Πέμπτη 30 Σεπτεμβρίου 2010
IS THE DESIGN AND MANAGEMENT OF THE MOBILITY SCHEME OF THE LEONARDO DA VINCI PROGRAMME LIKELY TO LEAD TO EFFECTIVE RESULTS?
http://www.elemedu.upatras.gr/index.php?section=589&itemid691=749&secondary=963
Μάχη για την εξουσία στα ΑΕΙ
Μάχη για την εξουσία στα ΑΕΙ, του Γιώργου Δελαστίκ
Αριστα έχει συλλάβει την ουσία του θέματος ο πρωθυπουργός Γιώργος
Παπανδρέου: οποιαδήποτε βαθιά τομή στην πανεπιστημιακή εκπαίδευση είναι
αδύνατον να υλοποιηθεί, αν προηγουμένως δεν έχει λυθεί το πρωταρχικό και
καθοριστικό ζήτημα του ποιος θα έχει την εξουσία και θα ασκεί τη διοίκηση
στα ΑΕΙ! Υπάρχουν και άλλα ζητήματα, αυτοτελώς σοβαρότατο ίσως το καθένα.
Το
πλαίσιο εντός του οποίου θα κινηθεί όμως η επίλυσή τους προκαθορίζεται από
την απάντηση που θα έχει δοθεί στο θεμελιώδες ερώτημα: ποιες δυνάμεις
διοικούν τα ΑΕΙ;
*Του Γιώργου Δελαστίκ στο Έθνος της 28/9/2010*
Η κατάρρευση της χούντας των συνταγματαρχών και ο ρόλος του φοιτητικού
κινήματος στην κατάλυση της δικτατορίας συμπαρέσυραν και το αυταρχικό
καθεστώς της καθηγητικής έδρας και αυθαιρεσίας, πετώντας το στον
σκουπιδοτενεκέ της Ιστορίας.
Ακολούθησε μια τριακονταετία σαφέστατα πολύ πιο δημοκρατικής διοίκησης με
θεαματική αναβάθμιση του ρόλου και των άλλων πόλων της ακαδημαϊκής
κοινότητας. Συνοδευόμενη από όλα τα εκφυλιστικά φαινόμενα της σύγχρονης
δημοκρατίας, αυτή η μορφή διοίκησης διέρχεται σήμερα εμφανή κρίση ανάλογη
με
αυτή του πολιτικού συστήματος, σε πανεπιστημιακές φυσικά διαστάσεις.
Οι κυβερνητικές προτάσεις που φυσικά ακόμη δεν έχουν μορφοποιηθεί είναι
προφανές ότι επιδιώκουν την πλήρη κατάργηση της υφιστάμενης δημοκρατικής
διοίκησης των ΑΕΙ με όσα εκφυλιστικά φαινόμενα τη χαρακτηρίζουν και την
αντικατάστασή της με άλλη μορφή διοίκησης, την οποία θα ασκεί ένα νέο
"μπλοκ
εξουσίας" στα ΑΕΙ.
Τα όσα είπε προχθές ο πρωθυπουργός διαγράφουν σε αδρές γραμμές τις
προθέσεις
του για το ποιος πρέπει να είναι αυτός ο καινούργιος συνασπισμός δυνάμεων
εξουσίας στα πανεπιστήμια, που εννοείται ότι θα τα αναμορφώσει και
διαμορφώσει έτσι ώστε να υπηρετούν τα συμφέροντά του.
Ο Γ. Παπανδρέου έχει ως πρώτιστο στόχο την αφαίρεση της διοίκησης των ΑΕΙ
και ΤΕΙ από την ακαδημαϊκή κοινότητα. Δεν θέλει να διοικούν τα
πανεπιστήμια
οι καθηγητές και οι φοιτητές τους.
Ο πρωθυπουργός κατέστησε σαφές ότι θέλει να δώσει τη διοίκηση των ΑΕΙ και
ΤΕΙ σε μάνατζερ, άσχετους με τα πανεπιστήμια. Θεωρεί ότι έτσι θα
διοικούνται
καλύτερα.
Εδώ εγείρονται σοβαρές ενστάσεις. Εν πρώτοις αυτό προϋποθέτει ότι τόσο οι
καθηγητές όσο και οι φοιτητές θα δεχθούν να απεμπολήσουν το δικαίωμα
άσκησης
της διοίκησης των πανεπιστημίων, που οι μεν καθηγητές το είχαν ανέκαθεν,
οι
δε φοιτητές το έχουν εδώ και τριάντα χρόνια. Αμφιβάλλουμε εντονότατα αν θα
το αποδεχθούν χωρίς ισχυρές αντιδράσεις, αλλά αυτό είναι θέμα του άμεσου
μέλλοντος και θα κριθεί στην πράξη. Ας παρακάμψουμε προσωρινά αυτό το
ζήτημα
- αν δηλαδή πάμε για αλλαγές ή για καθολική σύρραξη στα ΑΕΙ.
Η δεύτερη ένσταση αφορά την ουσία της δυνατότητας που έχουν να ασκήσουν
πανεπιστημιακή διοίκηση οι διάφοροι μάνατζερ - λαμόγια που κυκλοφορούν
στην
"πιάτσα". Μπορεί κάποιος να έχει διαπρέψει στη διοίκηση μιας εταιρείας που
παράγει σερβιέτες ή απορρυπαντικά, αλλά αυτό δεν σημαίνει πως οι
καθηγητές,
οι φοιτητές και η κοινωνία ολόκληρη είναι διατεθειμένοι να του επιτρέψουν
να
κατευθύνει στρατηγικά π.χ. το Πανεπιστήμιο της Αθήνας προς την κατεύθυνση
που αυτός επιθυμεί. Οταν προωθείται η συμμετοχή εκπροσώπων επιχειρήσεων
στα
ολιγομελή Συμβούλια Διοίκησης των ΑΕΙ ή όταν ακαδημαϊκές έδρες ιδρύονται
με
χορηγία, πιστεύει κανείς στα σοβαρά ότι τα προγράμματα σπουδών θα
διαμορφώνονται με ακαδημαϊκά κριτήρια και όχι με βάση τα επιχειρηματικά
συμφέροντα αυτού που πληρώνει τα πιο πολλά λεφτά; Από πού και ως πού αυτό
συνιστά επιστημονική πρόοδο;
Πολλά από όσα είπε ο πρωθυπουργός δίνουν την εντύπωση ότι προετοιμάζει τα
ΑΕΙ για ιδιωτικοποίηση. Αυτά π.χ. περί οικονομικής αυτοτέλειας που
συμπεριλαμβάνει και τη μισθοδοσία ή περί ανάληψης ευθύνης για όλες τις
παροχές (σίτιση, στέγαση φοιτητών) από τα ιδρύματα που θα πρέπει να
ανοιχτούν και στον ιδιωτικό τομέα. Στην πορεία θα δούμε αν όντως αυτός
είναι
ο στόχος του.
Κατά ανάλογο τρόπο ορισμένες αλλαγές σε σχέση με τους φοιτητές (π.χ. ότι η
χρηματοδότηση ακολουθεί τον φοιτητή και όχι το ίδρυμα, κουπόνι πρόσβασης
σε
όλες τις υπηρεσίες, φοιτητικά δάνεια σε συνεργασία με τράπεζες κ.ά.)
δίνουν
την εντύπωση προετοιμασίας της υποδομής για την επιβολή διδάκτρων, όταν οι
συνθήκες κριθούν κατάλληλες.
