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The objective of this biannual conference is to strengthen cross-disciplinary perspectives in order to develop knowledge in the fields of learning, as well as on organizations and institutional systems concerned with training and education. Education policies can be understood in the broadest sense and refer as much to supranational strategies as to national, regional and local policies, as well as to strategies and choices of various actors in the education system (academic actors, institutions, educational teams, families or even pupils). Questions of strategy and choice also refer to the development of teaching professions in specific organizational contexts where a localised appropriation of public policies is defined.This conference thus pays particular attention to issues of interdisciplinary research. Cross-disciplinary perspectives in the field of education are closely linked to methodological and epistemological issues. Such debates imply a paradigmatic emergence, where theoretical statements in the field of education can be discussed at the boundaries of the various methodologies and disciplines.Education policies and strategies, as well as the methodological and interdisciplinary challenges related to these issues, are analysed through the four following intertwined themes:- Contributions, limitations and new challenges of educational research in the field of learning and teaching fundamental skills such as reading, writing and maths, which largely determines success at school.- Multilevel strategies and policies from educational stakeholders to overcome inequalities in schools- Governance of innovation and teacher's creativity in the pedagogical transformation beyond the frontiers of the classroom.- Collaborative or participatory teacher-researcher researches and their implications on the researcher 's positioning and skills in order to contribute to educational policies. Editorial Board Editor-in-ChiefMartine Gadille, French National Centre for Scientific Research - Institute of Labour Economics and Industrial Sociology (CNRS) UMR 7317 Aix-Marseille Université, France Managing EditorMartine Gadille, French National Centre for Scientific Research - Institute of Labour Economics and Industrial Sociology (CNRS) UMR 7317 Aix-Marseille Université, France EditorsPascal Terrien, Aix Marseille University, France Aline Frey, Aix Marseille University, France Caroline Vincent,Aix Marseille University, France Nataly Essonier, University of Geneva, Suisse Amélie Leconte, Aix Marseille University, France Jean-Luc Velay, French National Centre for Scientific Research (CNRS), France Gwenaëlle Audren, Aix Marseille University, France Valérie Caraguel, Aix Marseille University, France Noémie Olympio, Aix Marseille University, France Johannes Ziegler, French National Centre for Scientific Research (CNRS), France Gilles Aldon, ENS Lyon, France Maria Impedovo, Aix Marseille University, France Eric Tortochot, Aix Marseille University, France Language EditorsMartine Gadille, French National Centre for Scientific Research (CNRS), France Technical EditorsMartine Gadille, French National Centre for Scientific Research (CNRS), France Conference participation fees: 70 EUR - researchers 30 EUR - students 180 EUR - private organizations Open Access Statement These conference proceedings are Open Access proceedings that allow a free unlimited access to all its contents without any restrictions upon publication to all users. Open Access Li

EDUCATION / General.

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Bildung und ihre Figuren - ein neuer Zugang zur pädagogischen Grundlagenforschung Wie kann Bildung sichtbar werden? Mit vorliegendem Band wird erstmalig der Versuch unternommen, über Bildungsfiguren, als plastische und anschauliche Repräsentation pädagogischer Sachverhalte, einen neuen Zugang zur bildungstheoretischen Forschung zu legen. Was Pilger, Künstler, Neuankömmlinge oder Gastgeber im Einzelnen auszeichnet und welche Lehren bzw. didaktischen Impulse aus ihnen abgeleitet werden können, wird mit bedeutenden Denkerinnen und Denkern von Comenius und Nietzsche bis zu Hannah Arendt und Jacques Derrida in dieser Arbeit grundlegend erforscht und im wörtlichen Sinne ,evident'.

Education General

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Gravi patologie croniche costringono molti studenti a lunghe assenze da scuola. Ciò rallenta il processo di apprendimento e mina il senso di appartenenza al gruppo dei pari. Per questo nel 2013 MIUR, CNR e Fondazione TIM lanciano il progetto TRIS (Tecnologie di Rete e Inclusione Socio-educativa) al fine di studiare un modello di intervento centrato su approcci didattici attivi e partecipativi, estendibile a tutte le situazioni di assenza prolungata. [Testo dell'editore]. Serious illness prevents many students from attending school on a regular basis and can lead to long-term absence from the classroom. The consequent isolation impedes socialization and educational exchange between homebound students and their schoolmates, as well as interaction with their teachers. Moreover, these students face serious difficulties when they eventually manage to return to school. All these factors slow down homebound students' learning progress and weaken their sense of belonging to their peer group. In response to these issues, Italy's Ministry of Education (MIUR), National Research Council (CNR), and the TIM Foundation set up a project in 2013 named TRIS (Networked Technologies and Socio-educational Inclusion). The main aim of the project is to develop a flexible and scalable intervention model for integrating homebound leaners. This is based on active and engaging learning approaches and is designed for application to a wide variety of long-term absence situations. The main pillar of the project is the so-called "Inclusive Hybrid Classroom", a special blending of physical and digital learning spaces. By facilitating direct engagement in class activities, irrespective of the students' actual location, this kind of classroom heightens the sense for everyone that the homebound student is actively present in the classroom.

Education (General)

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Education --- Education. --- Education - General --- Education - General

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Die Gestaltung des Schulwesens ist im deutschen Bundesstaat grundsätzlich eine Sache der Länder. Dies hat die Föderalismusreform 2006 nachdrücklich bestätigt. Eine bundesweite Bildungsreform kann sich nur als freiwillige Übernahme schulpolitischer Konzepte von Bundesland zu Bundesland verwirklichen. Ihre Möglichkeiten und Grenzen sind abhängig von der Intensität gegenseitiger Beobachtung und Kommunikation der schulpolitischen Akteure. In dieser Studie werden Strukturen und Bedingungen bundesweiter schulpolitischer Innovationsdiffusion anhand eines konkreten Fallbeispiels aufgearbeitet. Untersucht wird die Verwirklichung der Idee „Schulautonomie“ im deutschen Schulrecht aller 16 Bundesländer von 1990 bis 2004. Die Inhalte, der Umfang und der Verlauf der schulrechtlichen Implementation von „Schulautonomie“ werden sowohl länderübergreifend als auch im Ländervergleich dargestellt. Die Bedeutung regionaler, politischer und sozioökonomischer Einflussgrößen auf Schulreformen im deutschen Bundesstaat wird aufgezeigt.

Education. --- Education, general.