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Qu'entend-on par «recherche création»? Quelle est la nature et la spécificité des recherches menées en pratique artistique et quels en seraient les produits? Comment notre rapport à la recherche évolue-t-il dans nos facultés d'art universitaires?

Résumé Cette étude se propose d’exposer la position rabbinique face au phénomène de traduction, et plus précisément face à la traduction de la Bible. Loin que les rabbins du Talmud rejettent la traduction, ils la codifient et en exposent les attendus, au moins parce que la Bible met elle-même en œuvre des traductions et parce qu’une tradition qui met le commentaire au centre de la vie religieuse ne saurait se dispenser d’une telle ressource ; aussi les réserves qui ont succédé à la popularité de la Septante ne se comprennent-elles que replacées dans le contexte d’une polémique judéo-chrétienne contemporaine de la rédaction du Talmud et de la naissance du christianisme. Dès lors, l’hébreu apparaît comme une langue non tant sainte par elle-même qu’à même de dire le saint, et l’intelligence des textes bibliques prime sur l’aura prétendue d’un idiome, fût-il l’hébreu. Exegesis and translation in rabbinic Judaism This study sets out to expose the rabbinic position regarding translation and more specifically the translation of the Bible. Far from rejecting translation, Talmud rabbis codify and reveal what is to be expected from it, if only because the Bible incorporates translations and because a tradition that places commentary at the heart of its religious life could not possibly dispense with such a resource. Henceforth, the expressed reservations which followed the Septuagint’s popularity may only be properly understood when set within the context of the contemporary Judeo-Christian polemic surrounding the composition of the Talmud and the birth of Christianity. At which point, Hebrew appears not as a saintly language in itself but rather as a language apt to express what is saintly and the intelligence of biblical texts outweighs the supposed aura of an idiom, be it Hebrew or otherwise.

Eye‐tracking studies have indicated that there are different kinds of silent reading. Simply having eyes on text does not always result in adequate comprehension. Understanding common eye‐tracking measures that distinguish productive reading behaviors can help teachers promote better reading habits among students. This research synthesis highlights the need to focus on reading goals and mindful reading, rather than merely promoting eyes or time on text. The authors provide several instructional options for promoting mindful reading based on eye‐tracking research and suggest ways to coach a more metacognitive approach to comprehension.

Is there an achievement gap for online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based assessments were used within a simulation of the Internet developed as part of a larger project. Seventh graders completed two online research and comprehension assessments, which evaluated four skill areas (locate, evaluate, synthesize, and communicate) and two knowledge domains in science. Students also completed an assessment of prior domain knowledge and a short Internet use questionnaire. Standardized state reading and writing test scores served as measures of offline literacy skills. Results indicated that there was a significant achievement gap favoring West Town students in offline reading scores, offline writing scores, and online research and comprehension scores. A significant gap persisted for online research and comprehension after we conditioned on pretest differences in offline reading, offline writing, and prior knowledge scores. The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for online reading, based on income inequality. Current estimates of this gap, which rely solely on measures of offline reading, may underrepresent the true nature of the U. S. reading achievement gap in an online age. Policy implications are explored.

Academic language is frequently assumed to be especially challenging for students from families of low socioeconomic status (SES) and even more so for language-minority students. Due to their often especially disadvantaged position regarding socioeconomic background and exposure to the language of instruction, language minority students are considered to suffer from a double disadvantage when processing complex academic language. To test this assumption, the present study investigated the relationships between various academic language features and differential item functioning (DIF) in a reading comprehension test for language-minority students on the one hand and German monolingual students from low-SES families on the other hand. The analyses are based on data of 19,108 fourth-grade students who took part in the reading comprehension test of the German National Assessment Study in elementary school. Our findings indicate that both lexical and grammatical features of academic language correlate with DIF disfavoring language-minority students, with especially pronounced effects for long and complex words and average sentence length. For German monolingual students from low-SES families, fewer features were associated with DIF, and the correlations were generally smaller than for language-minority students. Findings are discussed in relation to the assumed double disadvantage of language-minority students in the comprehension of academic language.

We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students' perceptions of the motivational-engagement supports were associated with increases in students' intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature.

Kommunikation in Organisationen verläuft unter besonderen Bedingungen, die spezifische analytische Zugänge erfordern. Im Zentrum der Studie stehen folgende Fragen: Wie können Besprechungen im Verhältnis zu \"ihrer\" Organisation untersucht werden? Wie kann ihre oftmals kritisierte Komplexität erfasst werden? Welche Rolle spielen Entscheidungen dabei? Ausgehend von empirischen Daten, Konversationsanalyse und Systemtheorie wird eine eigene Untersuchungsperspektive auf diese Form der Organisationskommunikation entwickelt.

Previous research has identified various factors that contribute to readers' comprehension of expository texts, including strategy expertise, language proficiency, prior knowledge, and more recently, readers' beliefs about knowledge. This study addresses the need to understand the relative contributions of these predictors to readers' comprehension of multiple texts and the processes used by readers to make sense of texts. Eighty-three students (grades 5-7) participated in this mixed-methods study. The sample consisted of monolingual students and emergent and proficient bilingual students who completed measures of expository comprehension, strategic knowledge and awareness, English-language proficiency, prior content knowledge, and epistemic beliefs. Ten bilingual students from this sample also completed a think-aloud protocol to allow for close examination of their meaning-making processes. In a multiple regression analysis, English-language proficiency was the strongest predictor of comprehension, followed by content knowledge. Strategy knowledge and awareness and epistemic beliefs were not related to multiple-text comprehension in the model. The relationship between English-language proficiency and comprehension was stronger for bilingual students than for monolingual students. Students in the think-aloud sample demonstrated emergent knowledge of processes of disciplinary reading of multiple texts, including metacognitive monitoring, theorizing authorial identity, and intertextual integration, while also displaying a tendency to defer to institutionalized authority when evaluating credibility of the texts. The findings provide directions for future research on the way young adolescents comprehend and learn from expository texts in the discipline of science.

This study examined the relation between exposure to shared book reading and Spanish-speaking English learners' (ELs'; n = 102) narrative production and comprehension skills in kindergarten (mean age = 6.12 years). Audio- and videotaped book-reading sessions in Spanish were coded in terms of teachers' extratextual talk and gestures. Using a silent cartoon as a prompt, ELs' fall and spring story retellings in Spanish were transcribed, coded, and compared on micro- (e.g., word tokens) and macrostructure skills (story structure); story comprehension was assessed using multiple-choice questions. Results revealed that teachers' extratextual talk predicted ELs' narrative production (story structure) gains in the spring. Narrative comprehension gains were positively associated with teachers' gestures. Findings suggest a nonuniform influence of shared book reading on ELs' narrative skills, such that different features of the shared book-reading experience target specific skills.