<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mourlane, Stéphane</style></author><author><style face="normal" font="default" size="100%">Virginie Baby-Collin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Histoire et mémoire du grand Saint-Barthélemy à Marseille. Entre immigration, politique de la ville et engagement associatif</style></title><secondary-title><style face="normal" font="default" size="100%">Diasporas, Histoire et sociétés</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year></dates><volume><style face="normal" font="default" size="100%">17</style></volume><pages><style face="normal" font="default" size="100%">26-41</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Buisson-Fenet, Hélène</style></author><author><style face="normal" font="default" size="100%">Verdier, Eric</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Hiérarchie des savoirs et concurrences institutionnelles : la régulation des cartes régionales des formations professionnelles initiales</style></title><secondary-title><style face="normal" font="default" size="100%">Revue française de pédagogieRevue française de pédagogie</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">formation et enseignement professionnels</style></keyword><keyword><style  face="normal" font="default" size="100%">formation initiale</style></keyword><keyword><style  face="normal" font="default" size="100%">niveau régional</style></keyword><keyword><style  face="normal" font="default" size="100%">politique en matière d'éducation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2013</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">182</style></volume><pages><style face="normal" font="default" size="100%">19-30</style></pages><isbn><style face="normal" font="default" size="100%">0556-7807</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Composante majeure de l&amp;#8217;enseignement secondaire fran&amp;#231;ais, la formation professionnelle initiale a progressivement &amp;#233;t&amp;#233; structur&amp;#233;e par des orientations volontaristes nationales et des demandes locales. Cette construction s&amp;#8217;est accompagn&amp;#233;e du d&amp;#233;veloppement d&amp;#8217;outils de connaissance dont les cartes des formations sont une expression embl&amp;#233;matique. Contrastant les configurations r&amp;#233;gionales de l&amp;#8217;action publique qui leur donnent forme, cet article r&amp;#233;v&amp;#232;le les relations de concurrence et de coop&amp;#233;ration cognitives qui structurent la dynamique de l&amp;#8217;action publique ; l&amp;#8217;ambition de promouvoir une r&amp;#233;gulation polycentr&amp;#233;e fortement adoss&amp;#233;e &amp;#224; une expertise r&amp;#233;gionale originale s&amp;#8217;av&amp;#232;re nettement d&amp;#233;&amp;#231;ue, en raison notamment d&amp;#8217;un contr&amp;#244;le gestionnaire rapproch&amp;#233; d&amp;#233;velopp&amp;#233; par les repr&amp;#233;sentants de l&amp;#8217;&amp;#201;tat en r&amp;#233;gion. Cette technicisation de l&amp;#8217;action publique, largement unilat&amp;#233;rale, n&amp;#8217;emp&amp;#234;che pas l&amp;#8217;outillage partenarial mis en place au titre des plans r&amp;#233;gionaux de produire des effets tangibles en mati&amp;#232;re de coordination.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Leutenegger, Francia</style></author><author><style face="normal" font="default" size="100%">Serge Quilio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Hétérogéneité et attentes différentielles: une approche de didactique comparée</style></title><secondary-title><style face="normal" font="default" size="100%">Revue Suisse des Sciences de l'EducationRevue Suisse des Sciences de l'Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Janvier 2013</style></date></pub-dates></dates><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Helping pupils to learn more effectively with a cognitive analysis of their activity</style></title><secondary-title><style face="normal" font="default" size="100%">European Journal of Psychology EducationEuropean Journal of Psychology Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Activity's analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">Cognitive indicator</style></keyword><keyword><style  face="normal" font="default" size="100%">Cognitive process</style></keyword><keyword><style  face="normal" font="default" size="100%">Pedagogical strategies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><number><style face="normal" font="default" size="100%">à paraître</style></number><volume><style face="normal" font="default" size="100%">à paraitre</style></volume><pages><style face="normal" font="default" size="100%">à paraître</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The main objective of this paper is to investigate the effectiveness of the activity's analysis in a cognitive approach of learning situations. From a point of view in which pupils actively form their own knowledge, we propose to analyse pupil activity in order to help teachers in their classes and improve their teaching. From this perspective, the type and the number of errors made by pupils constitute an important information source for the teachers. In cognitive psychology, research on learning has provided error could be considered as an indicator of the cognitive processes, the kind of knowledge used by the pupil when forming an answer to the question that is asked. So, we analysed written work from middle school pupils following an evaluation from their mathematics teacher on the arithmetical treatment of positive and negative numbers. The analysis is based on the individual protocol method. In this paper, we present a few examples from this analysis and ways of looking at them with regard to pedagogical strategies.