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Journal of Curriculum Studies Volume 46, 2014 - Issue 5
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Articles

Characterizing teaching effectiveness in the Joint Action Theory in Didactics: an exploratory study in primary school

Gérard SensevyView further author information
Pages 577-610 | Published online: 30 Jul 2014

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Grace Morales, Gérard Sensevy & Dominique Forest. (2017) About cooperative engineering: theory and emblematic examples. Educational Action Research 25:1, pages 128-139.
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Articles from other publishers (16)

Heesoo Ha, Ying‐Chih Chen & Jongchan Park. (2024) Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking. Science Education 108:3, pages 890-928.
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Heesoo Ha, Jongchan Park & Ying-Chih Chen. (2023) Conceptualizing Phases of Sensemaking as a Trajectory for Grasping Better Understanding: Coordinating Student Scientific Uncertainty as a Pedagogical Resource. Research in Science Education.
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Ridwan Maulana, Alison Kington, James Ko, Xiangyuan Feng, Michelle Helms-Lorenz, Benjamin Looker, Kimberley Hibbert-Mayne & Karen Blackmore. (2023) Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the ICALT observation instrument. Frontiers in Education 8.
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Claudia Broitman. (2022) Introducción al dosier: Didáctica de las Matemáticas. Un análisis político e ideológico sobre saberes y prácticas. Archivos de Ciencias de la Educación 16:21, pages e101.
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Gérard Sensevy. (2021) Des sciences interventionnelles ancrées sur des alliances entre recherche et terrain ? Le cas des ingénieries coopératives. Raisons éducatives N° 25:1, pages 163-194.
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Maël Le Paven, Rebecca Clayton & Gilles Kermarrec. (2021) Learning to teach and play futsal using digital tablets: What knowledge do sports science students mobilize?. Physical Culture and Sport. Studies and Research 91:1, pages 34-46.
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Patrice Venturini & Andrée Tiberghien. (2018) Analyse et formalisation de la dimension durable du contrat didactiqueAnalysis and formalization of the perennial dimension of the didactic contract Case of the activity-based physics teaching in grade 10. Éducation et didactique:12-3, pages 65-106.
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Gérard Sensevy, Jérôme Santini, Didier Cariou & Serge Quilio. (2018) Preuves fondées sur la pratique, pratiques fondées sur la preuve : distinction et mise en synergie. Éducation et didactique:12-2, pages 111-125.
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Jérôme Santini, Tracy Bloor & Gérard Sensevy. (2018) Modeling Conceptualization and Investigating Teaching Effectiveness. Science & Education 27:9-10, pages 921-961.
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Florence Ligozat, Eva Lundqvist & Chantal Amade-Escot. (2017) Analysing the continuity of teaching and learning in classroom actions: When the joint action framework in didactics meets the pragmatist approach to classroom discourses. European Educational Research Journal 17:1, pages 147-169.
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Sophie Joffredo-Le Brun, Mireille Morellato, Gérard Sensevy & Serge Quilio. (2017) Cooperative engineering as a joint action. European Educational Research Journal 17:1, pages 187-208.
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Mylene Ducrey Monnier. (2016) Developing the skills of future teachers to fine-tune pupils’ learning through lesson studies. International Journal for Lesson and Learning Studies 5:3, pages 239-254.
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Gérard Sensevy, Brigitte Gruson & Dominique Forest. (2015) On the Nature of the Semiotic Structure of the Didactic Action: The Joint Action Theory in Didactics Within a Comparative Approach. Interchange 46:4, pages 387-412.
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Florence Ligozat & Francia Leutenegger. (2015) Teaching Resources in Early School Grades: A Comparative Approach to the Teacher’s Interpretative Space in Three Subject Areas. Interchange 46:4, pages 345-367.
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Florence Ligozat, Chantal Amade-Escot & Leif Östman. (2015) Beyond Subject Specific Approaches of Teaching and Learning: Comparative Didactics. Interchange 46:4, pages 313-321.
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Gérard Sensevy. 2015. Understanding Science Teachers’ Professional Knowledge Growth. Understanding Science Teachers’ Professional Knowledge Growth 63 85 .

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