Table of Contents
Foreword xi
Part 1. Theoretical Approaches 1
Chapter 1. The Concept of Assistance 3
Caroline VIRIOT-GOELDEL
1.1. Introduction 3
1.2. The request for assistance 5
1.2.1. A self-regulated process 5
1.2.2. A socio-cognitive process 6
1.2.3. Obstacles and adjuvants to the request for assistance 6
1.2.4. Requesting assistance in a digital environment 7
1.3. Assistance practices in the classroom 9
1.3.1. Verbal interactions 9
1.3.2. Differentiated instruction 10
1.4. Intervention programs for struggling students 13
1.4.1. The intensity of interventions 13
1.4.2. Allocating existing resources to struggling students 15
1.4.3. The content of assistance measures 16
1.4.4. Outsourcing assistance: a major trend in France 17
1.4.5. Research on the organization of assistance 18
1.5. Conclusion 19
1.6. References 20
Chapter 2. “Accompaniment” and/or Guiding to Support Professionalism: Ways of Overcoming the Paradox 27
Christophe GREMION
2.1. Introduction 27
2.2. Problem and theoretical framework 28
2.2.1. Support or guidance 29
2.2.2. The “reference framework” dimension of the evaluation 32
2.2.3. The “actor” dimension of evaluation 33
2.2.4. The “recipient” dimension of the evaluation 34
2.3. Methodology: description of the analyzed corpus 36
2.4. Results 37
2.4.1. “Accompaniment” or guidance 38
2.4.2. The “reference framework” dimension of the evaluation 39
2.4.3. The “actor” dimension of evaluation 40
2.4.4. The “recipient” dimension of the evaluation 41
2.5. Discussion 42
2.5.1. Can a trainer from an institution be an “accompanier”? 44
2.5.2. Can a trainer from an institution be a guide? 44
2.5.3. Can an “accompaniment” system be compulsory in vocational training? 44
2.5.4. Can a guidance system be compulsory in vocational training? 45
2.5.5. Can an “accompanier” or a guide be imposed? 45
2.5.6. Conducting a formative evaluation: an act of “accompaniment or guidance? 45
2.5.7. Is there a risk that “accompaniment” and/or guidance lead to de-professionalization? 45
2.6. Conclusion 46
2.7. References 47
Part 2. Specific Assistance Needs for Particular Situations 51
Chapter 3. Main Needs in Schooling Students with a Visual Impairment in Secondary Education: The Question of Digital Tools 53
Mathieu GABORIT and Nathalie LEWI-DUMONT
3.1 Introduction 53
3.2. Inclusive schooling and ICT 54
3.2.1. Digital technology in lower secondary schools 55
3.2.2. Digital technology and disability 56
3.2.3. Digital technology and visual impairment 57
3.3. Exploratory research 58
3.3.1. Methodology 58
3.3.2. Results 1: the specific uses of digital tools provided to students 59
3.3.3. Results 2: tools providing visual feedback 62
3.3.4. Results 3: the use of digital textbooks 66
3.4. Digital tools and training of participants 69
3.4.1. Declared education limits 69
3.4.2. The stated needs of teachers 70
3.4.3. Professional development today 70
3.5. Conclusion 72
3.6. References 73
Chapter 4. Help Between Students with Disabilities and Teachers 75
Sabine ZORN, Florence JANIN and Minna PUUSTINEN
4.1. Introduction 75
4.2. The change in legislation and its implications 75
4.2.1. The same right to education for every child, whether with disabilities or not 76
4.2.2. A big “systemic change” 77
4.2.3. New missions 79
4.2.4. From integration to inclusion 80
4.2.5. Teacher training 81
4.3. The concept of in-class academic help 81
4.4. Research on in-class academic help involving students with disabilities 84
4.4.1. Research involving students with autism spectrum disorder (ASD) and their teachers 84
4.4.2. Research involving a student with a visual impairment and a teacher 89
4.5. Conclusion 94
4.6. References 95
Chapter 5. Motivation and Help-seeking: The Field of Art 101
Morgane BURGUES, Jean-Christophe SAKDAVONG and Nathalie HUET
5.1. Introduction 101
5.2. Research problem 102
5.2.1. Help-seeking in learning 102
5.2.2. Factors impacting help-seeking 103
5.2.3. Goals, perceptions, context and help-seeking 106
5.3. Methodology 107
5.3.1. Presentation of the population 107
5.3.2. General description of the task 108
5.3.3. Materials, treatment and measurements 108
5.3.4. Procedure 110
5.4. Results 112
5.4.1. Descriptive statistics 112
5.4.2. Inferential statistics 113
5.5. Discussion 116
5.5.1. Effect of context on the act of requesting help 116
5.5.2. Effect of context on threat perception 116
