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BIBLIOGRAPHIE DES PUBLICATIONS VEILLE ET ANALYSES

1989



  • Arnaud, Pierre. (1989). Contribution à une histoire des disciplines d'enseignement. Revue française de pédagogie, 89(1), 29-34. https://doi.org/10.3406/rfp.1989.1403
    Abstract: Contribuer à une histoire de l'EPS, discipline d'enseignement, c'est à la fois : — identifier les conditions qui ont permis à I 'EP de s 'intégrer dans l'école, — examiner les conséquences de l'assimilation « des règles du jeu scolaire ».
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  • Cardinet, Jean. (1989). Evaluer sans juger. Revue française de pédagogie, 41–52. http://www.jstor.org/stable/41162936

  • Crenshaw, Kimberlé. (1989). Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics (vol. 1989). University of Chicago. https://scholarship.law.columbia.edu/faculty_scholarship/3007 (Publication originale en s. d.)
    Abstract: One of the very few Black women's studies books is entitled All the Women Are White; All the Blacks Are Men, But Some of Us are Brave. I have chosen this title as a point of departure in my efforts to develop a Black feminist criticism because it sets forth a problematic consequence of the tendency to treat race and gender as mutually exclusive categories of experience and analysis. In this talk, I want to examine how this tendency is perpetuated by a single-axis framework that is dominant in antidiscrimination law and that is also reflected in feminist theory and antiracist politics.
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  • Gellner, Ernest. (1989). Nations et nationalisme. Paris Payot. (Publication originale en s. d.)
    Abstract: Autres tirages : 1994, 1996, 1998, 1999, 2008, 2009, 2011, Bibliogr. p. [201]-202. Notes bibliogr. Index, Trad. de : "Nations and nationalism"
    Tags: enseignement de l'histoire.
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  • Ministère de l'Education nationale,. (1989198919891989). Loi d'orientation sur l'éducation du 10 juillet 1989. Code de l'éducation c. 89-486. Code de l'éducation. http://www.education.gouv.fr/cid101274/loi-d-orientation-sur-l-education-n-89-486-du-10-juillet-1989.html
    Abstract: Retrouvez le calendrier scolaire et toute l'information sur l'histoire du ministère chargé de l'éducation nationale. Découvrez l'hôtel de Rochechouart à travers un parcours libre, dynamique et interactif.
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1988



  • Chervel, André. (1988). L'histoire des disciplines scolaires. Réflexions sur un domaine de recherche. Histoire de l'éducation, (38), 59-119. https://doi.org/10.3406/hedu.1988.1593


  • Cooper, Harris M. (1988). Organizing knowledge syntheses: A taxonomy of literature reviews. Knowledge in Society, 1(1), 104. https://doi.org/10.1007/BF03177550
    Abstract: A taxonomy of literature reviews in education and psychology is presented. The taxonomy categorizes reviews according to: (a) focus; (b) goal; (c) perspective; (d) coverage; (e) organization; and (f) audience. The seven winners of the American Educational Research Association’s Research Review Award are used to illustrate the taxonomy’s categories. Data on the reliability of taxonomy codings when applied by readers is presented. Results of a survey of review authors provides baseline data on how frequently different types of reviews appear in the education and psychology literature. How the taxonomy might help in judging the quality of literature reviews is discussed, along with more general standards for evaluating reviews.
    Tags: American Educational Research Association, Educational Research, General Scholar, Neutral Representation, Research Review.
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  • Cooper, Harris M. (1988). Organizing knowledge syntheses: A taxonomy of literature reviews. Knowledge in Society, 1(1), 104-126. https://doi.org/10.1007/BF03177550