</style></abstract><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Help with solving technological problems in project activities</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design EducationInternational Journal of Technology and Design Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2012</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">55-70</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Help with solving technological problems in project activities</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design EducationInternational Journal of Technology and Design Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2012</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">55-70</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Help with solving technological problems in project activities</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design EducationInternational Journal of Technology and Design Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2009</style></year></dates><number><style face="normal" font="default" size="100%">12/12/09</style></number><volume><style face="normal" font="default" size="100%">On line first</style></volume><pages><style face="normal" font="default" size="100%">1-16 %&amp; 1 %7 12/12/2009 %! Help with solving technological problems in project activities</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><notes><style face="normal" font="default" size="100%">10.1007/s10798-009-9106-8</style></notes><label><style face="normal" font="default" size="100%">ACL %U http://www.springerlink.com/content/102912/?Content+Status=Accepted</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Help with solving technological problems in project activities</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Technology and Design Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Help in problem solving</style></keyword><keyword><style  face="normal" font="default" size="100%">Project activity</style></keyword><keyword><style  face="normal" font="default" size="100%">Technology teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year></dates><number><style face="normal" font="default" size="100%">1</style></number><edition><style face="normal" font="default" size="100%">12/12/2009</style></edition><publisher><style face="normal" font="default" size="100%">Springer Editions</style></publisher><pub-location><style face="normal" font="default" size="100%">Amsterdam</style></pub-location><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">55-71</style></pages><isbn><style face="normal" font="default" size="100%">0957-7572</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;In France, project activities figure predominantly in technology education. The general idea behind learning based on project activity is to allow the pupil to get involved in the activity in question, with the pupil tackling real situations rather than ones of an abstract nature. But too often, we notice that the pedagogical strategies used by teachers in project activities are not particularly effective from a learning point of view. What must be done in order to render project work in technology teaching genuinely effective? In this article, we make the following suggestion: if specific help, based on the pupil&amp;rsquo;s level of understanding of the activity relating to technologically based problem solving in project work, is made available by the teacher, then project activity can become much more effective from a learning point of view. By using situations highlighting project activities in the technology teaching domain, we analyse the knowledge used by pupils. We then present the specific help used by the teacher as well as the resulting effects upon student activity. We highlight the fact that if specific help conceived as a result of analysing student activity is put in place, the pupil learns more effectually.&lt;/p&gt;</style></abstract><section><style face="normal" font="default" size="100%">55</style></section><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Coiffard, C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%"> On the Hausdorff dimension of exceptional random sets generated by multivariate spacings&quot;, Metrika</style></title><secondary-title><style face="normal" font="default" size="100%">7373</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year></dates><number><style face="normal" font="default" size="100%">3</style></number><pages><style face="normal" font="default" size="100%">359--371</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mazella, A</style></author><author><style face="normal" font="default" size="100%">Albaret, J-M</style></author><author><style face="normal" font="default" size="100%">Delphine Picard</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Haptic-2D: A new haptic test battery assessing the tactual abilities of sighted and visually impaired children and adolescents with two-dimensional raised materials</style></title><secondary-title><style face="normal" font="default" size="100%">Research in Developmental Disabilities</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2016</style></year></dates><volume><style face="normal" font="default" size="100%">48</style></volume><pages><style face="normal" font="default" size="100%">103-123</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Teresa Assude</style></author><author><style face="normal" font="default" size="100%">Calmet, Michel</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">«Handicaps simulés»: un outil de formation</style></title><secondary-title><style face="normal" font="default" size="100%">Les Sciences de l'éducation-Pour l'Ère nouvelle</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><number><style face="normal" font="default" size="100%">1</style></number><volume><style face="normal" font="default" size="100%">47</style></volume><pages><style face="normal" font="default" size="100%">11-36</style></pages><isbn><style face="normal" font="default" size="100%">2918337188</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Calmet, Michel</style></author><author><style face="normal" font="default" size="100%">Franchini, Emerson</style></author><author><style face="normal" font="default" size="100%">Teresa Assude</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Handicaps simulés et outils numériques : un exemple d’utilisation en judo</style></title><secondary-title><style face="normal" font="default" size="100%">La Nouvelle Revue de l'Adaptation et de la Scolarisation</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><volume><style face="normal" font="default" size="100%">66</style></volume><pages><style face="normal" font="default" size="100%">253-268</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACLN</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">P. Clément</style></author><author><style face="normal" font="default" size="100%">J. Castéra</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">David Treagust</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Human Genetics in Biology Textbooks: Multiple Representations and Didactic Transposition Delay</style></title><secondary-title><style face="normal" font="default" size="100%">ESERA 