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Cognition in social interaction • a multi-layered approach - Ludvigsen
In this talk learning is viewed as multi-layered phenomena. A socio-genetic approach is used in order to understand human activity, and to show how categories are a fundamental part of learning in a specific type of institutional practice. Empirically I explore how students talk and reason when they are exposed to a set of categories taken from scientific discourse. The findings imply that the categories in the progressive inquiry model could guide the students towards a more systematic orientation when prompted by the teacher. Voir la vidéo
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Developing a plurality of methods of research • Synthesis and methods (...) - Gough
Developing a plurality of methods of research synthesis and methods of research use to inform policy and practice There is a richness and plurality of quantitative and qualitative research in education in Europe. This research has considerable potential to inform policy and practice decision though the provision of empirical data and conceptual analysis. To enhance the potential for the use of research to inform decision making, there has been increasing interest in developing methods for question driven synthesis, interpretation and application of relevant research. This presentation will discuss the theory and practice of such systems with particular reference to a ... Voir la vidéo
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De la difficulté de la recherche de causes en éducation et de la mobilisation de ses résultats - Meuret
De la difficulté de la recherche de causes en éducation et de la mobilisation de ses résultats: Apports et limites de l'économie de l'éducation. La recherche sur l'efficacité en éducation a fait des progrès depuis quelques années, en particulier par l'apport des économistes, de plus en plus nombreux à travailler dans ce domaine. On mesure mieux la difficulté à établir si l'association entre un dispositif scolaire et la performance des élèves traduit un effet causal du premier sur la seconde. Cet exposé analysera cette difficulté (effets de variables inobservables, biais d'endogénéité) et les méthodes proposées par les économistes pour la ... Voir la vidéo
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The role of knowledge in the construction of education (...) - Mangez
The role of knowledge in the construction of education policy across EuropeIn Europe, information and expertise are now both more widely distributed and more readily accessible than ever before. At the same time, expectations of transparency and public accountability have increased. In many ways, knowledge is coming to play a new role in policy: we can now distinguish 'post-bureaucratic' from conventional 'bureaucratic' regimes and show that that each presupposes a specific kind of knowledge and a specific way of using it. While bureaucratic modes of governance require ‘established’ bodies of knowledge to be translated into ‘vertical’ regulations; post-bureaucratic modes of ... Voir la vidéo
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Teachers’ learning and teachers’ understanding of learning - Evans
Teachers’ learning and teachers’ understanding of learning: issues relating to research and policyReflecting the focus of my own research, this paper relates to teachers’ professional learning or development. This field of study has received much attention in the Anglo-Saxon world; we now know considerably more than we did a couple of decades ago about the contexts in which, and the conditions under which, teachers seem to learn best. But two problems remain: first, policy in the UK has failed to take full account of what research has revealed about teacher learning, and second, there remain gaps in that research-based ... Voir la vidéo
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Ouverture du Séminaire 2/3 - Samarut
Ouverture du Séminaire 2/3 Voir la vidéo
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le (15m24s)
Clôture du Séminaire 1/2 - Pepin
Clôture du Séminaire 2/2 Voir la vidéo
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le (1h23m4s)
L'anthropologie en question : altérité ou différence ?
... sont pas comme nous, y éprouver notre étrange incapacité à penser et à sentir comme eux. Soit au contraire y faire l'apprentissage d'un monde différent : considérant que tout monde humain, si étrange qu'il nous paraisse, n'est jamais qu'une variante d'une... Voir la vidéo
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le (48m49s)