  • Cooper, Harris M. (1988). Organizing knowledge syntheses: A taxonomy of literature reviews. Knowledge in Society, 1(1), 104-126. https://doi.org/10.1007/BF03177550
    Abstract: A taxonomy of literature reviews in education and psychology is presented. The taxonomy categorizes reviews according to: (a) focus; (b) goal; (c) perspective; (d) coverage; (e) organization; and (f) audience. The seven winners of the American Educational Research Association’s Research Review Award are used to illustrate the taxonomy’s categories. Data on the reliability of taxonomy codings when applied by readers is presented. Results of a survey of review authors provides baseline data on how frequently different types of reviews appear in the education and psychology literature. How the taxonomy might help in judging the quality of literature reviews is discussed, along with more general standards for evaluating reviews.
    Tags: American Educational Research Association, Educational Research, General Scholar, Neutral Representation, Research Review.
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  • Cooper, Harris M. (1988). Organizing knowledge syntheses: A taxonomy of literature reviews. Knowledge in Society, 1(1), 104. https://doi.org/10.1007/BF03177550
    Abstract: A taxonomy of literature reviews in education and psychology is presented. The taxonomy categorizes reviews according to: (a) focus; (b) goal; (c) perspective; (d) coverage; (e) organization; and (f) audience. The seven winners of the American Educational Research Association’s Research Review Award are used to illustrate the taxonomy’s categories. Data on the reliability of taxonomy codings when applied by readers is presented. Results of a survey of review authors provides baseline data on how frequently different types of reviews appear in the education and psychology literature. How the taxonomy might help in judging the quality of literature reviews is discussed, along with more general standards for evaluating reviews.
    Tags: American Educational Research Association, Biological Taxonomy, Educational Research, General Scholar, Genre Studies, Literature mining, Neutral Representation, Research Methods in Education, Research Review, Sociology of Education, Sociology of Literature.
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  • Esteve, José M. and Fracchia, Alice F.B. (1988). Le malaise des enseignants. Revue française de pédagogie, 84(1), 45-56. https://doi.org/10.3406/rfp.1988.1444
    Abstract: Teachers unrest - The authors analyse two types of factors which help the coming out of this unrest and its effects on the personality of teachers and the practice of their profession. Then they propose strategies that could thwart some of these consequences, and plans concerning teachers training and appointment.
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  • Ramsden, Paul. (1988). Context and Strategy. Dans Ronald Schmeck (eds.), Learning Strategies and Learning Styles, Perspectives on Individual Differences (p. 159–184). Springer.


  • Soussan, Michel. (1988). Vie scolaire : approche socio-historique. Revue française de pédagogie, (83), 39-49. https://doi.org/10.3406/rfp.1988.1451
    Abstract: Après une rapide esquisse de l'histoire de la notion « Vie scolaire », de l'apparition de l'expression à l'émergence de l'idée, l'auteur analyse l'utilisation contemporaine de la vie scolaire, cherchant à connaître les emplois divers que lui donnent les différents acteurs du système éducatif, les raisons de son développement « explosif » dans les années 70 et les objectifs qui lui sont assignés. Enfin, dans un paragraphe intitulé « Sociologie de la vie scolaire », l'auteur tente de relier le concept « vie scolaire » aux analyses sociologiques du fonctionnement de l'institution éducative et des établissements.
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  • Willis, Gordon B. and Fuson, Karen C. (1988). Teaching children to use schematic drawings to solve addition and subtraction word problems. Journal of Educational Psychology, 80(2), 192-201. http://psycnet.apa.org/journals/edu/80/2/192/

1987


  • Bru, Marc and Not, Louis. (1987). Où va la pédagogie du projet ?. Editions Universitaires du Sud. (Publication originale en s. d.)
    Abstract: Depuis une dizaine d'années, la notion de projet est explicitement entrée dans le discours, les prescriptions et les pratiques pédagogiques. Elle a donné lieu à diverses interprétations et réalisations à travers lesquelles on peut voir s'esquisser une évolution pluridirectionnelle. Où va la pédagogie du projet ? s'attache à présenter, sous l'éclairage d'un traitement pgycho-pédagogique de la notion, un tableau des diverses directions que peut prendre son évolution. Une série d'informations pratiques termine cet ouvrage qui a la double ambition de susciter la réflexion et d'éclairer la mise en oeuvre.
    Tags: apprentissage par projet, évaluation des élèves, psychologie de l'éducation.
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  • Où va la pédagogie du projet ?. (1987). Où va la pédagogie du projet ?. Editions Universitaires du Sud. (Publication originale en s. d.)
    Abstract: Depuis une dizaine d'années, la notion de projet est explicitement entrée dans le discours, les prescriptions et les pratiques pédagogiques. Elle a donné lieu à diverses interprétations et réalisations à travers lesquelles on peut voir s'esquisser une évolution pluridirectionnelle. Où va la pédagogie du projet ? s'attache à présenter, sous l'éclairage d'un traitement pgycho-pédagogique de la notion, un tableau des diverses directions que peut prendre son évolution. Une série d'informations pratiques termine cet ouvrage qui a la double ambition de susciter la réflexion et d'éclairer la mise en oeuvre.
    Tags: élèves, évaluation des élèves, psychologie de l'éducation.
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  • Deleuze, GillesGuattari, Félix and Deleuze, Gilles. (1987). A thousand plateaus: capitalism and schizophrenia (12. printth ed.). Univ. of Minnesota Press. (Publication originale en s. d.)

