Quels murs pour quelle école ? Architecture scolaire, normes scolaires et figures d’élèves

Dizerbo, Anne

doi:10.4000/edso.1915

Cited by 3 publications

(5 citation statements)

References 6 publications

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“…Sometimes we use these apps to reflect or evaluate our activities” (Julien). This means creating a modern learning environment that is relevant to the realities of life, where students use modern ICT tools that support both academic and personal learning goals (Dizerbo, 2016 ; Durpaire & Mabilon-Bonfils, 2017 ; Musset, 2012 ). Importantly, the use of tools in the educational process is purposeful and deliberate.…”

Section: Resultsmentioning

confidence: 99%

“…An important issue is the school’s space and environment, which directly determines the well-being of pupils. School buildings built many years ago reflect the ideology of the time and often hinder, rather than help, the development of modern, integrated education (Dizerbo, 2016 ; Durpaire & Mabilon-Bonfils, 2017 ; Musset, 2012 ). Seating behind each other, with pupils seeing each other’s backs instead of their eyes, does not lead to integrated content and collaboration.…”

Section: Review Of Related Studiesmentioning

confidence: 99%

“…The space could be modular and flexible (Dizerbo, 2016 ; Durpaire & Mabilon-Bonfils, 2017 ; Musset, 2012 ), so that it can be adapted to the size of the group, to new teaching methods, to extracurricular activities, and to encourage social interaction and allow students and teachers to work as a team. In addition, ICT resources and teleworking in school settings should be taken into account.…”

Section: Review Of Related Studiesmentioning

confidence: 99%

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Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education: A Case Study

Jakavonytė-Staškuvienė

Mereckaitė-Kušleikė

2023

Interchange

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Contemporary educational theory and practice increasingly emphasise the importance of integrated education in creating the conditions for success for primary school students. In Lithuania, as part of the 2020–2024 curriculum update and the development of general curricula, integrated education is highlighted as one of the priorities for achieving harmony between pupils’ academic achievements and the development of general competences, as well as the creation of a favourable emotional environment for pupils. This creates a strategic perspective on the content of education. However, there is a lack of research and insights into how such practices can be developed smoothly. For this reason, our research was carried out by targeting one of the Francophone institutes in southern France, which has successfully implemented an integrated education practice that enables learning for every pupil in the primary grades. The study analysed the context, i.e. the concept of the educational institution’s activities, which shows what should be done and how it should be done in order to achieve the quality of integrated education. In addition, the data were obtained through semi-structured interviews with 4 teachers at the Institute with experience in integrated education. Qualitative content analysis was used to inductively search for answers describing the essence of integrated education, the most important processes to reflect on before engaging with pupils, and to deductively identify how certain elements contribute to creating the conditions conducive to integrated education and pupils’ successful learning.

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Section: Resultsmentioning

confidence: 99%

Section: Review Of Related Studiesmentioning

confidence: 99%

Section: Review Of Related Studiesmentioning

confidence: 99%

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Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education: A Case Study

Jakavonytė-Staškuvienė

Mereckaitė-Kušleikė

2023

Interchange

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“…Šie išvardyti komponentai svarbūs planuojant integruotas veiklas, nes priemonės turėtų būti prieinamos mokiniams, o ir išdėstymas turėtų būti toks, kad visi patogiai galėtų jaustis, dirbti porose ar mažose grupėse. Musset (2012), Dizerbo (2016), Durpaire ir Mabilon-Bonfils (2017) ateities mokyklos architektūrą sieja su integruoto ugdymo idėja, teigdami, kad mokykla turėtų būti statoma atsižvelgiant į visuomenės pokyčius. Tai turėtų būti atvira švietimo vieta, kurios tikslas -perduoti savarankiškumo, iniciatyvumo, atsakomybės ir priklausymo mokyklai vertybes.…”

Section: Vieta (Kur Mokomasi)unclassified

Integrated learning at primary schools in Lithuania

Tandzegolskienė-Bielaglovė,

Jakavonytė-Staškuvienė,

Kaminskienė

2023

PED

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The research on integrated learning in primary grades in Lithuania was based on the curriculum spider web concept proposed by Akker (2003, 2010). In discussing successful experience of integrated curriculum design, development and implementation, researchers emphasize the balance between the main components of the curriculum: 1. The rationale or vision; 2. Goals and objects; 3. Content; 4. Educational activities; 5. Teacher's role; 6. Materials and resources; 7. Grouping; 8. Place; 9. Time; 10. Assessment. When evaluating the experience of implementing integrated curriculum at schools, all ten components should be addressed in a coherent way, to understand where the challenges and problems of implementing integrated curriculum exist, as well as to identify the strengths of schools’ practices and to anticipate where changes and improvements are needed. The research aim was to reveal attitudes of primary school teachers towards integrated curriculum and barriers to the implementation of integrated education in primary education. The study shows that a significant number of Lithuanian primary school teachers work in collaborative teams, and that educational practice is associated with the principle of fusion, which is developed at the school level through collaboration between practicing teachers, administrators, and researchers. Such areas as character education, citizenship, cooperation, communication, creativity, critical thinking, and skills are integrated into the curriculum. The lack of teaching materials for the organization of integrated curriculum (especially in the case of multidisciplinary activity sets) poses a particular challenge for primary school teachers, which requires a significant increase in the amount of time for preparing learning activities. The results of the study show that teachers express concern that, if integrated learning dominates the subject-based curriculum, students will achieve lower academic results in national standardized tests. Practice of integrated learning in other countries shows that when students receive targeted individual support, and when they participate in peer learning with a systemic teacher guidance, they develop both their social skills and critical, creative thinking through project-based or experimental activities. This makes students more motivated, eager to learn in a positive learning environment, and they perform significantly better on tests and show better individual progress.

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“…Pour limiter l'impact négatif du bruit sur les performances des élèves (Bronzaft et Mc Carthy, 1975), la mise en place de matériaux améliorant le confort phonique a pu être opérée (Hébert, 2019). « La démarcation entre les différents espaces (salles de classe, centre de documentation, espaces de vie scolaire, salles informatiques), devient peu à peu plus subtile (Dizerbo, 2017) et tend à rendre les établissements plus agréables et davantage sécurisants (Hébert, 2019). Des collèges, récemment construits, affichent des façades modernes, où de larges vitres cohabitent avec des bardages en bois.…”

unclassified

L’évaluation de la dimension architecturale des établissements scolaires récents. Enquête sur le ressenti des collégiens

Hébert¹,

Dugas²

2019

trema

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Quels murs pour quelle école ? Architecture scolaire, normes scolaires et figures d’élèves

Cited by 3 publications

References 6 publications

Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education: A Case Study

Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education: A Case Study

Integrated learning at primary schools in Lithuania

L’évaluation de la dimension architecturale des établissements scolaires récents. Enquête sur le ressenti des collégiens

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