Le projet européen FASMED (Formative Assessment in Science and Mathematics Education) recrute pour l'année universitaire 2014-2015 (pour une durée de 1 an) un post-doctorant, qui sera en poste à l'IFÉ (Institut français de l'éducation, Ens de Lyon) dans l'équipe Eductice.

La personne recrutée sera plus particulièrement chargée du suivi des expérimentations dans les classes coeur du travail du "Workpackage 4":
This work package is the focus for intervention with teachers and students to implement the toolkit of approaches designed in WP3. There will be feedback into WP3 through cluster meetings to develop and adapt the resources to meet local contexts as the project develops in year 2. (Voir résumé du projet ci-dessous)

Le profil attendu est le suivant :

• une thèse en didactique de l'une des disciplines concernées par le projet (mathématiques, physique
• chimie, sciences de la vie et de la Terre), avec un focus sur l'utilisation des technologies dans la classe ainsi que sur le suivi des enseignants,
• une expérience d'analyse et d'observation de séquences de classe du point de vue des interactions dans la classe,
• une expérience de l'enseignement ou de la formation,
• une expérience du travail en équipe,
• une connaissance des méthodologies qualitatives et quantitatives de recherche en éducation,
• francophone, avec une bonne maîtrise de l'anglais ou anglophone avec une bonne maîtrise du français <

Les candidatures, accompagnées d'un CV et d'une lettre de motivation, sont à adresser, avant le 1er mai 2014, à
Gilles Aldon
Karine Bécu-Robinault,
Michèle Prieur

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The European project FASMED (Formative Assessment in Science and Mathematics Education) recruits for the academic year 2014-2015 a post-doctoral fellow, who will be based in the IFÉ (French Institute of Education, Ens de Lyon) in the Eductice team.

The candidate will be specifically responsible for monitoring experiments in the "Workpackage 4":
this work package is the focus for action with teachers and students to implement the toolkit of approaches designed in WP3. There will be feedback into WP3 through cluster meetings to Develop the resources and adapted to meet local contexts as the project Develops in year 2. (See project summary below)

The expected profile is as follows:

• A thesis in mathematics education or physics education or chemistry education, or life sciences and Earth education, with a focus on using technology in the classroom as well as on monitoring teachers,
• An experience of observation and analysis of class sequences from the viewpoint of the interactions,
• Experience in teaching or training,
• Experience of teamwork,
• Knowledge of qualitative and quantitative educational research methodologies,
• English speaker with a good command of French, or French speaker with a good command of English

Applications, including a CV and a covering letter should be sent before 1 May 2014, to
Gilles Aldon
Karine Bécu-Robinault,
Michèle Prieur

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Résumé du projet / Abstract of the project Projet européen FP7
THEME [SiS.2013.2.2.3-1]
[Research on the role of teaching methods and assessment methods in addressing low achievement in the field of Mathematics, Science and Technology (MST)]

Project acronym: FaSMEd
Project full title: " Improving progress for lower achievers through Formative Assessment in Science and Mathematics Education "
Grant agreement no: 612337
List of beneficiaries:

1. UNIVERSITY OF NEWCASTLE UPON TYNE UNEW United Kingdom (Lead partner)
2. THE UNIVERSITY OF NOTTINGHAM UNOTT United Kingdom
3. ECOLE NORMALE SUPERIEURE DE LYON ENS de Lyon France
4. NATIONAL UNIVERSITY OF IRELAND MAYNOOTH NUIM Ireland
5. UNIVERSITÄT DUISBURG-ESSEN, Germany
6. UNIVERSITA DEGLI STUDI DI TORINO UNITO Italy
7. UNIVERSITEIT UTRECHT UU Netherlands
8. The AIMS Trust AIMSSEC South Africa
9. HOGSKOLEN I SOR
10. TRONDELAG HiST Norway

The project aims to research the use of technology in formative assessment classroom practices in ways that allow teachers to respond to the emerging needs of low achieving learners in mathematics and science so that they are better motivated in their learning of these important subjects. This international project will adapt and develop existing research-informed pedagogical interventions (developed by the partners), suited to implementation at scale, for working with low attaining pupils and transforming teaching.

The project will seek to: report the differences in the way that systemic structures influence the trajectories of lower achieving students within the participating countries; identify their typical pathways through the school system and reveal the educational opportunities that are open to these students. It will report on the varying assessment tools that are used to identify lower achieving students and may determine these pathways, with attention paid to the different interpretations of low achievement in each country.

This project aims to:

• foster high quality interactions in international classrooms that are instrumental in raising achievement for low achievers;
• expand our knowledge of technologically enhanced teaching and assessment methods addressing low achievement in mathematics and science Major objectives for the project are to:
• offer approaches for the use of new technologies to support the formative assessment of lower achieving students.
• develop sustainable teaching practices that improve attainment in M&S for the targeted students.
• produce a toolkit for teachers to support the development of practice and a professional development resource to support it
• disseminate the outcomes