The need to synthesize qualitative research in order to inform fields of study has been highlighted as a critical imperative in recent years. Since that time, there have been a number of attempts to identify methodological approaches to achieving such a goal. Despite some notable efforts in this regard, the metasynthesis research approach continues to be somewhat

This model illustrates the complex processes that occur for someone living with a chronic illness. Health practitioners who understand why and how people transform in living with chronic illnesses will be able to apply this model in determining people's needs and how to assist people during the transformative process.

Introduction Educators and proponents of adult learning theory understand that adults can experience significant events in their lives that can lead to a process of transformation that challenges or changes pre-existing values, beliefs and behaviours. This process of transformation can occur at any point in an adult's life, including when learning to live with a chronic illness and disability. The purpose of this article is to introduce health care providers to the possible process of transformation during rehabilitation. Content The authors present a suggested model of the process of transformation in rehabilitation, one developed as part of a larger metasynthesis qualitative research project related to rehabilitation, physical health, chronic illness, and disability. The article proposes how this model could be helpful for health care providers when interacting with adults learning to live with chronic health conditions. Conclusions The process of transformation provides insight regarding the complexity of patients' experiences learning to live with chronic health conditions. The article concludes by identifying future directions for practice and research.

In the context of opposing approaches to research and educational practices, it is important to know whether teaching practices are consistent with ministerial programs that prescribe a developmental or an educational approach. This article presents quantitative, exploratory research that aims to document pedagogical choices in preschool education in Québec. A questionnaire was given to 159 teachers. Results showed slight preferences on the part of teachers for academic approaches to language learning. The value teachers placed on play increased their preference for developmental approaches to learning. Teachers in socioeconomically disadvantaged areas expressed a more distinct preference for developmental approaches than those in comparatively more socioeconomically advantaged areas.

La différenciation pédagogique compte parmi les mesures censées améliorer la réussite scolaire de tous les élèves. Toutefois, le construit théorique reste flou et les enseignants y recourent rarement de façon systématique. Dans ce contexte, cet article vise à apporter des éclaircissements théoriques, en opérant tout d’abord la distinction entre différenciation pédagogique et pratique de différenciation. Une conceptualisation de la différenciation pédagogique appuyée sur le construit d’intentionnalité d’action est proposée. Des caractéristiques des pratiques de différenciation sont décrites afin de contribuer à leur opérationnalisation. Les résultats présentés proviennent d’une recherche qui s’est déroulée auprès de 24 enseignants du primaire au Québec, qui a compris une étape d’exploration de leurs représentations relatives à la différenciation pédagogique et une deuxième étape d’observation des pratiques effectives.