V&A Bibliographie

Thibert, Rémi. (2013). Le décrochage scolaire : diversité des approches, diversité des dispositifs. Dossier de veille de l'IFÉ, (84). http://veille-et-analyses.ens-lyon.fr/DA/detailsDossier.php?parent=accueil&dossier=84&lang=fr

Tiilikainen, Sanna. (2013). At Home With Entertainment. Changing uses, places and meanings of digital entertainment in family leisure [Thesis]. Récupéré le February 19, 2016 de https://helda.helsinki.fi/handle/10138/39510

Abstract: This study describes how the families studied use and domesticate digital entertainment technologies and services at home as a part of their practices. Data were collected using fieldwork and analyzed using grounded theory. A total of eight families with children were visited, for one weekday afternoon each. During the visits, each family member was interviewed and their use of entertainment was observed and photographed. Family members also completed some assignments. Motivations for use and relevant technological development factors found were classified into key categories, and relationships between these were recognized to form theory on family digital entertainment use at home. The theory is presented as a flowchart and a narrative. The results are integrated with sociological theories and research on domestication and practices. The results of this theoretical integration are presented as a second flowchart model and a narrative. The findings are also compared with user acceptance models from other disciplines. The research question of this study is: “How do families with children use digital entertainment at home?” The main results are that families with children use digital entertainment at home in a socially conditioned way and as a part of their everyday practices. Family members have to take others living in the same household into account when making choices. Recent developmental advances in entertainment technology (ease of use and personalization) enable new ways of using entertainment at home, encouraging the social and practical aspects of digital entertainment. Uses, places and meanings of entertainment at home are evolving. Digital entertainment technologies are becoming a part of a technology mediated lifestyle. New and traditional forms of entertainment are used side by side at home and in many creative ways. The studied families are spending quality time together in two ways: in “Traditional quality time” everybody focuses on the same entertainment and in “Personalized quality time” everybody is using their entertainment device of choice in a shared space while commenting on the content. Entertainment that fits into the practices of a family is called “part of our life” and its use is actively encouraged. Forms of entertainment that do not fit the practices of a family are rejected.

Tomlinson, Carol A. and Moon, Tonya R. (2013). Assessment and student success in a differentiated classroom. ASCD. https://books.google.fr/books?hl=fr&lr=lang_de|lang_en|lang_es|lang_fr&id=IHciAgAAQBAJ&oi=fnd&pg=PP1&dq=assessment+and+student+success+in+a+differentiated+classroom+tomlison&ots=QtWI1PK5pY&sig=p21hTEI10wD3ukvcplwZ68JDBxs (Publication originale en s. d.)

Tags: différenciation pédagogique.

Torres, Jean-Christophe. (2013). Quelle autonomie pour les établissements scolaires ?: réflexions sur la liberté pédagogique dans les collèges et les lycées. l'Harmattan. (Publication originale en s. d.)

Abstract: Notes bibliogr.

Tags: Autonomie des établissements.

Toullec-Théry, Marie. (2013). Mises en œuvre parfois paradoxales dans l’action conjointe enseignant-AVS-élève handicapé. Deux études de cas à l’école primaire. Dans Pratiques inclusives et savoirs scolaires. Paradoxes, contradictions et perspectives (p. 125-142). Presses universitaires de Nancy. http://www.lcdpu.fr/livre/?GCOI=27000100739970&fa=sommaire

Toullec-Théry, Marie and Marlot, Corinne. (2013). Les déterminations du phénomène de différenciation didactique passive dans les pratiques d'aide ordinaire à l'école élémentaire. Revue française de pédagogie, (1), 41–54. http://www.cairn.info/revue-francaise-de-pedagogie-2013-1-page-41.html

Tags: différenciation pédagogique.

Toullec-Théry, Marie and Marlot, Corinne. (2013). Les déterminations du phénomène de différenciation didactique passive dans les pratiques d’aide ordinaire à l’école élémentaire. Revue française de pédagogie, (182), 41-54. https://doi.org/10.4000/rfp.3998

Abstract: Ce texte témoigne du bilan à mi-parcours d’un programme de recherche dont le propos est la caractérisation des situations d’aide ordinaire à l’école primaire, qu’elles se déroulent en classe ou hors de la classe (dispositifs d’aide personnalisée). En prise avec les orientations les plus récentes du réseau RESEIDA, nous cherchons à corréler, au travers de l’analyse de l’action conjointe professeur/élève, situations d’aide ordinaire et construction ou renforcement des inégalités scolaires. Nos résultats – issus de la mise en perspective de six études de cas – montrent que les élèves aidés, faute d’un étayage véritablement didactique et aux prises avec des objets non adéquats, ne peuvent renouer avec le temps didactique de la classe. Ainsi s’accroît une forme de différenciation didactique passive, soutenue par un ensemble de « prêts-à-penser » qui traversent le métier. En appui sur les recherches actuelles dans le champ de l’aide, nous proposons quelques pistes qui pourraient tenir lieu de conditions nécessaires (mais sans doute non suffisantes) pour que soit favorisé le caractère émancipateur des situations d’aide ordinaire.

