Research showing the effectiveness of practice in a controlled environment struggles to confirm this effectiveness on a large scale. Our goal is to solve this scaling problem with a problem posing and solving sequence (18 sessions over 6 weeks), in CE1 and CE2 (2nd and 3rd primary). This sequence concretizes the knowledge of research on learning in problem posing and solving, and the ways to bridge the inequalities between students. The process is carried out in the following manner. 1. Determining what works in the sequence and documenting it. This sequence is implemented in its initial form (S1), in a controlled environment, in the first year of research, by a group of teachers (G1, 8 classes) who are part of the research team, based on an initial M1 model of effectiveness. A method for analyzing the work done by teachers and students is designed and implemented during this first year. It is based on a combination of two types of analysis: on the one hand, statistical analyses to identify what is effective in these practices on the basis of student performance (Evidence Based Practice, EBP); on the other hand, a joint documented analysis of these practices by the members of the research team, bringing together the teachers from the G1 group and the researchers, which determines the reasons for this effectiveness, on the basis of hypermedia systems built from films of the implementation of these practices (Practice Based Evidence, PBE). 2. Validating the effectiveness of the sequence and its accompaniment on a large scale. This method of analysis (combination of EPB/PBE) makes it possible to develop an M2 model of effectiveness, an improved S2 sequence, and a hypermedia system for accompanying the practice. This sequence, the model it embodies, and its accompanying system are tested in the second year of research with a randomized controlled trial on three groups. Two groups implement the sequence: G2 (50 classes) benefiting from the hypermedia support, and G3 (50 classes) not benefiting from this support. One group, G4 (50 classes), works in its usual way on the same mathematical objectives. Our hypothesis is that the students of G2, benefiting from the hypermedia support based on the M2 model, will perform significantly better than the students of G3 and G4. Indeed, the joint work of determining the reasons for the effectiveness of the sequence allows the integration of these reasons in the teaching of the G2 teachers, thanks to the specific support they will have received. The effectiveness observed in a controlled environment is thus attested on a large scale. At the end of the second year, a further improvement of the sequence and the model it embodies produces a sequence S3 and a model M3, thus building an iterative structure of improvement. 3. Refining the sequence and its efficiency model. The third and final year of research is devoted, with a G1' group (16 classes) composed of the G1 group and teachers from the G2 group whose practice will have been shown to be effective, to the refinement of the sequence and its model of effectiveness, in the improvement of the method of analysis developed. The research thus implements a double methodological innovation to solve the problem of scaling up in education: 1) a method of joint analysis of the evolution of the students' performances and of the implementations in the classrooms; 2) a method of documentation of the practices proved to be effective in the elaboration of specific hypermedia systems, intended to instrument the teachers' accompaniment. The dissemination of the results will take place in two directions: towards the research, with two workshops organized in the middle and at the end of the research; towards the teachers - a conference "Problem Posing and Solving" at the end of the research.

In this research project, we intend to reassess fundamental questions in political theory by drawing on workers’ reflexive writings from the beginnings of capitalism to the current digital economy. Throughout history, in situations of induced reflexivity due to the transformations of capitalism and the broadening of the working-class, workers have written texts in which they reflect on their work experience, their attempts to associate and to claim rights. Together, these texts form an underground continent of workplace political theory. Due to the distinctive standpoint of workers, they can shed a new light on the concepts of exploitation, democracy and justice, and inform us about the social conditions of theoretical activity. To explore this intellectual history of capitalism from below, the research team will focus on four historical periods. For each period, we will investigate a both a French and an international case study.

The present project aims at evaluating the impact of inquiry-based science teaching methodology training for primary school teachers on educational methods and pupil scientific competencies. Numerous papers confirm the advantages of such educational methods. But these results generally rest on small sample studies or may be linked to very specific frameworks. Our project aims at evaluating the impact of such training in a large scale, real institutional, thus ecological, context (160 trained teachers). Our methodology is based on a randomized control trial linked with a very detailed qualitative approach. The projet will evaluate training sessions organized by «Maisons pour la Science» recently created by the «Main à la Pâte» foundation. The sessions will last 80 hours and will be operational in September 2014. The questions that we wish to address are the following : a) which impact on educational practices of trained teachers ? b) which are the most effective levers to make real change towards inquiry-based educational methods ? c) which impact on knowledge, competencies and science behaviour of trained teachers' students? The project will benefit from the assets of two complementary approaches : - a rigorous statistical approach, comparing randomly selected treated and control teachers. 160 teachers will be trained and 160 will be in a control group. The control group will follow a short training on identical topic. This ensures that impact evaluation is not biased by endogenous teacher selection into treatment. - a qualitative approach that will be based on a very detailed observation of « Maisons pour la science » training sessionss and teacher practices. We will observe changes in educational methods using video recordings of teaching sequences inside classrooms. It will also help build the quantitative questionaires used in the statistical analysis. The general objective is to analyze not only a teaching method, but the full social chain that goes from teacher training to actual practice and student outcomes. This project will be led by a pluri-disciplinary team of experts in education economics and social experiments, science didactics, cognitive science, teacher training. The project will attempt to bring robust evidence in an international context where many countries want to reform their initial educational system relying on evidence-based policies.