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Amade-Escot, C. (2013). The Practical Epistemology of Teachers and Research on Intervention. Perspectives for Future Dialogues. In B. Carnel, & J. Moniotte (Eds.), Intervention, Research and Teaching Education: What Challenges, What Transformations? (pp. 37-58). Amiens: Amiens Picardie University and ARIS.

has been cited by the following article:

• TITLE: The Modalities of Students’ Engagement in Tunisian Private School

  AUTHORS: Nabila Bennour

  KEYWORDS: Ecology of Physical Education, Engagement, Gymnastics

  JOURNAL NAME: Advances in Physical Education, Vol.5 No.2, May 26, 2015

  ABSTRACT: In this article, we describe a particular aspect of the teaching-learning process: students’ cooperation. Our research attempts to understand the modalities of student engagement at a private institution in Tunisia. We mobilize the theoretical framework of the ecology of physical education (Tousignant, 1982) as a framework for this research. The data results from video recording and ethnographic observations of a gymnastics cycle conducted by a teacher specialist of tennis. The study was conducted according to a macroscopic analysis of students’ behavior of cooperation during three sessions of school education of gymnastics. Through the comparison of forms of engagement for contrasted students (high vs. low), the results reveal recurring characteristics and differences in degrees of cooperation between students according to their school levels.