Search results for author:"Therese Laferriere"
Total records matched: 5 Search took: 0.236 secs
Stakeholders’ Shared Decision-Making in a Context of Systemic Innovation in Small Networked Rural Elementary Schools
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1512–1519
This paper presents the results of the analysis of the decision-making of stakeholders in a process of systemic innovation in small rural schools in Quebec. Four types of stakeholders are present in this study: teachers, principals, school board...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2205–2209
This paper presents the results of a sixteenth-year long (1997-2012) university-school partnership in which pre-service teachers collaborated with cooperative teachers and peers in the context of the project Learning to teach in a networked...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1021–1029
The activity of a virtual community of support and communication for pre-service teachers (TACT), which was connected to a school-based community of practice (teaching in a networked classroom), is studied. The integration of information and...
Network-supported University-School Partnerships: The Transformation of Professional Practice in Remote Networked Schools
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 843–849
This paper reports on university-school partnerships that support the renewal and enrichment of the school learning environment in remote rural areas in an educational reform context. The design experiment, which is now in its Phase III, involved...
Infrastructure Support for Boundary Crossing and Teacher Professional Development: An Activity Theory Perspective
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 892–895
We apply cultural-historical activity theory (CHAT) to analyze an enduring university-school-government (SUNG) partnership. Teacher professional development was the result of shifts in action resulting in the co-design of collaborative learning...