  • Sublet, Françoise. (1987). Projet pédagogique. Dans Marc Bru and Louis Not (eds.), Où va la pédagogie du projet ? (p. 43–66). Editions Universitaires du Sud.

  • Sublet, Françoise. (1987). Projet pédagogique. Dans Marc Bru and Louis Not (eds.), Où va la pédagogie du projet ? (p. 43–66). Editions Universitaires du Sud.

1986

1985

1984

1983


  • Johnson-Laird, Philip N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Harvard University Press. https://books.google.fr/books?hl=fr&lr=lang_de|lang_en|lang_es|lang_fr&id=FS3zSKAfLGMC&oi=fnd&pg=PR6&dq=Mental+models+:+Towards+a+cognitive+science+of+language,+inference,+and+consciousness&ots=wfpgRVaLMo&sig=-3i3cAXKXeOUzk2xoGWYIAQtv8w (Publication originale en s. d.)

  • Kuhn, Thomas Samuel. (1983). La structure des révolutions scientifiques. Flammarion. (Publication originale en s. d.)
    Abstract: Paru en 1962 en langue originale, La Structure des révolutions scientifiques est devenu un classique de l'histoire des sciences. L'auteur met l'accent sur les bouleversements de la pensée scientifique (Copernic, Newton, Lavoisier, Einstein...), et étudie ces moments de crise que traverse la science au cours de son évolution : il y a révolution scientifique lorsqu'une théorie scientifique consacrée par le temps est rejetée au profit d'une nouvelle théorie. Cette substitution amène généralement un déplacement des problèmes offerts à la recherche et des critères selon lesquels les spécialistes décident de ce qui doit compter comme problème ou solution. Que toute révolution scientifique soit un facteur de progrès, c'est ce que démontre l'auteur après avoir signalé les conditions requises pour l'apparition d'une telle crise. Chacune de ces révolutions, en fin de compte, transforme non seulement l'imagination scientifique mais aussi le monde dans lequel s'effectue ce travail scientifique.
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  • Leplat, Jacques and Hoc, Jean-Michel. (1983). Tâche et activité dans l'analyse psychologique des situations. Cahiers de psychologie cognitive, 3(1), 49-63. http://jeanmichelhoc.free.fr/pdf/LepHoc%201983.pdf


  • Pinell, Patrice and Zafiropoulos, Markos. (1983). Un siècle d'échecs scolaires (1882-1982). Les Editions ouvrières. https://www.lagalerne.com/livre/500884-siecle-d-echecs-scolaires--1882-1982-1882-1982-patrice-pinell-markos-zafiropoulos-l-atelier (Publication originale en s. d.)
    Abstract: Découvrez et achetez SIECLE D'ECHECS SCOLAIRES - (1882-1982), 1882-1982 - Patrice Pinell, Markos Zafiropoulos - L'Atelier sur www.lagalerne.com
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1982

1981


  • Anyon, Jean. (1981). Social class and school knowledge. Curriculum inquiry, 11(1), 3–42. http://www.tandfonline.com/doi/pdf/10.1080/03626784.1981.11075236

  • Johnson, D. W.Maruyama, G.Johnson, R. and Nelson, D. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: a meta-analysis. Psychological bulletin. http://agris.fao.org/agris-search/search.do?recordID=US201302674929