Tréhin-Lalanne, Rémi. (2013). La construction statistique du « décrochage scolaire » au niveau européen. Administration et éducation, (137).

Tags: décrochage.

Trouche, LucDrijvers, PaulGueudet, Ghislaine and Sacristan, Ana Isabel. (2013). Technology-driven developments and policy implications for mathematics education. Dans Third International Handbook of Mathematics Education (p. 753‑789). Springer. https://halshs.archives-ouvertes.fr/hal-00768217/

Abstract: The advent of technology has done more than merely increase the range of resources available for mathematics teaching and learning: it represents the emergence of a new culture--a virtual culture with new paradigms--which differs crucially from preceding cultural forms. In this chapter, the implications of this paradigm shift for policies concerning learning, curriculum design, and teacher education will be discussed. Also, the ubiquitous possibility of emergence of ever-new forms of technology brings about both new opportunities for learning and collaborative work (involving students and teachers), as well as potential dangers. Policy measures may give priority to technological access and developments, over the intellectual growth of learners and the professional development of teachers--which should be more demanding goals of mathematics education. Such policy issues will be discussed.

Twining, P.Raffaghelli, J.Albion, P. and Knezek, D. (2013). Moving education into the digital age: the contribution of teachers' professional development. Journal of Computer Assisted Learning, 29(5), 426-437. https://doi.org/10.1111/jcal.12031

Abstract: This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.

Tags: digital age, ICT, IT, policy recommendations, practitioner research, Teacher professional development, transformation.

UNESCO,. (2013). L’Éducation inclusive : une formation à inventer. Dans Actes du colloque international : L'Education inclusive : une formation à inventer. UNESCO. https://unesco.delegfrance.org/L-Education-inclusive-une-formation-a-inventer

Abstract: Aujourd’hui encore 61 millions d’enfants en âge de fréquenter l’enseignement primaire ne sont pas scolarisés à travers le monde. Au moins 250 millions d’enfants ne savent ni lire ni compter, même après quatre années passées à l’école. Ces quelques chiffres, extraits du Rapport mondial de suivi sur l’Éducation pour tous 2012 publié par l’UNESCO montrent qu’aucun système éducatif dans le monde ne peut plus faire aujourd’hui l’économie d’une réflexion sur l’éducation inclusive. Que ce soit au niveau international ou national, l’éducation inclusive reçoit de plus en plus d’attention. Considérée comme un axe majeur dans la perspective de l’atteinte des objectifs de l’Éducation pour tous et des Objectifs du Millénaire pour le développement, de nombreux pays y voient un levier pertinent de transformation de leurs propres systèmes.

UNESCO,. (2013). Education inclusive (ED/ADG/2013/08). https://unesdoc.unesco.org/ark:/48223/pf0000222124_fre

Union, Publications Office of the European. (2013, 18 March). Policies for sexuality education in the European Union. [Website]. http://op.europa.eu/fr/publication-detail/-/publication/17522867-38aa-4ec5-b5b4-711d96f7b900/language-fr/format-PDF

Abstract: The note evaluates the state of play of the provision of sexuality education in the context of schooling and in the context of family planning facilities in 24 European Union Member States. The note compares the situation in the Member States and gives an overview of the points of reflexion in relation to sexual and reproductive health and rights.

Valade, Bernard. (2013). La traversée des disciplines : passages et passeurs. Hermès, La Revue, (67), 80-89. https://www.cairn.info/revue-hermes-la-revue-2013-3-p-80.htm

Abstract: Les rapports que les sciences entretiennent entre elles ont été examinés par Diderot et d’Alembert dans l’Encyclopédie qu’ils ont dirigée. Après une longue interruption, la réflexion sur les problèmes de l’« interscience » a été reprise au xxe siècle. H. Berr et O. Neurath, puis J. Piaget et L. Bertalanffy en ont notamment affirmé l’intérêt et l’importance. La fécondité des recherches interdisciplinaires qui se sont depuis multipliées a été mise en évidence, principalement par E. Morin et M. Serres.