Είναι πολύ νωρίς ακόμη για να εκτιμήσει κανείς ποια θα είναι τα τελικά
στοιχεία της κυβερνητικής μεταρρύθμισης στα ΑΕΙ και ΤΕΙ, πόσω μάλλον αν θα
κατορθώσει να την επιβάλει ή αν θα γίνουν τα πανεπιστήμια "γης Μαδιάμ". Η
αντιπολίτευση πάντως σύσσωμη απέρριψε ήδη τις κυβερνητικές θέσεις. Η
ατμόσφαιρα άρχισε να μυρίζει μπαρούτι και στον τομέα αυτόν...
*Ταπείνωση**
Ενοχλεί αυτή η ξενομανία*
Εκνευριστική έχει καταντήσει πλέον αυτή η ξενομανία του πρωθυπουργού που
εκδηλώνεται με τη διαρκή προσφυγή σε ξένους "σωτήρες" για οποιοδήποτε θέμα
αφορά την Ελλάδα. "Διεθνούς" σύνθεσης εκλεκτορικά σώματα θα εκλέγουν τους
καθηγητές (!) των ελληνικών ΑΕΙ, "διεθνείς" εμπειρογνώμονες θα αξιολογούν
τα
ελληνικά ΑΕΙ, "ξένοι αξιολογητές" θα κρίνουν τα ερευνητικά προγράμματα των
ελληνικών ΑΕΙ και πάει λέγοντας. Κάποτε πρέπει να αντιληφθούν στην
κυβέρνηση
ότι αυτή η νοοτροπία είναι ταπεινωτική και για τη χώρα αλλά και για τους
ίδιους τους κυβερνώντες. Μυρίζει νοοτροπία καθυστερημένων μεταναστών των
δεκαετιών του 1950 και του 1960!
Αριστα έχει συλλάβει την ουσία του θέματος ο πρωθυπουργός Γιώργος
Παπανδρέου: οποιαδήποτε βαθιά τομή στην πανεπιστημιακή εκπαίδευση είναι
αδύνατον να υλοποιηθεί, αν προηγουμένως δεν έχει λυθεί το πρωταρχικό και
καθοριστικό ζήτημα του ποιος θα έχει την εξουσία και θα ασκεί τη διοίκηση
στα ΑΕΙ! Υπάρχουν και άλλα ζητήματα, αυτοτελώς σοβαρότατο ίσως το καθένα.
Το
πλαίσιο εντός του οποίου θα κινηθεί όμως η επίλυσή τους προκαθορίζεται από
την απάντηση που θα έχει δοθεί στο θεμελιώδες ερώτημα: ποιες δυνάμεις
διοικούν τα ΑΕΙ;
*Του Γιώργου Δελαστίκ στο Έθνος της 28/9/2010*
Η κατάρρευση της χούντας των συνταγματαρχών και ο ρόλος του φοιτητικού
κινήματος στην κατάλυση της δικτατορίας συμπαρέσυραν και το αυταρχικό
καθεστώς της καθηγητικής έδρας και αυθαιρεσίας, πετώντας το στον
σκουπιδοτενεκέ της Ιστορίας.
Ακολούθησε μια τριακονταετία σαφέστατα πολύ πιο δημοκρατικής διοίκησης με
θεαματική αναβάθμιση του ρόλου και των άλλων πόλων της ακαδημαϊκής
κοινότητας. Συνοδευόμενη από όλα τα εκφυλιστικά φαινόμενα της σύγχρονης
δημοκρατίας, αυτή η μορφή διοίκησης διέρχεται σήμερα εμφανή κρίση ανάλογη
με
αυτή του πολιτικού συστήματος, σε πανεπιστημιακές φυσικά διαστάσεις.
Οι κυβερνητικές προτάσεις που φυσικά ακόμη δεν έχουν μορφοποιηθεί είναι
προφανές ότι επιδιώκουν την πλήρη κατάργηση της υφιστάμενης δημοκρατικής
διοίκησης των ΑΕΙ με όσα εκφυλιστικά φαινόμενα τη χαρακτηρίζουν και την
αντικατάστασή της με άλλη μορφή διοίκησης, την οποία θα ασκεί ένα νέο
"μπλοκ
εξουσίας" στα ΑΕΙ.
Τα όσα είπε προχθές ο πρωθυπουργός διαγράφουν σε αδρές γραμμές τις
προθέσεις
του για το ποιος πρέπει να είναι αυτός ο καινούργιος συνασπισμός δυνάμεων
εξουσίας στα πανεπιστήμια, που εννοείται ότι θα τα αναμορφώσει και
διαμορφώσει έτσι ώστε να υπηρετούν τα συμφέροντά του.
Ο Γ. Παπανδρέου έχει ως πρώτιστο στόχο την αφαίρεση της διοίκησης των ΑΕΙ
και ΤΕΙ από την ακαδημαϊκή κοινότητα. Δεν θέλει να διοικούν τα
πανεπιστήμια
οι καθηγητές και οι φοιτητές τους.
Ο πρωθυπουργός κατέστησε σαφές ότι θέλει να δώσει τη διοίκηση των ΑΕΙ και
ΤΕΙ σε μάνατζερ, άσχετους με τα πανεπιστήμια. Θεωρεί ότι έτσι θα
διοικούνται
καλύτερα.
Εδώ εγείρονται σοβαρές ενστάσεις. Εν πρώτοις αυτό προϋποθέτει ότι τόσο οι
καθηγητές όσο και οι φοιτητές θα δεχθούν να απεμπολήσουν το δικαίωμα
άσκησης
της διοίκησης των πανεπιστημίων, που οι μεν καθηγητές το είχαν ανέκαθεν,
οι
δε φοιτητές το έχουν εδώ και τριάντα χρόνια. Αμφιβάλλουμε εντονότατα αν θα
το αποδεχθούν χωρίς ισχυρές αντιδράσεις, αλλά αυτό είναι θέμα του άμεσου
μέλλοντος και θα κριθεί στην πράξη. Ας παρακάμψουμε προσωρινά αυτό το
ζήτημα
- αν δηλαδή πάμε για αλλαγές ή για καθολική σύρραξη στα ΑΕΙ.
Η δεύτερη ένσταση αφορά την ουσία της δυνατότητας που έχουν να ασκήσουν
πανεπιστημιακή διοίκηση οι διάφοροι μάνατζερ - λαμόγια που κυκλοφορούν
στην
"πιάτσα". Μπορεί κάποιος να έχει διαπρέψει στη διοίκηση μιας εταιρείας που
παράγει σερβιέτες ή απορρυπαντικά, αλλά αυτό δεν σημαίνει πως οι
καθηγητές,
οι φοιτητές και η κοινωνία ολόκληρη είναι διατεθειμένοι να του επιτρέψουν
να
κατευθύνει στρατηγικά π.χ. το Πανεπιστήμιο της Αθήνας προς την κατεύθυνση
που αυτός επιθυμεί. Οταν προωθείται η συμμετοχή εκπροσώπων επιχειρήσεων
στα
ολιγομελή Συμβούλια Διοίκησης των ΑΕΙ ή όταν ακαδημαϊκές έδρες ιδρύονται
με
χορηγία, πιστεύει κανείς στα σοβαρά ότι τα προγράμματα σπουδών θα
διαμορφώνονται με ακαδημαϊκά κριτήρια και όχι με βάση τα επιχειρηματικά
συμφέροντα αυτού που πληρώνει τα πιο πολλά λεφτά; Από πού και ως πού αυτό
συνιστά επιστημονική πρόοδο;
Πολλά από όσα είπε ο πρωθυπουργός δίνουν την εντύπωση ότι προετοιμάζει τα
ΑΕΙ για ιδιωτικοποίηση. Αυτά π.χ. περί οικονομικής αυτοτέλειας που
συμπεριλαμβάνει και τη μισθοδοσία ή περί ανάληψης ευθύνης για όλες τις
παροχές (σίτιση, στέγαση φοιτητών) από τα ιδρύματα που θα πρέπει να
ανοιχτούν και στον ιδιωτικό τομέα. Στην πορεία θα δούμε αν όντως αυτός
είναι
ο στόχος του.