  • Johnson, David W.Maruyama, GeoffreyJohnson, RogerNelson, Deborah and Skon, Linda. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89(1), 47-62. https://doi.org/10.1037/0033-2909.89.1.47
    Abstract: Reviewed 122 studies (listed in an appendix) and compared the relative effectiveness of cooperation, cooperation with intergroup competition, interpersonal competition, and individualistic goal structures in promoting achievement and productivity in North American samples. These studies yielded 286 findings. Three meta-analysis procedures were used: voting method, effect-size method, and z-score method. Results indicate that (a) cooperation is considerably more effective than interpersonal competition and individualistic efforts, (b) cooperation with intergroup competition is also superior to interpersonal competition and individualistic efforts, and (c) there is no significant difference between interpersonal competitive and individualistic efforts. Through multiple regression, a number of potentially mediating variables for these results are identified. (18 ref)
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  • Johnson, David W.Maruyama, GeoffreyJohnson, RogerNelson, Deborah and Skon, Linda. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89(1), 47-62. https://doi.org/10.1037/0033-2909.89.1.47
    Abstract: Reviewed 122 studies (listed in an appendix) and compared the relative effectiveness of cooperation, cooperation with intergroup competition, interpersonal competition, and individualistic goal structures in promoting achievement and productivity in North American samples. These studies yielded 286 findings. Three meta-analysis procedures were used: voting method, effect-size method, and z-score method. Results indicate that (a) cooperation is considerably more effective than interpersonal competition and individualistic efforts, (b) cooperation with intergroup competition is also superior to interpersonal competition and individualistic efforts, and (c) there is no significant difference between interpersonal competitive and individualistic efforts. Through multiple regression, a number of potentially mediating variables for these results are identified. (18 ref)
    Tags: 2.
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  • Ramsden, Paul and Entwistle, Noel J. (1981). Effects of Academic Departments on Students' Approaches to Studying. British Journal of Educational Psychology, 51(3), 368-383. https://doi.org/10.1111/j.2044-8279.1981.tb02493.x
    Abstract: Summary. 2208 students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an ‘approaches to studying’ inventory and a course perceptions questionnaire. Factor analyses of these instruments confirmed the factor structures previously reported. Approaches to studying can be described in terms of three main factors—orientations towards personal meaning, reproducing, and achieving. In the present analysis the final factor split into two: achieving orientation and a factor labelled ‘disorganised and dilatory’ which showed a close relationship with self-rating of academic progress. The course perceptions questionnaire produced two main factors. One described formal teaching methods, vocational relevance, and clear goals and standards, and the other represented a favourable departmental evaluation with the highest loadings on good teaching and openness to students. Subsequent analyses examined links between students' perceptions of their main academic departments and their reported approaches to studying. Departments with highest mean scores on meaning orientation were perceived as having good teaching and allowing freedom in learning. Departments with the highest mean scores on reproducing orientation were seen to have a heavy workload and a lack of freedom in learning. The implications of these statistical findings are discussed in relation to continuing analyses of interview data which clarify the ways in which the organisation of teaching and courses may affect students' approaches to learning.
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  • Ramsden, Paul and Entwistle, Noel J. (1981). Effects of Academic Departments on Students' Approaches to Studying. British Journal of Educational Psychology, 51(3), 368–383. https://doi.org/10.1111/j.2044-8279.1981.tb02493.x
    Abstract: Summary. 2208 students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an ‘approaches to studying’ inventory and a course perceptions questionnaire. Factor analyses of these instruments confirmed the factor structures previously reported. Approaches to studying can be described in terms of three main factors—orientations towards personal meaning, reproducing, and achieving. In the present analysis the final factor split into two: achieving orientation and a factor labelled ‘disorganised and dilatory’ which showed a close relationship with self-rating of academic progress. The course perceptions questionnaire produced two main factors. One described formal teaching methods, vocational relevance, and clear goals and standards, and the other represented a favourable departmental evaluation with the highest loadings on good teaching and openness to students. Subsequent analyses examined links between students' perceptions of their main academic departments and their reported approaches to studying. Departments with highest mean scores on meaning orientation were perceived as having good teaching and allowing freedom in learning. Departments with the highest mean scores on reproducing orientation were seen to have a heavy workload and a lack of freedom in learning. The implications of these statistical findings are discussed in relation to continuing analyses of interview data which clarify the ways in which the organisation of teaching and courses may affect students' approaches to learning.
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1980

1979

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