5.5.3. Relationship between threat perception and help-seeking according to the context 117
5.5.4. Relationship between achievement goals and help-seeking according to the context 117
5.5.5. Effect of help-seeking on performance 118
5.6. Conclusion 118
5.7. References 118
Part 3. Tools to Support the Transformation of Teaching Practices 123
Chapter 6. The Postural Dynamics of the Teacher: A Tool Assisting the Analysis of University Practices 125
Stephen LÉDÉ and Chrysta PÉLISSIER
6.1. Introduction 125
6.2. Understanding change in a tense context: the fundamental role of the teacher’s posture 127
6.2.1. Posture: an intuitive hyperonym 127
6.2.2. A qualitative approach focused on the teacher’s postures 129
6.3. The phenomenon of postural dynamics in promoting the development of autonomy 132
6.3.1. Six support postures 133
6.3.2. Postural dynamics: maintaining, reducing or strengthening a posture 135
6.4. Use of postural dynamics in the development of autonomy 137
6.4.1. Presentation of the “Writing for Digital Media” system 137
6.4.2. Application of the representation of postural dynamics 140
6.5. Conclusion 145
6.6. References 145
Chapter 7. Supporting the Transformation of Teaching Practices in Higher Education 149
Catherine LOISY
7.1. Introduction 149
7.2. Problems linked to support for teachers engaged in a PBA 150
7.2.1. Framework for the support process 150
7.2.2. Theoretical framework for professional development 152
7.3. Methodologies 153
7.3.1. The support system 154
7.3.2. The systematic process of exploring the activity 156
7.3.3. Population surveyed 158
7.4. Research results: assistance to achieve support 159
7.4.1. ALOES application 159
7.4.2. Satisfaction survey on the jointly developed program 161
7.4.3. Technological pedagogical content knowledge developed 162
7.5. Discussion 163
7.5.1 Discussion of the results 163
7.5.2. Limit of the proposed assistance 165
7.6. Conclusion 166
7.6.1. Prospects for improving the ALOES application 166
7.6.2. Research perspectives on the professional development 167
7.6.3. Prospects for improving the overall approach: support 168
7.7. References 169
Chapter 8. Supporting Autonomy in a Higher Teaching Context 173
Pierre BELLET and Stéphanie MAILLES-VIARD METZ
8.1. Introduction 173
8.2. State of the art 174
8.2.1. Psychological variables for the development of autonomy 174
8.2.2. Representation and design products 177
8.3. Question and methodology 179
8.4. Two studies based on a pedagogical scenario for designing a PLE using mind maps 180
8.4.1. Study 1: individual design following joint learning 180
8.4.2. Study 2: co-design following individual learning 183
8.5. Results of the two studies 186
8.6. Discussion 186
8.6.1. The mind map, support for representativeness 187
8.6.2. Towards the integration of regulatory and autonomy processes 187
8.7. Conclusion 188
8.8. References 190
Part 4. Types of Assistance in a Pedagogical Context 195
Chapter 9. Is Collaboration Between Librarians and Teachers Helpful for Students? 197
Emmanuelle CHEVRY PÉBAYLE and Laetitia THOBOIS JACOB
9.1. Introduction 197
9.2. Literature review 198
9.2.1. History of the embedded librarianship 198
9.2.2. The specific role of embedded librarians in higher education 198
9.2.3. Research question 200
9.3. Methods 200
9.3.1. Natural experiment 200
9.3.2. Data sources 202
9.4. Results 202
9.4.1. The perspective of embedded librarians 202
9.4.2. After the experiment : G2 students’ feedback 205
9.5. Discussion 208
9.6. Conclusion 210
9.7. References 211
Chapter 10. Seeking and Providing Help in an Interactive Learning Space: The Case of a Flipped Classroom at University 213
Laetitia THOBOIS JACOB and Chrysta PÉLISSIER
10.1. Introduction 213
10.2. Theoretical conceptual framework 215
10.2.1. Help-seeking in an interactive learning space 215
10.2.2. Integrating help types in the "interactive learning space" 219
10.3. Context and methodology 221
10.3.1. Developping writing skills of DUT students 221
10.3.2. Our flipped classroom design 222
10.3.3. Participant profiles 223
10.4. Integrating help types in our flipped classroom 223
10.4.1. Help types distribution 223
10.4.2. Proactive help type 224
10.4.3. Reflective help type 225
10.4.4. Unforeseen help type 225
10.5. Conclusion 226
10.6. References 228
Conclusion 233
Minna PUUSTINEN
List of Authors 239
Index 241