Κατά ανάλογο τρόπο ορισμένες αλλαγές σε σχέση με τους φοιτητές (π.χ. ότι η
χρηματοδότηση ακολουθεί τον φοιτητή και όχι το ίδρυμα, κουπόνι πρόσβασης
σε
όλες τις υπηρεσίες, φοιτητικά δάνεια σε συνεργασία με τράπεζες κ.ά.)
δίνουν
την εντύπωση προετοιμασίας της υποδομής για την επιβολή διδάκτρων, όταν οι
συνθήκες κριθούν κατάλληλες.
Είναι πολύ νωρίς ακόμη για να εκτιμήσει κανείς ποια θα είναι τα τελικά
στοιχεία της κυβερνητικής μεταρρύθμισης στα ΑΕΙ και ΤΕΙ, πόσω μάλλον αν θα
κατορθώσει να την επιβάλει ή αν θα γίνουν τα πανεπιστήμια "γης Μαδιάμ". Η
αντιπολίτευση πάντως σύσσωμη απέρριψε ήδη τις κυβερνητικές θέσεις. Η
ατμόσφαιρα άρχισε να μυρίζει μπαρούτι και στον τομέα αυτόν...
*Ταπείνωση**
Ενοχλεί αυτή η ξενομανία*
Εκνευριστική έχει καταντήσει πλέον αυτή η ξενομανία του πρωθυπουργού που
εκδηλώνεται με τη διαρκή προσφυγή σε ξένους "σωτήρες" για οποιοδήποτε θέμα
αφορά την Ελλάδα. "Διεθνούς" σύνθεσης εκλεκτορικά σώματα θα εκλέγουν τους
καθηγητές (!) των ελληνικών ΑΕΙ, "διεθνείς" εμπειρογνώμονες θα αξιολογούν
τα
ελληνικά ΑΕΙ, "ξένοι αξιολογητές" θα κρίνουν τα ερευνητικά προγράμματα των
ελληνικών ΑΕΙ και πάει λέγοντας. Κάποτε πρέπει να αντιληφθούν στην
κυβέρνηση
ότι αυτή η νοοτροπία είναι ταπεινωτική και για τη χώρα αλλά και για τους
ίδιους τους κυβερνώντες. Μυρίζει νοοτροπία καθυστερημένων μεταναστών των
δεκαετιών του 1950 και του 1960!
Μεταρρύθμιση ή απορύθμιση των ΑΕΙ;
Κώστας Χ. Χρυσόγονος
Καθηγητής Συνταγματικού Δικαίου
Νομικής Σχολής Α.Π.Θ.
*Μεταρρύθμιση ή απορύθμιση των ΑΕΙ;*
Οι ιδέες που ανακοίνωσε η κυβέρνηση για τη μεταρρύθμιση του νομικού
πλαισίου
λειτουργίας των ΑΕΙ εμπεριέχουν τόση αοριστία, ώστε να είναι ανέφικτη προς
το παρόν η εξέταση της συνταγματικότητάς τους με αξιώσεις πληρότητας. Σε
μια
πρώτη εκτίμηση θα μπορούσε πάντως να επισημανθεί ότι η κυβέρνηση αυτή
φαίνεται μάλλον να αγνοεί (ή να θέλει να ξεχάσει) το κανονιστικό
περιεχόμενο
του άρθρου 16 του Συντάγματος, ο ακρωτηριασμός του οποίου είχε ανεπιτυχώς
επιχειρηθεί στην τελευταία συνταγματική αναθεώρηση του 2008.
Κεντρικό άξονα της επικείμενης «μεταρρύθμισης» αποτελεί η
εισαγωγή των «συμβουλίων διοίκησης» ως ύπατων πανεπιστημιακών οργάνων. Η
φημολογούμενη στελέχωσή τους με εξωπανεπιστημιακά πρόσωπα επιλεγμένα από
την
κρατική εξουσία (!) προσκρούει ευθέως στη συνταγματική κατοχύρωση της
«πλήρους αυτοδιοίκησης» των ΑΕΙ και συνεπώς του δικαιώματος των τελευταίων
να επιλέγουν με δικά τους όργανα το προσωπικό και τα όργανα διοίκησής
τους.
Όμως ακόμη κι αν τα μέλη των «συμβουλίων διοίκησης» εκλέγονται από την
πανεπιστημιακή κοινότητα, ο σχεδιασμός των (υπερ)εξουσιών τους θίγει την
αυτοδιοίκηση στο επίπεδο της ακαδημαϊκής μονάδας (σχολής ή τμήματος).
Η χρηματοδότηση των ΑΕΙ από το κράτος μόνο υπό όρους και
προϋποθέσεις, όπως η σύναψη σύμβασης (!) μεταξύ του αρμόδιου υπουργείου
και
του συμβουλίου διοίκησης, η επίτευξη αδιευκρίνιστων προς το παρόν «στόχων»
κλπ., δεν εναρμονίζεται προς το συνταγματικό δικαίωμα των ιδρυμάτων για
κρατική οικονομική ενίσχυση. Το δικαίωμα τούτο δημιουργεί αξίωση καθενός
ΑΕΙ
κατά του κράτους για κάλυψη τουλάχιστον των στοιχειωδών λειτουργικών
αναγκών
του (π.χ. μισθοδοσία προσωπικού, συντήρηση και λειτουργία κτιρίων κλπ.) σε
όσο μέτρο δεν επαρκούν οι ίδιοι πόροι του.
Πέρα όμως από αυτά και άλλα επιμέρους ζητήματα
αντισυνταγματικότητας που προκύπτουν από τις κυβερνητικές «ιδέες», το
γενικότερο θέμα είναι η διαφαινόμενη μέσα από εκείνες απόπειρα όχι για
μεταρρύθμιση, αλλά μάλλον για απορρύθμιση των ΑΕΙ, με την υπαγωγή τους σε
μια αγοραία αντίληψη περί επιστήμης και παιδείας. Στη λογική αυτή
εντάσσονται η αντιμετώπιση των φοιτητών ως εμπορευματικό είδος («κουπόνι»)
και η παροχή της δυνατότητας στα ιδρύματα (στην πράξη ο εξαναγκασμός τους)
να στραφούν κατά προτεραιότητα στη διδασκαλία αντί της έρευνας,
μετατρεπόμενα έτσι όχι μόνο de facto αλλά και de jure σε ΙΕΚ πολυτελείας.
Όλα αυτά καταλήγουν σε καταστρατήγηση τόσο της συνταγματικής υποχρέωσης
του
κράτους για ανάπτυξη και προαγωγή της επιστήμης και της έρευνας όσο και
του
χαρακτήρα των ΑΕΙ ως νομικών προσώπων δημοσίου δικαίου. Η τάξη των
επαγγελματιών πολιτικών, αφού «κατόρθωσε» να ιδιωτικοποιήσει την πολιτική
εξουσία, μετατρέποντάς την σε ιδιωτική υπόθεση των κυρίαρχων πολιτικών
δυναστειών, των υποτελών τους και των διαπλεκόμενων οικονομικών
συμφερόντων
πίσω τους, επιχειρεί τώρα να προχωρήσει στη λανθάνουσα ιδιωτικοποίηση και
της ανώτατης εκπαίδευσης. Όπως όμως η ιδιωτικοποίηση του κράτους οδηγεί
στην
οικονομική του πτώχευση, έτσι και η ιδιωτικοποίηση της παιδείας θα
οδηγήσει,
εάν επιβληθεί τελικά, στην πνευματική της πτώχευση.
