JURE 2012 Programme book - EARLI Jure 2012

JURE 2012 Conference Programme Friday, July 27
programmes; receiving guidance and feedback from professors and thesis supervisors; sharing
with peers and more experienced colleagues; and having specific individual abilities.
Teacher as Improviser -­‐ An Exploratory Research between Teaching and Performing Arts
(first step)
Eleonora Zorzi
This paper presents the first part of a PhD research. The PhD research’s hypothesis is that the
exploration of the concept and practice of improvisation could be useful to rethink the classroom
teaching and to look at teacher’s competences and profile from a new perspective.
Since improvisation is more formally recognized as a valuable expertise to be acquired, trained
or implemented in arts fields and literature rather than in the educational ones, arts fields and
arts professionals were chosen as a starting point for this research.
The aim of this first research phase is revealing some significant features of improvisational
practice emerging from the experience in artistic fields where improvisation is recognized as an
expert competence and performing methodology.
The data are being gathered through some interviews (will be approximately 9) to “privileged
witnesses” such as performing arts professionals. They regularly have worked on improvisation
for ten years at least and they make improvisation the object of teaching activities (workshop,
laboratories, training courses).
All the results will be drawn by a content-­‐analysis made upon the interviews’ transcriptions,
implemented also by further possible integrations made by the witnesses. The categories and
dimensions emerging from the analysis will be compared with the literature reference, following
a mixed approach: a bottom-­‐up (data collected) plus top-­‐down (categories emerged from
literature) process.
The data analysis will concern the identification of some common aspects and attitudes among
the privileged witnesses’ experiences. The analysis results will be used to elaborate such an
“improviser profile” and to identify some procedural features of the “educational processes”
implied during improvising activities.
These profile and procedural features will be used as a focus to think at the teaching features,
hypothesizing where and how they could be present in the classroom practice. These
educational implications will be proposed and submitted to discussion.
PA.6.4 Affect and Autonomy in Reading Strategies
Paper Session, 15.15-­‐16.15, Room: H25
Chair: Eva Wennås Brante
Is following the natural order always the right thing to do? Strategic reading to deeply
comprehend texts
Marta Minguela
Reading comprehension is a complex process that requires the conscious and self-­‐regulated use
of reading strategies. The main goal of this article is to describe the different reading patterns
used by skilled and less skilled readers, and to find out the relation between these patterns and
reading comprehension when students confront simple or complex comprehension questions.
The reading process followed by 60 secondary school students was examined. Participants, who
differed in their general comprehension ability, read an expository text; during reading, they
could follow any sequence, rereading if necessary, and had no time limit. Once they finished the
text, they answered reading comprehension questions. Reading comprehension questions were
constructed to measure different comprehension levels (low and high level questions).
Four reading patterns were identified on the basis of the sequence of reading, recursion, and
reading speed (from more mechanical to more strategic). Regarding the use of these reading
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