| 000 | 01342cam a2200265 4500500 | ||
|---|---|---|---|
| 005 | 20250121121842.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aAmaral, Cindy De _eauthor |
| 700 | 1 | 0 |
_a Frier, Catherine _eauthor |
| 245 | 0 | 0 | _aWriting in vocational secondary schools: remediation/improvement or empowerment? |
| 260 | _c2021. | ||
| 500 | _a80 | ||
| 520 | _aThis article looks back at analyses carried out as part of a thesis defended in 2019. The aim of this thesis was to draw up an inventory of vocational secondary school students’ writing skills and to test a writing remediation-training system with these pupils. Here, we propose a secondary analysis of data from this research in order to evaluate the empowerment dimension of the system vis a vis the different actors involved in the project, namely students, teachers and researchers. | ||
| 690 | _awritten skills | ||
| 690 | _alitteratie | ||
| 690 | _adidactics | ||
| 690 | _avocational education and training | ||
| 690 | _awritten skills | ||
| 690 | _alitteratie | ||
| 690 | _adidactics | ||
| 690 | _avocational education and training | ||
| 786 | 0 | _nRevue française de pédagogie | o 210 | 1 | 2021-06-17 | p. 69-88 | 0556-7807 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2021-1-page-69?lang=en&redirect-ssocas=7080 |
| 999 |
_c555178 _d555178 |
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