Καθηγητής Συνταγματικού Δικαίου
Νομικής Σχολής Α.Π.Θ.
*Μεταρρύθμιση ή απορύθμιση των ΑΕΙ;*
Οι ιδέες που ανακοίνωσε η κυβέρνηση για τη μεταρρύθμιση του νομικού
πλαισίου
λειτουργίας των ΑΕΙ εμπεριέχουν τόση αοριστία, ώστε να είναι ανέφικτη προς
το παρόν η εξέταση της συνταγματικότητάς τους με αξιώσεις πληρότητας. Σε
μια
πρώτη εκτίμηση θα μπορούσε πάντως να επισημανθεί ότι η κυβέρνηση αυτή
φαίνεται μάλλον να αγνοεί (ή να θέλει να ξεχάσει) το κανονιστικό
περιεχόμενο
του άρθρου 16 του Συντάγματος, ο ακρωτηριασμός του οποίου είχε ανεπιτυχώς
επιχειρηθεί στην τελευταία συνταγματική αναθεώρηση του 2008.
Κεντρικό άξονα της επικείμενης «μεταρρύθμισης» αποτελεί η
εισαγωγή των «συμβουλίων διοίκησης» ως ύπατων πανεπιστημιακών οργάνων. Η
φημολογούμενη στελέχωσή τους με εξωπανεπιστημιακά πρόσωπα επιλεγμένα από
την
κρατική εξουσία (!) προσκρούει ευθέως στη συνταγματική κατοχύρωση της
«πλήρους αυτοδιοίκησης» των ΑΕΙ και συνεπώς του δικαιώματος των τελευταίων
να επιλέγουν με δικά τους όργανα το προσωπικό και τα όργανα διοίκησής
τους.
Όμως ακόμη κι αν τα μέλη των «συμβουλίων διοίκησης» εκλέγονται από την
πανεπιστημιακή κοινότητα, ο σχεδιασμός των (υπερ)εξουσιών τους θίγει την
αυτοδιοίκηση στο επίπεδο της ακαδημαϊκής μονάδας (σχολής ή τμήματος).
Η χρηματοδότηση των ΑΕΙ από το κράτος μόνο υπό όρους και
προϋποθέσεις, όπως η σύναψη σύμβασης (!) μεταξύ του αρμόδιου υπουργείου
και
του συμβουλίου διοίκησης, η επίτευξη αδιευκρίνιστων προς το παρόν «στόχων»
κλπ., δεν εναρμονίζεται προς το συνταγματικό δικαίωμα των ιδρυμάτων για
κρατική οικονομική ενίσχυση. Το δικαίωμα τούτο δημιουργεί αξίωση καθενός
ΑΕΙ
κατά του κράτους για κάλυψη τουλάχιστον των στοιχειωδών λειτουργικών
αναγκών
του (π.χ. μισθοδοσία προσωπικού, συντήρηση και λειτουργία κτιρίων κλπ.) σε
όσο μέτρο δεν επαρκούν οι ίδιοι πόροι του.
Πέρα όμως από αυτά και άλλα επιμέρους ζητήματα
αντισυνταγματικότητας που προκύπτουν από τις κυβερνητικές «ιδέες», το
γενικότερο θέμα είναι η διαφαινόμενη μέσα από εκείνες απόπειρα όχι για
μεταρρύθμιση, αλλά μάλλον για απορρύθμιση των ΑΕΙ, με την υπαγωγή τους σε
μια αγοραία αντίληψη περί επιστήμης και παιδείας. Στη λογική αυτή
εντάσσονται η αντιμετώπιση των φοιτητών ως εμπορευματικό είδος («κουπόνι»)
και η παροχή της δυνατότητας στα ιδρύματα (στην πράξη ο εξαναγκασμός τους)
να στραφούν κατά προτεραιότητα στη διδασκαλία αντί της έρευνας,
μετατρεπόμενα έτσι όχι μόνο de facto αλλά και de jure σε ΙΕΚ πολυτελείας.
Όλα αυτά καταλήγουν σε καταστρατήγηση τόσο της συνταγματικής υποχρέωσης
του
κράτους για ανάπτυξη και προαγωγή της επιστήμης και της έρευνας όσο και
του
χαρακτήρα των ΑΕΙ ως νομικών προσώπων δημοσίου δικαίου. Η τάξη των
επαγγελματιών πολιτικών, αφού «κατόρθωσε» να ιδιωτικοποιήσει την πολιτική
εξουσία, μετατρέποντάς την σε ιδιωτική υπόθεση των κυρίαρχων πολιτικών
δυναστειών, των υποτελών τους και των διαπλεκόμενων οικονομικών
συμφερόντων
πίσω τους, επιχειρεί τώρα να προχωρήσει στη λανθάνουσα ιδιωτικοποίηση και
της ανώτατης εκπαίδευσης. Όπως όμως η ιδιωτικοποίηση του κράτους οδηγεί
στην
οικονομική του πτώχευση, έτσι και η ιδιωτικοποίηση της παιδείας θα
οδηγήσει,
εάν επιβληθεί τελικά, στην πνευματική της πτώχευση.
Δευτέρα 27 Σεπτεμβρίου 2010
Changing patterns of working, learning and career development across Europe
http://ec.europa.eu/education/more-information/doc/2010/warwick_en.pdf
Next Generation Charter Schools : Meeting the Needs of Latinos and English Language Learners
http://www.americanprogress.org/issues/2010/09/pdf/charter_schools.pdf
Future demand for Higher Education in Australia
http://www.go8.edu.au/storage/go8statements/2010/go8backgrounder10_HE_demand_revised_version.pdf
Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review o
http://zunia.org/uploads/media/knowledge/teachereducation1282468380.pdf
Young adults and higher education : Barriers and breakthroughs to success
http://npc.umich.edu/publications/u/working_paper10-08.pdf
Policy Futures in Education
Vol. 8, n°5, septembre 2010
In Search of Affective Citizenship: from the pragmatist-phenomenological perspective, Ruyu Hung ‘You Can Only Get a Degree!’ Theoretically Situating the Alterations to the Back to Education Allowance Welfare to Education Programme of 2003/04, Martin J. Power
* Reconceptualising Access in Education Policy: method and mindset, Athena Vongalis-Macrow
* Governmentality of Youth: managing risky subjects, Tina (A.C.) Besley
* Teaching Racial Literacy: challenges and contributions of multiculturalism, Ana Canen
* Link or Breach? The Role of Trust in Developing Social Capital within a Family Literacy Project, Beth Cross
* Openness, Web 2.0 Technology, and Open Science, Michael A. Peters
* Interrogating the University as an Engine of Capitalism: neoliberalism and academic ‘raison d’état’, Adam Davidson-Harden
* New Worlds Rising?, Andrew Stables
* New Worlds Rising? The View from the Sustainable School, William Scott
* New Worlds Rising? The View from Transdisciplinary Lifelong Learning, John Blewitt
http://www.wwwords.co.uk/.../issue8_5.asp#1
In Search of Affective Citizenship: from the pragmatist-phenomenological perspective, Ruyu Hung ‘You Can Only Get a Degree!’ Theoretically Situating the Alterations to the Back to Education Allowance Welfare to Education Programme of 2003/04, Martin J. Power
* Reconceptualising Access in Education Policy: method and mindset, Athena Vongalis-Macrow
* Governmentality of Youth: managing risky subjects, Tina (A.C.) Besley
* Teaching Racial Literacy: challenges and contributions of multiculturalism, Ana Canen
* Link or Breach? The Role of Trust in Developing Social Capital within a Family Literacy Project, Beth Cross
* Openness, Web 2.0 Technology, and Open Science, Michael A. Peters
* Interrogating the University as an Engine of Capitalism: neoliberalism and academic ‘raison d’état’, Adam Davidson-Harden
* New Worlds Rising?, Andrew Stables
* New Worlds Rising? The View from the Sustainable School, William Scott
* New Worlds Rising? The View from Transdisciplinary Lifelong Learning, John Blewitt
http://www.wwwords.co.uk/.../issue8_5.asp#1
School Leadership & Management
Vol. 30, n°4, septembre 2010
* Leadership for evidence-informed education, Ben Levin
* Principal leadership and mathematics achievement: an international comparative study, Seon-Hi Shin, Charles Slater
* Quality control in primary schools: progress from 2001-2006, Roelande Hofman, Jan de Boom, W.H. Adriaan Hofman
* Leadership forces in Hong Kong secondary schools, Nicholas Sun Keung Pang
* Understanding the leadership qualities of a head of department coping with curriculum changes in a Hong Kong secondary school, Angela Choi Fung Tam
* Leading educational improvement in Trinidad and Tobago, Freddy James