Van Dat, Tran. (2013). Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms. International Journal of Higher Education, 2(4), 101-115. https://doi.org/10.5430/ijhe.v2n4p101

Abstract: Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional teaching method, there are many misunderstandings and disagreements about the reasons why. This paper investigated this question and suggested a range of theoretical models to explain the effectiveness of cooperative learning. These theoretical perspectives include the social interdependence theory, the cognitive perspective, and the social learning theory, all of which contribute to the theory of learning known as constructivism.

van Zanten, Agnès. (2013). Connaissances et politiques d'éducation : quelles interactions ? Revue française de pédagogie, (182), 5–8.

Tags: utilisation des recherches.

Verneuil, Yves and Savoie, Philippe. (2013). Encadrement éducatif et vie scolaire dans les établissements d'enseignement secondaire depuis le XVIIe siècle. Carrefours de l'education, (35), 9-15. https://www.cairn.info/revue-carrefours-de-l-education-2013-1-page-9.htm

Vincent, Philippe and Drouet, Jean-Michel. (2013). Regard sur l'enseignement agricole. Pour, (219), 45-51. https://doi.org/10.3917/pour.219.0045

Abstract: Avec environ 170 000 élèves de l’enseignement technique, 35 000 apprentis et stagiaires de la formation professionnelle et 16 200 étudiants au total, l’enseignement agricole constitue la seconde composante du système éducatif français. Placé sous l’autorité du ministère chargé de l’Agriculture, il s’est forgé, au fil d’une histoire de plus de cent soixante ans, d’importantes spécificités, porteuses...

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Viriot-Goeldel, Caroline. (2013). Prévenir l’illettrisme dès l’école primaire : analyse du cas français à la lumière de la comparaison internationale. Cahiers de la recherche sur l’éducation et les savoirs, (12), 49-70. https://cres.revues.org/2299

Abstract: L’usage du terme d’« illettrisme » s’est trouvé consacré dans le paysage éducatif français par deux plans de prévention respectivement instaurés par les ministres Luc Ferry (2002) et Luc Châtel (2010). Un examen des mesures qu’ils annoncent et de leur mise en œuvre à travers l’étude des circulaires de rentrée fait apparaître une volonté politique forte de prévenir l’illettrisme. Pour autant, une étude comparée montre l’insuffisance de la prise en charge des apprentis-lecteurs en difficulté durant les deux premières années de l’école élémentaire en France, contribuant à une certaine “médicalisation” du traitement de la difficulté scolaire. Et on peut légitimement s’interroger sur l’évolution de la situation suite à la suppression massive de postes du RASED. Mais outre la question des moyens consacrés au traitement de la difficulté scolaire, la comparaison internationale met en évidence l’intérêt que pourrait représenter pour la France le recours à un mode d’organisation fondé sur une distinction stricte des différentes étapes du processus d’aide, ainsi que sur la nécessaire liaison entre celles-ci, à l’instar du fonctionnement modélisé « en cascade » comme au Québec, ou du processus pyramidal du « three tiers model » aux États-Unis. Au-delà des “bonnes pratiques” dont on s’accorde à dire que l’adoption isolée s’avèrerait probablement vaine, c’est tout un process que la comparaison internationale nous invite à faire évoluer, allant de l’organisation de la prise en charge jusqu’à la conception des contenus, afin de faire reculer l’illettrisme dans les générations à venir., The use of the term “illiteracy” was consecrated in the French context by two illiteracy prevention plans put in place by the education ministers Luc Ferry (2002) and Luc Châtel (2010) respectively. Their related policies and practical application illustrate a strong political will to prevent illiteracy. Nonetheless, our comparative study reveals an insufficient degree of intervention towards early readers with reading difficulties in France in the first two years of elementary school – contributing to a certain “medicalization” of the treatment for school-age learning difficulties. And legitimately, one can raise the question of what has happened to existing RASED positions in French schools since the recent cuts. But besides the issue of resources dedicated to the treatment of learning difficulties, international comparisons shed light on how much France could benefit from adopting an approach based on strict definitions of the various stages of the intervention process, as well as a clear coordination between these stages, as seen in the intervention model adopted “en cascade” in Quebec, or the “three tiers model” pyramid strategy in the United States. Over and above the adoption of single “best practices” which experts agree would be meaningless to adopt individually, it is really a whole framework that international comparisons encourage one to consider – a process that leads from the organization of early intervention to the development of the content for reading instruction, with the goal of preventing illiteracy for generations to come.

