Support in Education

Chrysta Pélissier is Maître de conférences in Language Sciences at the University of Montpellier, France. Her work focuses on methodologies for the design of aids to be integrated into intelligent tutoring systems and the analysis of their uses.

• Foreword xiPart 1. Theoretical Approaches 1Chapter 1. The Concept of Assistance 3Caroline VIRIOT-GOELDEL1.1. Introduction 31.2. The request for assistance 51.2.1. A self-regulated process 51.2.2. A socio-cognitive process 61.2.3. Obstacles and adjuvants to the request for assistance 61.2.4. Requesting assistance in a digital environment 71.3. Assistance practices in the classroom 91.3.1. Verbal interactions 91.3.2. Differentiated instruction 101.4. Intervention programs for struggling students 131.4.1. The intensity of interventions 131.4.2. Allocating existing resources to struggling students 151.4.3. The content of assistance measures 161.4.4. Outsourcing assistance: a major trend in France 171.4.5. Research on the organization of assistance 181.5. Conclusion 191.6. References 20Chapter 2. “Accompaniment” and/or Guiding to Support Professionalism: Ways of Overcoming the Paradox 27Christophe GREMION2.1. Introduction 272.2. Problem and theoretical framework 282.2.1. Support or guidance 292.2.2. The “reference framework” dimension of the evaluation 322.2.3. The “actor” dimension of evaluation 332.2.4. The “recipient” dimension of the evaluation 342.3. Methodology: description of the analyzed corpus 362.4. Results 372.4.1. “Accompaniment” or guidance 382.4.2. The “reference framework” dimension of the evaluation 392.4.3. The “actor” dimension of evaluation 402.4.4. The “recipient” dimension of the evaluation 412.5. Discussion 422.5.1. Can a trainer from an institution be an “accompanier”? 442.5.2. Can a trainer from an institution be a guide? 442.5.3. Can an “accompaniment” system be compulsory in vocational training? 442.5.4. Can a guidance system be compulsory in vocational training? 452.5.5. Can an “accompanier” or a guide be imposed? 452.5.6. Conducting a formative evaluation: an act of “accompaniment or guidance? 452.5.7. Is there a risk that “accompaniment” and/or guidance lead to de-professionalization? 452.6. Conclusion 462.7. References 47Part 2. Specific Assistance Needs for Particular Situations 51Chapter 3. Main Needs in Schooling Students with a Visual Impairment in Secondary Education: The Question of Digital Tools 53Mathieu GABORIT and Nathalie LEWI-DUMONT3.1 Introduction 533.2. Inclusive schooling and ICT 543.2.1. Digital technology in lower secondary schools 553.2.2. Digital technology and disability 563.2.3. Digital technology and visual impairment 573.3. Exploratory research 583.3.1. Methodology 583.3.2. Results 1: the specific uses of digital tools provided to students 593.3.3. Results 2: tools providing visual feedback 623.3.4. Results 3: the use of digital textbooks 663.4. Digital tools and training of participants 693.4.1. Declared education limits 693.4.2. The stated needs of teachers 703.4.3. Professional development today 703.5. Conclusion 723.6. References 73Chapter 4. Help Between Students with Disabilities and Teachers 75Sabine ZORN, Florence JANIN and Minna PUUSTINEN4.1. Introduction 754.2. The change in legislation and its implications 754.2.1. The same right to education for every child, whether with disabilities or not 764.2.2. A big “systemic change” 774.2.3. New missions 794.2.4. From integration to inclusion 804.2.5. Teacher training 814.3. The concept of in-class academic help 814.4. Research on in-class academic help involving students with disabilities 844.4.1. Research involving students with autism spectrum disorder (ASD) and their teachers 844.4.2. Research involving a student with a visual impairment and a teacher 894.5. Conclusion 944.6. References 95Chapter 5. Motivation and Help-seeking: The Field of Art 101Morgane BURGUES, Jean-Christophe SAKDAVONG and Nathalie HUET5.1. Introduction 1015.2. Research problem 1025.2.1. Help-seeking in learning 1025.2.2. Factors impacting help-seeking 1035.2.3. Goals, perceptions, context and help-seeking 1065.3. Methodology 1075.3.1. Presentation of the population 1075.3.2. General description of the task 1085.3.3. Materials, treatment and measurements 1085.3.4. Procedure 1105.4. Results 1125.4.1. Descriptive statistics 1125.4.2. Inferential statistics 