http://www.informaworld.com/.../title~db=all~content=g926964621
* Leadership for evidence-informed education, Ben Levin
* Principal leadership and mathematics achievement: an international comparative study, Seon-Hi Shin, Charles Slater
* Quality control in primary schools: progress from 2001-2006, Roelande Hofman, Jan de Boom, W.H. Adriaan Hofman
* Leadership forces in Hong Kong secondary schools, Nicholas Sun Keung Pang
* Understanding the leadership qualities of a head of department coping with curriculum changes in a Hong Kong secondary school, Angela Choi Fung Tam
* Leading educational improvement in Trinidad and Tobago, Freddy James
http://www.informaworld.com/.../title~db=all~content=g926964621
Higher Education (β)
Vol. 60, n°4, octobre 2010
* Wage determinants among medical doctors and nurses in Spain, Manuel Salas-Velasco
* Different but equal? Assessing European dual HE systems, Osmo Kivinen, Jouni Nurmi
* Evaluation bias against work in progress: evidence from a Spanish marketing conference, Aurora Calderón-Martínez, Enar Ruiz-Conde, Josefa Parreño-Selva, Francisco Mas-Ruiz
* When state centralism meets neo-liberalism: managing university governance change in Singapore and Malaysia, Ka Mok
* Developing generic skills through university study: a study of arts, science and engineering in Australia, Paul Badcock, Philippa Pattison, Kerri-Lee Harris
http://www.springerlink.com/content/0018-1560/60/4/
* Wage determinants among medical doctors and nurses in Spain, Manuel Salas-Velasco
* Different but equal? Assessing European dual HE systems, Osmo Kivinen, Jouni Nurmi
* Evaluation bias against work in progress: evidence from a Spanish marketing conference, Aurora Calderón-Martínez, Enar Ruiz-Conde, Josefa Parreño-Selva, Francisco Mas-Ruiz
* When state centralism meets neo-liberalism: managing university governance change in Singapore and Malaysia, Ka Mok
* Developing generic skills through university study: a study of arts, science and engineering in Australia, Paul Badcock, Philippa Pattison, Kerri-Lee Harris
http://www.springerlink.com/content/0018-1560/60/4/
Κυριακή 26 Σεπτεμβρίου 2010
Higher Education
Vol. 60, n°5, novembre 2010 (Αγγελε δες το δεύτερο άρθρο)
* Student finance, information and decision making, Jean Mangan, Amanda Hughes, Kim Slack
* The relationship between higher education and labour market in Greece: the weakest link?, Ilias Livanos
* University leaders and university performance in the United Kingdom: is it ‘who’ leads, or ‘where’ they lead that matters most?, Glynis Breakwell, Michelle Tytherleigh
* Ranking of rankings: benchmarking twenty-five higher education ranking systems in Europe, Ingo Stolz, Darwin Hendel, Aaron Horn
* From higher education to work patterns of labor market entry in Germany and the US, Marita Jacob, Felix Weiss
* Compliance, resistance and seduction: reflections on 20 years of the funding council model of governance, Ourania Filippakou, Brian Salter, Ted Tapper
http://www.springerlink.com/content/0018-1560/60/5/
* Student finance, information and decision making, Jean Mangan, Amanda Hughes, Kim Slack
* The relationship between higher education and labour market in Greece: the weakest link?, Ilias Livanos
* University leaders and university performance in the United Kingdom: is it ‘who’ leads, or ‘where’ they lead that matters most?, Glynis Breakwell, Michelle Tytherleigh
* Ranking of rankings: benchmarking twenty-five higher education ranking systems in Europe, Ingo Stolz, Darwin Hendel, Aaron Horn
* From higher education to work patterns of labor market entry in Germany and the US, Marita Jacob, Felix Weiss
* Compliance, resistance and seduction: reflections on 20 years of the funding council model of governance, Ourania Filippakou, Brian Salter, Ted Tapper
http://www.springerlink.com/content/0018-1560/60/5/
British Educational Research Journal (BERJ)
Vol. 36, n°5, octobre 2010
* Benefits of omega-3 supplementation for schoolchildren: review of the current evidence, Amanda Kirby, Amelia Woodward, Sarah Jackson
* Constructing inclusive education in a neo-liberal context: promoting inclusion of Arab-Australian students in an Australian context, Annelies Kamp, Fethi Mansouri
* Serious doubts about school effectiveness, Stephen Gorard
* From rhetoric to reality: the problematic nature and assessment of children and young people's social and emotional learning, Deborah Lynette Watson, Carl Emery
* Invisible experiences: understanding the choices and needs of university students with dependent children, Elodie Marandet, Emma Wainwright
* A synthesis of studies searching for school factors: implications for theory and research, Leonidas Kyriakides, Bert Creemers, Panayiotis Antoniou, Demetris Demetriou
* The cultural inertia of the habitus: gendered narrations of agency amongst educated female Palestinians in Israel, Samira Alayan, Gad Yair
* Young people on the margins: in need of more choices and more chances in twenty-first century Scotland, Ian Finlay, Marion Sheridan, Jane McKay, Hope Nudzor
http://www.informaworld.com/.../title~db=all~content=g926967057
* Benefits of omega-3 supplementation for schoolchildren: review of the current evidence, Amanda Kirby, Amelia Woodward, Sarah Jackson
* Constructing inclusive education in a neo-liberal context: promoting inclusion of Arab-Australian students in an Australian context, Annelies Kamp, Fethi Mansouri
* Serious doubts about school effectiveness, Stephen Gorard
* From rhetoric to reality: the problematic nature and assessment of children and young people's social and emotional learning, Deborah Lynette Watson, Carl Emery
* Invisible experiences: understanding the choices and needs of university students with dependent children, Elodie Marandet, Emma Wainwright
* A synthesis of studies searching for school factors: implications for theory and research, Leonidas Kyriakides, Bert Creemers, Panayiotis Antoniou, Demetris Demetriou
* The cultural inertia of the habitus: gendered narrations of agency amongst educated female Palestinians in Israel, Samira Alayan, Gad Yair
* Young people on the margins: in need of more choices and more chances in twenty-first century Scotland, Ian Finlay, Marion Sheridan, Jane McKay, Hope Nudzor
http://www.informaworld.com/.../title~db=all~content=g926967057
History of Education
Vol. 39, n°5, septembre 2010
* The impact of Western progressive educational ideas in Japan: 1868-1940, Yoko Yamasaki
* Help will be welcomed from every quarter: the work of William Boyd and the Educational Institute of Scotland's Research Committee in the 1920s, Caroline Elizabeth Brett, Martin Lawn, David Bartholomew, Ian John Deary
* Adult education between the wars: the curious case of the Selborne Lecture Bureau, Richard Clarke