Wagnon, Sylvain. (2013). Francisco Ferrer et Ovide Decroly : analyse historiographique de deux mythes éducatifs. M@gm@. Revue internationale en sciences humaines et sociales, 11(2). http://www.magma.analisiqualitativa.com/1102/article_03.htm

m@gm@ v.11 n.2 2013 Sylvain Wagnon "Francisco Ferrer et Ovide Decroly : analyse historiographique de deux mythes éducatifs"

Wallon, Emmanuel. (2013). Peut mieux faire. La difficile gestation d’un plan national pour l’éducation artistique. L'Observatoire, (42), 20-24. https://www.cairn.info/revue-l-observatoire-2013-1-page-20.htm

Wang, Pei-Yu. (2013). Examining the Digital Divide between Rural and Urban Schools: Technology Availability, Teachers' Integration Level and Students' Perception. Journal of Curriculum and Teaching, 2(2), 127-139. https://doi.org/http://dx.doi.org/10.5430/jct.v2n2p127

Abstract: This study aimed to explore the gap regarding technology integration between urban and rural schools based on the Will Skill Tool model. This study was guided by three main questions: 1) Is there any significant difference in terms of technology availability between rural and urban elementary schools?; 2) Is there any significant difference in terms of teachers' attitudes, competence, levels and experiences in technology integration between rural and urban elementary schools?; 3) Is there any significant difference in terms of students' attitudes, competence and experiences in technology integration between rural and urban elementary schools? This was a survey study with 275 teachers and 293 students as participants in southern Taiwan. Half of the participants came from regular urban schools and the other half were from disadvantaged rural schools. T-tests and Chi-Square tests were done to examine differences. The results showed that there was a significant difference in technology availability between rural and urban schools, including the number of interactive whiteboards, desktops in labs, notebooks, netbooks, and tablet computers. There was also a difference in teacher overall high-tech integration level between rural and urban schools. Urban teachers reached the level of "familiarity and confidence" but rural teachers only stayed at the level of "understanding and application of the process." Teachers' experience, purpose and difficulty in technology integration between rural and urban schools were also slightly different. In addition, there was a difference in students' experience and preference in using technology to learn, especially using interactive whiteboards in learning.

Tags: Academic Ability, Access to Computers, Access to Information, Comparative Analysis, Elementary Schools, Familiarity, Foreign Countries, Interviews, Likert Scales, Pedagogical Content Knowledge, Qualitative Research, Questionnaires, Rural Urban Differences, Statistical Analysis, Student Attitudes, Student Surveys, Teacher Attitudes, Teacher Competencies, Teacher Surveys, Teaching Experience, Technological Literacy, Technology Integration.

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Webster, RobBlatchford, Peter and Russell, Anthony. (2013). Challenging and changing how schools use teaching assistants: findings from the Effective Deployment of Teaching Assistants project. School Leadership & Management, 33(1), 78-96. http://www.tandfonline.com/doi/abs/10.1080/13632434.2012.724672

Abstract: Following research on the negative impact of support from teaching assistants (TAs) on pupils' academic progress, there was a clear need for schools to fundamentally reassess the way they use TAs. This article reports on findings from a collaborative project aimed at developing and evaluating alternative strategies to using TAs. Practitioner-led development trials were structured using a coherent and empirically sound model. Over the year of the intervention, schools made marked improvements to the ways TAs were deployed in classrooms, prepared for lessons and interacted with pupils. The study led to much-needed guidance on how to review current practice and make substantive changes to TA use, as part of wider school improvement.

Wolff, François-Charles. (2013). Inégalités d’éducation et de position sociale au sein des fratries. Politiques sociales et familiales, 111(1), 31-41. https://doi.org/10.3406/caf.2013.2745

Abstract: This article offers an empirical analysis of the disparities in education and social status which can arise among siblings, on the basis of the Patrimoine surveys carried out in 1998 and 2004 at the French National Institute for Statistics and Economic Studies. While having a large number of siblings reduces the level of education of the children in question, it has no effect on the social status for siblings net of the influence of education. Results from a variance decomposition show that disparities in the average level of education of siblings are significantly greater than disparities in education between brothers and. While the same is true for social status, although to a lesser extent, in France, greater intra-family disparities exist with regard to career path than with regard to qualifications. It is nonetheless difficult to understand the differences in individual success observed among siblings.