1135.5. Discussion 1165.5.1. Effect of context on the act of requesting help 1165.5.2. Effect of context on threat perception 1165.5.3. Relationship between threat perception and help-seeking according to the context 1175.5.4. Relationship between achievement goals and help-seeking according to the context 1175.5.5. Effect of help-seeking on performance 1185.6. Conclusion 1185.7. References 118Part 3. Tools to Support the Transformation of Teaching Practices 123Chapter 6. The Postural Dynamics of the Teacher: A Tool Assisting the Analysis of University Practices 125Stephen LÉDÉ and Chrysta PÉLISSIER6.1. Introduction 1256.2. Understanding change in a tense context: the fundamental role of the teacher’s posture 1276.2.1. Posture: an intuitive hyperonym 1276.2.2. A qualitative approach focused on the teacher’s postures 1296.3. The phenomenon of postural dynamics in promoting the development of autonomy 1326.3.1. Six support postures 1336.3.2. Postural dynamics: maintaining, reducing or strengthening a posture 1356.4. Use of postural dynamics in the development of autonomy 1376.4.1. Presentation of the “Writing for Digital Media” system 1376.4.2. Application of the representation of postural dynamics 1406.5. Conclusion 1456.6. References 145Chapter 7. Supporting the Transformation of Teaching Practices in Higher Education 149Catherine LOISY7.1. Introduction 1497.2. Problems linked to support for teachers engaged in a PBA 1507.2.1. Framework for the support process 1507.2.2. Theoretical framework for professional development 1527.3. Methodologies 1537.3.1. The support system 1547.3.2. The systematic process of exploring the activity 1567.3.3. Population surveyed 1587.4. Research results: assistance to achieve support 1597.4.1. ALOES application 1597.4.2. Satisfaction survey on the jointly developed program 1617.4.3. Technological pedagogical content knowledge developed 1627.5. Discussion 1637.5.1 Discussion of the results 1637.5.2. Limit of the proposed assistance 1657.6. Conclusion 1667.6.1. Prospects for improving the ALOES application 1667.6.2. Research perspectives on the professional development 1677.6.3. Prospects for improving the overall approach: support 1687.7. References 169Chapter 8. Supporting Autonomy in a Higher Teaching Context 173Pierre BELLET and Stéphanie MAILLES-VIARD METZ8.1. Introduction 1738.2. State of the art 1748.2.1. Psychological variables for the development of autonomy 1748.2.2. Representation and design products 1778.3. Question and methodology 1798.4. Two studies based on a pedagogical scenario for designing a PLE using mind maps 1808.4.1. Study 1: individual design following joint learning 1808.4.2. Study 2: co-design following individual learning 1838.5. Results of the two studies 1868.6. Discussion 1868.6.1. The mind map, support for representativeness 1878.6.2. Towards the integration of regulatory and autonomy processes 1878.7. Conclusion 1888.8. References 190Part 4. Types of Assistance in a Pedagogical Context 195Chapter 9. Is Collaboration Between Librarians and Teachers Helpful for Students? 197Emmanuelle CHEVRY PÉBAYLE and Laetitia THOBOIS JACOB9.1. Introduction 1979.2. Literature review 1989.2.1. History of the embedded librarianship 1989.2.2. The specific role of embedded librarians in higher education 1989.2.3. Research question 2009.3. Methods 2009.3.1. Natural experiment 2009.3.2. Data sources 2029.4. Results 2029.4.1. The perspective of embedded librarians 2029.4.2. After the experiment : G2 students’ feedback 2059.5. Discussion 2089.6. Conclusion 2109.7. References 211Chapter 10. Seeking and Providing Help in an Interactive Learning Space: The Case of a Flipped Classroom at University 213Laetitia THOBOIS JACOB and Chrysta PÉLISSIER10.1. Introduction 21310.2. Theoretical conceptual framework 21510.2.1. Help-seeking in an interactive learning space 21510.2.2. Integrating help types in the "interactive learning space" 21910.3. Context and methodology 22110.3.1. Developping writing skills of DUT students 22110.3.2. Our flipped classroom design 22210.3.3. Participant profiles 22310.4. Integrating help types in our flipped classroom 22310.4.1. Help types distribution 22310.4.2. Proactive help type 22410.4.3. Reflective help type 22510.4.4. Unforeseen help type 22510.5. Conclusion 22610.6. References 228Conclusion 233Minna PUUSTINENList of Authors 239Index 241