Méthodes de recherche pour l'éducation
01 Jan 1997-Canadian Journal of Education (Presses de l'Université de Montréal et de Boeck)-Vol. 22, Iss: 1, pp 103
About: This article is published in Canadian Journal of Education.The article was published on 1997-01-01 and is currently open access. It has received 557 citations till now.
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TL;DR: This qualitative study used focus groups to identify the differences and similarities in the experiences of parents of children with a disability, showing the ways in which the mothers and fathers are alike or different.
Abstract: This qualitative study used focus groups to identify the differences and similarities in the experiences of parents of children with a disability. Two main themes emerged, showing the ways in which the mothers and fathers are alike or different. One concerns roles, actual and expected, in the various subsystems of family life. The other concerns the normalization and stigmatization that arise because of the child's problem. Mothers tend to score better in terms of interpersonal and group communications. It would seem that the fathers' expectations are harder to fulfil than the mothers'. The fathers' expectations are attuned to the outer world; the actual day-to-day tasks related to the child's care are not their priority. The mothers are less demanding and their expectations are more self-focused. Interestingly, these families are similar to families of children without a disability; however, the difficulties they experience are accentuated by the presence of a child with a problem.
181 citations
Cites background or methods from "Méthodes de recherche pour l'éducat..."
...In reality, it is often difficult to recall exactly what happened in any given situation; the passing of time and other experiences also may have altered their original perceptions (Baribeau, 1996; Van der Maren, 1995)....
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...This qualitative study is in the form of exploratory interpretative research (Van der Maren, 1995)....
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18 Oct 2002
TL;DR: In this article, les auteurs exposent les composantes d'un modele de recherche collaborative lie a certaine facon de faire de la recheche "avec" plutot que "sur" les praticiens, a concilier dans la demarche collaborative, that leur modele est aborde.
Abstract: Les auteurs exposent les composantes d'un modele de recherche collaborative lie a une certaine facon de faire de la recherche «avec» plutot que «sur» les praticiens. C'est sous l'angle de la double fonction de recherche et de formation, a concilier dans la demarche collaborative, que leur modele est aborde. Le texte situe historiquement l'emergence de l'idee de collaboration de recherche en education et presente les trois facettes complementaires du modele: a) une definition conceptuelle du modele conduit a preciser le sens donne aux notions de recherche et de formation; b) le modele est illustre par une description de cinq projets differents bases sur une demarche collaborative commune; c) une lecture transversale des cinq projets conduit a discuter des composantes du modele.
173 citations
Cites background from "Méthodes de recherche pour l'éducat..."
...…Paquet, Gilles, Navarre, Gélinier, Montcel et Vimont, 1991; Saint-Arnaud, 1992 ; Curry et Wergin, 1993) et qui s’exprime le plus souvent en éducation comme un fossé à combler entre théorie et pratique, entre savoirs savants et savoirs d’action (Shulman, 1986; Van der Maren, 1996; Barbier, 1994)....
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TL;DR: The importance of including the family and the person with a TBI in the care process is brought to light by calling for their participation and by setting up suitable structures that prioritize a meaningful partnership among the key individuals.
Abstract: Primary objective: To investigate the experiences of individuals who had sustained a traumatic brain injury, their families and the physicians and health professionals involved, from the critical care episodes and subsequent rehabilitation.Research design: Semi-structured interviews were conducted with individuals who had sustained a TBI (n = 8) and their families (n = 8) as well as with the health professionals (or service providers) (n = 22) and physicians (n = 9) who provided them care.Main outcomes and results: Results revealed the difficulties encountered by the different people involved, from the standpoint of the readjustment of the individual with the TBI and their family, the relationships among the various actors and the continuity of care.Conclusions: This study brings to light the importance of including the family and the person with a TBI in the care process by calling for their participation and by setting up suitable structures that prioritize a meaningful partnership among the key individ...
143 citations
Cites background from "Méthodes de recherche pour l'éducat..."
...It may also have been difficult for some participants to recall precisely what happened, because of the elapsed time and because the distraction of other events at the time may have dimmed their recollections [57, 60]....
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...The study was guided by an iterative process that was intrinsic to each story [53, 57]....
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TL;DR: In this paper, the authors examined the process by which a program becomes sustainable using Critical Incident Technique (CIT) and found that routinization-related events occurred as soon as the project began and the occurrence of specific routinisation events foresaw the presence of program-related routines.
131 citations
TL;DR: In this article, the development of students' mathematical reasoning (MR) is defined from a theoretical perspective, with an elaboration that would not only indicate its ways of being thought about and espoused but also serve as a tool for reflection and thereby contribute to the further evolution of the cultures of the teaching and research communities in mathematics education.
Abstract: The development of students’ mathematical reasoning (MR) is a goal of several curricula and an essential element of the culture of the mathematics education research community. But what mathematical reasoning consists of is not always clear; it is generally assumed that everyone has a sense of what it is. Wanting to clarify the elements of MR, this research project aimed to qualify it from a theoretical perspective, with an elaboration that would not only indicate its ways of being thought about and espoused but also serve as a tool for reflection and thereby contribute to the further evolution of the cultures of the teaching and research communities in mathematics education. To achieve such an elaboration, a literature search based on anasynthesis (Legendre, 2005) was undertaken. From the analysis of the mathematics education research literature on MR and taking a commognitive perspective (Sfard, 2008), the synthesis that was carried out led to conceptualizing a model of mathematical reasoning. This model, which is herein described, is constituted of two main aspects: a structural aspect and a process aspect, both of which are needed to capture the central characteristics of MR.
114 citations