* Ecumenism, economic necessity and the disappearance of Methodist elementary schools in England in the twentieth century, John Smith
* Teach them to pray Auntie: Children's Hour Prayers at the BBC, 1940-1961, Stephen Parker
http://www.informaworld.com/.../title~db=all~content=g927051138
* The impact of Western progressive educational ideas in Japan: 1868-1940, Yoko Yamasaki
* Help will be welcomed from every quarter: the work of William Boyd and the Educational Institute of Scotland's Research Committee in the 1920s, Caroline Elizabeth Brett, Martin Lawn, David Bartholomew, Ian John Deary
* Adult education between the wars: the curious case of the Selborne Lecture Bureau, Richard Clarke
* Ecumenism, economic necessity and the disappearance of Methodist elementary schools in England in the twentieth century, John Smith
* Teach them to pray Auntie: Children's Hour Prayers at the BBC, 1940-1961, Stephen Parker
http://www.informaworld.com/.../title~db=all~content=g927051138
Education and Information Technologies
Vol. 15, n°4, décembre 2010
Information systems curriculum
* Special issue on information systems curriculum, Bill Davey
* Using actor-network theory to understand the process of information systems curriculum innovation, Arthur Tatnall
* Selecting software tools for IS/IT curricula, Kevin Parker
* BLAKE: A language designed for Programming I, Ben Blake
* Designing and implementing an undergraduate program in information systems security, Victor Ralevich, Dragana Martinovic
* On the global knowledge components in an information security curriculum–a multidisciplinary perspective, Ju Long, Garry White
* The combined effect of self-efficacy and academic integration on higher education students studying IT majors in Taiwan, Fumei Weng, France Cheong, Christopher Cheong
http://www.springerlink.com/content/h5x246103461/
Information systems curriculum
* Special issue on information systems curriculum, Bill Davey
* Using actor-network theory to understand the process of information systems curriculum innovation, Arthur Tatnall
* Selecting software tools for IS/IT curricula, Kevin Parker
* BLAKE: A language designed for Programming I, Ben Blake
* Designing and implementing an undergraduate program in information systems security, Victor Ralevich, Dragana Martinovic
* On the global knowledge components in an information security curriculum–a multidisciplinary perspective, Ju Long, Garry White
* The combined effect of self-efficacy and academic integration on higher education students studying IT majors in Taiwan, Fumei Weng, France Cheong, Christopher Cheong
http://www.springerlink.com/content/h5x246103461/
Quels facteurs influencent les poursuites d’études dans l’enseignement supérieur ?
Net.Doc
N°68, aouût 2010
Thème : Quels facteurs influencent les poursuites d’études dans l’enseignement supérieur ?
Dossier réalisé par Magali Jaoul-Grammare(Bureau d’économie théorique et appliquée (BETA) de Strasbourg) et Nadia Nakhili (Laboratoire des sciences de l’éducation (LSE) et Université Joseph Fourier, Grenoble).
Synthèse des auteures :
"Quels sont les facteurs qui influencent les décisions de poursuite ou d’arrêt des études aux quatre paliers de l’enseignement supérieur ? Quel est le poids de l’origine sociale dans les bifurcations ?
De précédents travaux, réalisés à partir de l’enquête Génération 98, avaient mis en évidence que l’impact de l’origine sociale augmentait avec le niveau d’études. En début de parcours, les variables « scolaires » des individus sont les principaux facteurs favorisant la poursuite d’études. Au-delà de la 4ème année, elle est fortement conditionnée par les facteurs sociaux.
Les analyses présentées ici, actualisent des résultats sur la base des données de l’enquête Génération 2004.
Elles les affinent en prenant en compte la filière d’entrée dans l’enseignement supérieur (université, BTS, IUT, classe préparatoire aux grandes écoles).
Elles ne confirment pas les tendances précédentes dans toutes les filières. Être issu d’un milieu aisé favorise la poursuite d’études et ce de manière d’autant plus importante que l’on se situe dans le cadre d’études longues (doctorat, classes préparatoires) où les effets de la CSP du père et de la mère semblent s’agréger quel que soit le genre. En revanche, dans le cas des jeunes entrés dans l’enseignement supérieur en IUT ou à l’université, l’impact de l’origine sociale est assez élevé en début de parcours et s’atténue aux paliers intermédiaires : une fois atteint le niveau bac+3, la poursuite d’études en master est indifférente au milieu social.
Une série de régressions logistiques ont été menées à partir des données de l’enquête Génération 2004 afin d’envisager les déterminants sociaux et scolaires de l’arrêt des études au moment des grandes bifurcations du LMD."
http://www.cereq.fr/.../Net-Doc-68.pdf
N°68, aouût 2010
Thème : Quels facteurs influencent les poursuites d’études dans l’enseignement supérieur ?
Dossier réalisé par Magali Jaoul-Grammare(Bureau d’économie théorique et appliquée (BETA) de Strasbourg) et Nadia Nakhili (Laboratoire des sciences de l’éducation (LSE) et Université Joseph Fourier, Grenoble).
Synthèse des auteures :
"Quels sont les facteurs qui influencent les décisions de poursuite ou d’arrêt des études aux quatre paliers de l’enseignement supérieur ? Quel est le poids de l’origine sociale dans les bifurcations ?
De précédents travaux, réalisés à partir de l’enquête Génération 98, avaient mis en évidence que l’impact de l’origine sociale augmentait avec le niveau d’études. En début de parcours, les variables « scolaires » des individus sont les principaux facteurs favorisant la poursuite d’études. Au-delà de la 4ème année, elle est fortement conditionnée par les facteurs sociaux.
Les analyses présentées ici, actualisent des résultats sur la base des données de l’enquête Génération 2004.
Elles les affinent en prenant en compte la filière d’entrée dans l’enseignement supérieur (université, BTS, IUT, classe préparatoire aux grandes écoles).
Elles ne confirment pas les tendances précédentes dans toutes les filières. Être issu d’un milieu aisé favorise la poursuite d’études et ce de manière d’autant plus importante que l’on se situe dans le cadre d’études longues (doctorat, classes préparatoires) où les effets de la CSP du père et de la mère semblent s’agréger quel que soit le genre. En revanche, dans le cas des jeunes entrés dans l’enseignement supérieur en IUT ou à l’université, l’impact de l’origine sociale est assez élevé en début de parcours et s’atténue aux paliers intermédiaires : une fois atteint le niveau bac+3, la poursuite d’études en master est indifférente au milieu social.
