occulté la bi-dimensionnalité de chacun de ces deux construits. Par ailleurs, vu les spécificités féminines, nous estimons que la compréhension de l’impact du mentorat sur la réussite de carrière serait améliorée par l’intégration du genre.Le but de ce travail est de démontrer que le genre joue un rôle modérateur entre le mentorat reçu — estimé par ses deux fonctions instrumentale et psychosociale — et la réussite de carrière aussi bien objective que subjective. Des analyses en équations structurelles, notamment des analyses multigroupes ont été conduites à partir de données recueillies dans le secteur bancaire tunisien auprès de 237 cadres moyens et supérieurs.Nos analyses montrent que les femmes obtiennent moins de promotions et semblent moins satisfaites de leur carrière. Il ressort aussi que les femmes perçoivent moins de soutien de la part de leur mentor, particulièrement d’ordre psychosocial. Si la présente recherche démontre que pour les hommes, comme pour les femmes, le soutien prodigué par le mentor est associé à la réussite de carrière objective, il n’en est pas de même pour le type du mentorat à l’origine de cette réussite. Ainsi, seule la fonction instrumentale favorise l’avancement des femmes, contrairement aux hommes, dont l’avancement est lié uniquement à la fonction psychosociale du mentorat. Enfin, la présente étude indique l’inexistence d’un lien direct entre les fonctions du mentorat et la réussite subjective, et ce, aussi bien pour les hommes que les femmes. Toutefois, nos résultats permettent de mettre en évidence un effet indirect du mentorat psychosocial sur la réussite subjective des hommes par le biais de leur succès objectif.