Support in Education

247 Pages·2020·6.127 MB·English

by  Chrysta Pelissier

Support in Education
Series Editor
Jean-Marc Labat
Support in Education

Edited by

Chrysta Pélissier
First published 2020 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.
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Library of Congress Control Number: 2020936874

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A CIP record for this book is available from the British Library
ISBN 978-1-78630-494-0
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
vi Support in Education
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
Contents vii
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
viii Support in Education
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
Contents ix
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
x Support in Education
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
Foreword
Educational assistance is a broad and interesting subject! Its study leads to an
analysis of a set of questions on the permeability between support and other concepts
more related to instruction, in which information and communication technologies
are likely to play a major role.
The assistance may be reciprocal or symmetrical, following a pattern well
described by Mauss: give, receive, give back… But it often applies to other cases
that are more or less asymmetrical.
Different actions are linked to this notion in the field of education: supervising,
guiding, supporting, tutoring, mentoring and sometimes also caring, because medical
or paramedical staff can also play a part in this regard.
Supervising implies a higher hierarchical position. A supervisor is an instructor,
sometimes an inspector (indeed, in ancient Greek “inspector” is episcopos, the one
who observes from above, who will then designate the bishop in the Christian
Church). He/she leads operations and has the means to influence the actions of
people to do what is deemed necessary by an institution that has defined the rules of
good practice. Behind all this is the responsibility for controlling a job or situation.
Guiding is also asymmetrical, although there are different variants, from a
supreme leader to a mountain guide, who is there to make the planned excursion
a success, but who still has a strong responsibility and whose opinions cannot be
easily challenged, because of his or her expertise. It seems interesting to me to
note that the situation is (fortunately) different for computerized devices, such as
GPS, which are only used (for the moment) for information purposes and are
reconfigured if we do not follow their advice.