Une série de régressions logistiques ont été menées à partir des données de l’enquête Génération 2004 afin d’envisager les déterminants sociaux et scolaires de l’arrêt des études au moment des grandes bifurcations du LMD."
http://www.cereq.fr/.../Net-Doc-68.pdf
Recherches et éducations
Référence : N°3, 2010
Santé et Education
Coordination : J. Descarpentries, A. Klein et S. Parayre
Hommage à Géraldine Binet
* L’entrée de l’éducation à la santé à l’école par la prévention (XVIIIe-XIXe siècle) Séverine Parayre
* Quel sujet pour l’éducation en santé ? Alexandre Klein
* L’éducation à la santé au service du savoir médical, Emmanuel Triby
* Éducation et santé à l’école : étude de l’impact d’un dispositif de formation et d’accompagnement sur l’implication des enseignants dans une démarche de promotion de la santé, Frank Pizon et Didier Jourdan
* Étude le l’impact d’un dispositif de formation et d’accompagnement sur l’implication des enseignants dans une démarche de promotion de la santé, Carine Simar & Didier Jourdan
* Processus d’altérité entre le personnel de santé et le malade dans la relation éducative en santé, Jean-Marie Revillot et Chantal Eymard
* L’apprentissage de la perception des symptômes fins par des patients diabétiques : Compétence utile pour la gestion de leur maladie, Cyril Crozet et Jean-François d’Ivernois
* L’autoformation d’accidentés du travail, Francine d’Ortun
* Body Agency et Autosanté, Bernard Andrieu
* Le Corps des sans domicile fixe. De la désinsertion sociale à la disqualification corporelle, Anne-Françoise Dequiré
Articles hors dossiers
* Ludwig Wittgenstein : une pédagogie en acte, Francis Danvers & Joseph P. Saint-Fleur
* L’idéologie méritocratique comme principe fondateur des politiques éducatives au Brésil et à Santa Catarina (1930-2000), Ione Ribeiro Valle
http://www.revues.org/162
Santé et Education
Coordination : J. Descarpentries, A. Klein et S. Parayre
Hommage à Géraldine Binet
* L’entrée de l’éducation à la santé à l’école par la prévention (XVIIIe-XIXe siècle) Séverine Parayre
* Quel sujet pour l’éducation en santé ? Alexandre Klein
* L’éducation à la santé au service du savoir médical, Emmanuel Triby
* Éducation et santé à l’école : étude de l’impact d’un dispositif de formation et d’accompagnement sur l’implication des enseignants dans une démarche de promotion de la santé, Frank Pizon et Didier Jourdan
* Étude le l’impact d’un dispositif de formation et d’accompagnement sur l’implication des enseignants dans une démarche de promotion de la santé, Carine Simar & Didier Jourdan
* Processus d’altérité entre le personnel de santé et le malade dans la relation éducative en santé, Jean-Marie Revillot et Chantal Eymard
* L’apprentissage de la perception des symptômes fins par des patients diabétiques : Compétence utile pour la gestion de leur maladie, Cyril Crozet et Jean-François d’Ivernois
* L’autoformation d’accidentés du travail, Francine d’Ortun
* Body Agency et Autosanté, Bernard Andrieu
* Le Corps des sans domicile fixe. De la désinsertion sociale à la disqualification corporelle, Anne-Françoise Dequiré
Articles hors dossiers
* Ludwig Wittgenstein : une pédagogie en acte, Francis Danvers & Joseph P. Saint-Fleur
* L’idéologie méritocratique comme principe fondateur des politiques éducatives au Brésil et à Santa Catarina (1930-2000), Ione Ribeiro Valle
http://www.revues.org/162
Revue française de sociologie
Vol. 51, n°3
Thème : Varia
A lire dans ce numéro :
* Ségrégation entre écoles, effets de la composition scolaire et inégalités de résultats, Xavier Dumay, Vincent Dupriez, Christian Maroy
http://www.cairn.info/revue-francaise-de-sociologie-2010-3.htm
Thème : Varia
A lire dans ce numéro :
* Ségrégation entre écoles, effets de la composition scolaire et inégalités de résultats, Xavier Dumay, Vincent Dupriez, Christian Maroy
http://www.cairn.info/revue-francaise-de-sociologie-2010-3.htm
Les compétences des élèves en histoire, géographie et éducation civique en fin de collège
Les compétences des élèves en histoire, géographie et éducation civique en fin de collège
Les dossiers évaluations et statistiques - DEPP - N°196 juillet 2010
Les informations présentées dans ce dossier ont été recueillies en mai 2006 dans le cadre du cycle d'évaluations-bilans conduit par la Direction de l'évaluation, de la prospective et de la performance (DEPP).
Les outils d'évaluations des élèves ont été réalisés à partir d'un cadre de référence conforme aux contenus des programmes d'histoire-géographie et éducation civique au collège. Ils ont été passés par un échantillon représentatif de 5 856 élèves sélectionnés dans 127 collèges et ont permis de dégager des profils d'élèves répartis en cinq groupes.
Si 15 % des élèves (groupes 0 et 1) connaissent des difficultés dans la maîtrise de la langue faisant obstacle à leurs apprentissages en histoire géographie, on peut dire cependant que la grande majorité des élèves (85 %) est habituée à travailler avec le matériel documentaire de la discipline ; mais 27 % d'entre eux (groupe 2) se limitent seulement à la lecture séquentielle qui leur permet de réactiver des connaissances et le prélèvement d'information.
À partir du groupe 3, plus de la moitié des élèves (57 %) utilisent des documents plus complexes, maîtrisent les repères du programme de troisième et du diplôme national du brevet, et donnent du sens à leurs connaissances par la maîtrise d'un vocabulaire élargi. Ils parviennent à généraliser et perçoivent les différences de points de vue. Il semble que se situe là un noyau dur de compétences et de connaissances bien consolidées. C'est dans la réussite des compétences en argumentation et en production écrite et dans les connaissances installées portant sur l'ensemble des programmes du collège que se dessine la ligne de démarcation au-delà de laquelle ne réussissent que les meilleurs élèves (27 %, groupes 4 et 5). Les élèves dessinent une image de la discipline plutôt attractive nécessitant un travail hors de la classe et un enrichissement personnel qui influent sur leurs résultats.
http://www.education.gouv.fr/cid53041/les-competences-des-eleves-histoire-geographie-education-civique-fin-college.html
Les dossiers évaluations et statistiques - DEPP - N°196 juillet 2010
Les informations présentées dans ce dossier ont été recueillies en mai 2006 dans le cadre du cycle d'évaluations-bilans conduit par la Direction de l'évaluation, de la prospective et de la performance (DEPP).
Les outils d'évaluations des élèves ont été réalisés à partir d'un cadre de référence conforme aux contenus des programmes d'histoire-géographie et éducation civique au collège. Ils ont été passés par un échantillon représentatif de 5 856 élèves sélectionnés dans 127 collèges et ont permis de dégager des profils d'élèves répartis en cinq groupes.
Si 15 % des élèves (groupes 0 et 1) connaissent des difficultés dans la maîtrise de la langue faisant obstacle à leurs apprentissages en histoire géographie, on peut dire cependant que la grande majorité des élèves (85 %) est habituée à travailler avec le matériel documentaire de la discipline ; mais 27 % d'entre eux (groupe 2) se limitent seulement à la lecture séquentielle qui leur permet de réactiver des connaissances et le prélèvement d'information.
À partir du groupe 3, plus de la moitié des élèves (57 %) utilisent des documents plus complexes, maîtrisent les repères du programme de troisième et du diplôme national du brevet, et donnent du sens à leurs connaissances par la maîtrise d'un vocabulaire élargi. Ils parviennent à généraliser et perçoivent les différences de points de vue. Il semble que se situe là un noyau dur de compétences et de connaissances bien consolidées. C'est dans la réussite des compétences en argumentation et en production écrite et dans les connaissances installées portant sur l'ensemble des programmes du collège que se dessine la ligne de démarcation au-delà de laquelle ne réussissent que les meilleurs élèves (27 %, groupes 4 et 5). Les élèves dessinent une image de la discipline plutôt attractive nécessitant un travail hors de la classe et un enrichissement personnel qui influent sur leurs résultats.
http://www.education.gouv.fr/cid53041/les-competences-des-eleves-histoire-geographie-education-civique-fin-college.html
La baisse des sorties sans qualification : un enjeu pour l'employabilité des jeunes
La baisse des sorties sans qualification : un enjeu pour l'employabilité des jeunes
Les notes d'information - DEPP - N°10.12 août 2010
Les sorties sans qualification n’ont cessé de baisser au cours des trente dernières années. En 1975, un quart des élèves d’une même génération interrompait ses études au collège ou en première année de CAP ou de BEP. Trente ans plus tard, ils ne sont plus que 5 %.
