1. Objectifs

Intentions :
«The study focuses on learning by members of a school team who agree to question their practices and cross the boundaries of their activity system to learn from parents and then put in place new models of pedagogical actions. The objective of this paper is thus to examine the decision making process that leads teachers, parents and the school principal to find and implement new solutions to better equip parents to support and accompany their child in the use of La Planète des Alphas reading method.» (p. 48)

Questions/Hypothèses :
«The two research questions are formulated as follows: […] What are the problem situations identified by teachers and parents and what do they associate them with? […] What are the proposed and then the implemented actions and what is the assessment of these solutions in response to the targeted issues that led to improve the implementation of La Planète des Alphas reading method?» (p. 48-49)

2. Méthode

Échantillon/Matériau :
«The interventions took place in a semi-urban public school attended by 196 primary school students from Kindergarten to Grade 6. There are two multi-level classes: Grade 1 and 2, Grade 3 and 4. The composition of the groups of participants varied according to the purpose of each session. Thus, the first two sessions brought together two researchers, the school principal, the Grade 1 and 2 teacher, and four mothers of students who had experimented the reading method during the previous year, that is, when their child was enrolled in Grade 1. The other three sessions brought together not only the research team and the school principal, but also a graduate student, two kindergarten teachers (during the 3rd and 4th sessions) to which four parents of kindergarten students joined in the fifth session.» (p. 51)

Instruments :
Grille d’observation

Type de traitement des données :
Analyse de contenu

3. Résumé

«Overall, results show that the participants manifested all of the six types of transformative agency expressions thus highlighting trajectory through the whole learning cycle […]. The first two CL [Change Laboratory] were mostly oriented to specific criticizing and explicating well-tried practices. In the following three CL sessions, envisioning as well as taking actions and explicating what had been done were the most frequent transformative expressions. They were predominantly related to the artifacts/tools (tool pole) to be modified, to be developed and to be put into place. The reflecting over the whole process took place during the last two sessions, mainly the last one, and included suggestions of adjustments in terms of improving or adding new tools and new activities.» (p. 58) «A major contribution of this research is to provide a different research-intervention approach anchored in CHAT [Cultural-Historical Activity Theory] and using the CL method to analyze the interplay between the decision making process in the selection of new solutions and the notion of relational agency in fostering collaboration and communication throughout the expansive learning cycle. The activity system boundary crossing allowed the teachers, the parents and the school principal to elaborate, implement and reflect upon new instrument-producing activities aiming at empowering parents in helping their child in literacy.» (p. 58)