13 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2-7 September, 2013</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Learning Biology with Multiple External Representations</style></publisher><pub-location><style face="normal" font="default" size="100%">Nicosia, Cyprus</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">C-COM</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">L. Espinassy</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">&quot;Histoire des arts: un nouvel enseignement? Savoirs et compétences mis en jeu, du point de vue des élèves et des enseignants&quot;</style></title><secondary-title><style face="normal" font="default" size="100%">3ème colloque international de l'ARCD</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">9 au 12 janvier 2013</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">Théme 3</style></number><pub-location><style face="normal" font="default" size="100%">Marseille</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">ACTI</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chabanne, J-C</style></author><author><style face="normal" font="default" size="100%">Kerby, M</style></author><author><style face="normal" font="default" size="100%">L. Espinassy</style></author><author><style face="normal" font="default" size="100%">Terrien, Pascal</style></author><author><style face="normal" font="default" size="100%">Kerlan, A</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Barton, G</style></author><author><style face="normal" font="default" size="100%">Baguley, M</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">How to practically help non specialist teachers to implement various ways to better integrate art education in ordinary classroom practices ? The French program AlféArt, between research and resource</style></title><secondary-title><style face="normal" font="default" size="100%">The Palgrave Handbook of Global Arts Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.palgrave.com/us/book/9781137555847</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Palgrave Macmillan</style></publisher><pub-location><style face="normal" font="default" size="100%">UK</style></pub-location><pages><style face="normal" font="default" size="100%">145-156</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jacques Ginestié</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Barak, Moshe</style></author><author><style face="normal" font="default" size="100%">Hacker, Michael</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">How pupils solve problems in technology education and what they learn</style></title><secondary-title><style face="normal" font="default" size="100%">Fostering Human Development through Engineering and Technology Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year></dates><publisher><style face="normal" font="default" size="100%">Sense publisher</style></publisher><pub-location><style face="normal" font="default" size="100%">Rotterdam</style></pub-location><pages><style face="normal" font="default" size="100%">171-190</style></pages><isbn><style face="normal" font="default" size="100%">978-94-6091-547-5</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">As is the case in several countries, the development of technology education in France involves a process of transmission of inter-generational knowledge which aims for children to develop their understanding of the technical world they live in and which they will contribute to structuring and helping to evolve. This process is first and foremost a cultural one; it is a matter of leading children to acquire knowledge that is socially shared by society. Beyond the social sharing of existing knowledge, gateways for children to enter the adult world are also targeted. One of the roles of schooling is a social role which aims to educate our future citizens by allowing them to build the knowledge they will need in order to be able to live and act responsibly within our societies. The notion of school's social role exists from the moment that a society, using its political leverage, decides to hand responsibility for passing on the social knowledge that governs it to a teacher, so that children use the learning of such knowledge to evolve socially. From this point onwards, studying different facets of the teaching-learning process becomes particularly meaningful in defining the cultural transmission of knowledge. The aim of this chapter is to describe some of these facets, notably with regard to the sharing of the tools, artifacts and knowledge that traditionally define engineering and technology education curricula in France.</style></abstract><num-vols><style face="normal" font="default" size="100%">1</style></num-vols><section><style face="normal" font="default" size="100%">10</style></section><label><style face="normal" font="default" size="100%">OS</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Accardi, Jocelyne</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Histoires de familles- Historias de familias. Livre du professeur (Niveau A1-A2). Cycles 3 &amp; Collège palier1</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><publisher><style face="normal" font="default" size="100%">SCEREN, CRDP Aix marseille</style></publisher><pub-location><style face="normal" font="default" size="100%">Marseille </style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Accardi, Jocelyne</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Histoires de familles – Historias de familias. Livre de l’élève (Niveau A1-2). Cycle3  &amp; Collège palier1</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><publisher><style face="normal" font="default" size="100%">SCEREN, CRDP Aix-Marseille</style></publisher><pub-location><style face="normal" font="default" size="100%">Marseille </style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>6</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">P. Terrien</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Hydrogen Jukebox. Guide Pédagogique en collaboration avec Yves Bourdin. Ministère de l’Education Nationale, Ministère de l’Enseignement Supérieur et de la Recherche, Académie de Nantes.</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2009</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language><section><style face="normal" font="default" size="100%">10-19 &amp; 54-67</style></section><label><style face="normal" font="default" size="100%">OV</style></label></record></records></xml>