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Woodward, James. (2013). Causation and Manipulability. Dans Edward N. Zalta (eds.), The Stanford Encyclopedia of Philosophy (Winter 2013th ed.). http://plato.stanford.edu/archives/win2013/entries/causation-mani/

Abstract: Manipulablity theories of causation, according to which causes are to be regarded as handles or devices for manipulating effects, have considerable intuitive appeal and are popular among social scientists and statisticians. This article surveys several prominent versions of such theories advocated by philosophers, and the many difficulties they face. Philosophical statements of the manipulationist approach are generally reductionist in aspiration and assign a central role to human action. These contrast with recent discussions employing a broadly manipulationist framework for understanding causation, such as those due to the computer scientist Judea Pearl and others, which are non-reductionist and rely instead on the notion of an intervention. This is simply an appropriately exogenous causal process; it has no essential connection with human action. This interventionist framework manages to avoid at least some of these difficulties faced by traditional philosophical versions of the manipulability theory and helps to clarify the content of causal claims.

Yager, ZaliDiedrichs, Phillippa C.Ricciardelli, Lina A. and Halliwell, Emma. (2013). What works in secondary schools? A systematic review of classroom-based body image programs. Body Image, 10(3), 271-281. https://doi.org/10.1016/j.bodyim.2013.04.001

Abstract: Governments, schools, and curriculum authorities are increasingly recognizing that body image during adolescence is a public health issue that warrants attention in the school setting. After 30 years of eating disorder prevention research, and given the current interest in this area, it seems timely to review the research on interventions to improve body image in schools. We reviewed universal-selective, classroom-based programs that have been conducted since the year 2000, among adolescents, and found 16 eligible intervention programs. Seven of these programs were effective in improving body image on at least one measure, from pre to post test, though effect sizes were small (d=0.22–0.48). These effective programs were conducted among younger adolescents 12.33–13.62 years, and included activities focusing on media literacy, self esteem, and the influence of peers. Implications for school personnel and curriculum authorities are discussed, and we provide recommendations for a strategic approach to future research in this area.

Younes, NathalieRege Colet, NicoleDetroz, Pascal and Sylvestre, Emmanuel. (2013). La dynamique paradoxale de l’évaluation de l’enseignement par les étudiants. Dans Marc RomainvilleRémi Goasdoué and Marc Vantourout (eds.), Évaluation et enseignement supérieur (p. 109–126). De Boeck.

Young, Michael. (2013). Overcoming the crisis in curriculum theory: a knowledge-based approach. Journal of Curriculum Studies, 45(2), 101-118. https://doi.org/10.1080/00220272.2013.764505

Abstract: This paper begins by identifying what it sees as the current crisis in curriculum theory. Following a brief history of the field, it argues that recent developments have led to it losing its object––what is taught and learned in school––and its distinctive role in the educational sciences. Arising from this brief account of the origins and nature of this ‘crisis’, the paper argues that curriculum theory must begin not from the learner but from the learner’s entitlement to knowledge. It then develops a framework for approaching the curriculum based on this assumption which is illustrated by an example of how the Head Teacher of a large secondary school in England used these ideas. Finally, it examines three widely held criticisms of the knowledge-based approach developed here and the issues that they raise.

Zanten, Agnès van. (2013). Connaissances et politiques d’éducation : quelles interactions ? Revue française de pédagogie. Recherches en éducation, (182), 5-8. http://journals.openedition.org/rfp/3979

Abstract: L’interaction entre savoirs et politiques ne date pas d’aujourd’hui. Comme l’ont bien mis en évidence des travaux de science politique s’inspirant des analyses de Michel Foucault sur les dispositifs et les techniques de gouvernement, dès le XVIIIe siècle l’activité politique moderne s’appuie sur la mobilisation de savoirs scientifiques et professionnels (Ihl, Kaluszynski & Pollet, 2003). La rationalisation croissante de l’activité des in...

Zay, Danielle. (2013). Communication à une table ronde : Une école inclusive est-elle possible en France. Dans Université d'été de PRISME. PRISME ; Fédération générale des PEP. http://www.prisme-asso.org/leducation-inclusive-une-demarche-refondatrice-de-la-fonction-educative-et-sociale-de-lecole-table-ronde-avec-comme-moderatrice-danielle-zay-7093/

Zoïa, Geneviève. (2013). Morale laïque et identité à l'école. Le Télémaque, 43(1), 73-86. https://doi.org/10.3917/tele.043.0073

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