Cette baisse est considérable. La principale explication est l’élévation générale du niveau d’études. Les élèves en difficulté scolaire interrompent désormais plus tard leurs études, mais 140 000 d'entre eux sortent encore sans diplôme. Cela suffit cependant à leur conférer un statut d’élève qualifié selon la classification interministérielle des niveaux de formation atteint. Néanmoins cela n’est pas suffisant pour faciliter leur insertion sur le marché du travail.
L’élévation générale du niveau d‘études entraîne effectivement, dans le même temps, un glissement des normes de qualification vers le haut, ce qui accentue les risques d’exclusion professionnelle des quelque 40 000 jeunes qui quittent encore chaque année le système scolaire sans un niveau de qualification reconnu.
http://www.education.gouv.fr/cid53006/la-baisse-des-sorties-sans-qualification.html
Les notes d'information - DEPP - N°10.12 août 2010
Les sorties sans qualification n’ont cessé de baisser au cours des trente dernières années. En 1975, un quart des élèves d’une même génération interrompait ses études au collège ou en première année de CAP ou de BEP. Trente ans plus tard, ils ne sont plus que 5 %.
Cette baisse est considérable. La principale explication est l’élévation générale du niveau d’études. Les élèves en difficulté scolaire interrompent désormais plus tard leurs études, mais 140 000 d'entre eux sortent encore sans diplôme. Cela suffit cependant à leur conférer un statut d’élève qualifié selon la classification interministérielle des niveaux de formation atteint. Néanmoins cela n’est pas suffisant pour faciliter leur insertion sur le marché du travail.
L’élévation générale du niveau d‘études entraîne effectivement, dans le même temps, un glissement des normes de qualification vers le haut, ce qui accentue les risques d’exclusion professionnelle des quelque 40 000 jeunes qui quittent encore chaque année le système scolaire sans un niveau de qualification reconnu.
http://www.education.gouv.fr/cid53006/la-baisse-des-sorties-sans-qualification.html
Les évaluations en lecture dans le cadre de la journée d'appel de préparation à la défense Année 2009
Les évaluations en lecture dans le cadre de la journée d'appel de préparation à la défense Année 2009
Les notes d'information - DEPP - N°10.11 août 2010
En 2009, près de huit participants à la JAPD sur dix sont des « lecteurs habiles ». Un peu plus de un sur dix rencontre des difficultés de compréhension. Les autres ont une maîtrise fragile de la lecture.
L’administration des épreuves de lecture qu’offre la JAPD a connu, en 2009, une amélioration très significative de sa fiabilité par le passage automatisé des tests. Ce dispositif plus moderne garantit la standardisation des conditions de passation et de correction. La qualité des données recueillies est optimale. En outre, cette forme d’interrogation provoque de nouveaux comportements et réduit considérablement les attitudes négatives qui, jusque-là, pouvaient brouiller la mesure des performances de certains profils.
Grâce à la nouvelle formule, l’évaluation de la JAPD donne une mesure plus fine du niveau d’illettrisme chez les jeunes français, qui est d’environ 10 % et dont la moitié est quasi-analphabète.
http://www.education.gouv.fr/cid53005/les-evaluations-en-lecture-dans-le-cadre-de-la-journee-d-appel-de-preparation-a-la-defense.html
Les notes d'information - DEPP - N°10.11 août 2010
En 2009, près de huit participants à la JAPD sur dix sont des « lecteurs habiles ». Un peu plus de un sur dix rencontre des difficultés de compréhension. Les autres ont une maîtrise fragile de la lecture.
L’administration des épreuves de lecture qu’offre la JAPD a connu, en 2009, une amélioration très significative de sa fiabilité par le passage automatisé des tests. Ce dispositif plus moderne garantit la standardisation des conditions de passation et de correction. La qualité des données recueillies est optimale. En outre, cette forme d’interrogation provoque de nouveaux comportements et réduit considérablement les attitudes négatives qui, jusque-là, pouvaient brouiller la mesure des performances de certains profils.
Grâce à la nouvelle formule, l’évaluation de la JAPD donne une mesure plus fine du niveau d’illettrisme chez les jeunes français, qui est d’environ 10 % et dont la moitié est quasi-analphabète.
http://www.education.gouv.fr/cid53005/les-evaluations-en-lecture-dans-le-cadre-de-la-journee-d-appel-de-preparation-a-la-defense.html
Prévisions nationales d'effectifs d'élèves des premier et second degrés pour les rentrées 2010 et 2011
Prévisions nationales d'effectifs d'élèves des premier et second degrés pour les rentrées 2010 et 2011
Les notes d'information - DEPP - N°10.14 septembre 2010
En France métropolitaine et dans les DOM, le nombre d’élèves scolarisés dans les écoles maternelles et élémentaires, publiques et privées, devrait augmenter de 14 000 à la rentrée 2010 et de 1 500 à la rentrée 2011, selon les taux de scolarisation actuels. La progression du nombre de naissances dans les années 2000 explique principalement ces évolutions.
Les taux de scolarisation resteraient quasiment constants, puisque les enfants âgés de 3 à 9 ans sont presque tous accueillis dans les écoles du premier degré. En revanche, la tendance à la baisse de la scolarisation à 2 ans et des retards scolaires va continuer.
Les effectifs dans le second degré sont également sensibles aux évolutions démographiques, mais ils dépendent plus fortement de la politique éducative. En particulier, la généralisation du baccalauréat professionnel en trois ans a des conséquences importantes sur les effectifs des lycées professionnels. Le nombre d’élèves dans le second degré devrait augmenter de 39 200 en 2010, puis de 61 900 en 2011. Cette hausse concerne surtout le collège (16 100 en 2010, puis 35 300 en 2011) et le lycée professionnel (24 300 en 2010, puis 14 000 en 2011).
http://www.education.gouv.fr/cid53111/previsions-nationales-d-effectifs-d-eleves-des-premier-et-second-degres-pour-les-rentrees-2010-et-2011.html
Les notes d'information - DEPP - N°10.14 septembre 2010
En France métropolitaine et dans les DOM, le nombre d’élèves scolarisés dans les écoles maternelles et élémentaires, publiques et privées, devrait augmenter de 14 000 à la rentrée 2010 et de 1 500 à la rentrée 2011, selon les taux de scolarisation actuels. La progression du nombre de naissances dans les années 2000 explique principalement ces évolutions.
Les taux de scolarisation resteraient quasiment constants, puisque les enfants âgés de 3 à 9 ans sont presque tous accueillis dans les écoles du premier degré. En revanche, la tendance à la baisse de la scolarisation à 2 ans et des retards scolaires va continuer.
Les effectifs dans le second degré sont également sensibles aux évolutions démographiques, mais ils dépendent plus fortement de la politique éducative. En particulier, la généralisation du baccalauréat professionnel en trois ans a des conséquences importantes sur les effectifs des lycées professionnels. Le nombre d’élèves dans le second degré devrait augmenter de 39 200 en 2010, puis de 61 900 en 2011. Cette hausse concerne surtout le collège (16 100 en 2010, puis 35 300 en 2011) et le lycée professionnel (24 300 en 2010, puis 14 000 en 2011).
http://www.education.gouv.fr/cid53111/previsions-nationales-d-effectifs-d-eleves-des-premier-et-second-degres-pour-les-rentrees-2010-et-2011.html
Τι απέγιναν οι απόφοιτοι λυκείου της γενιάς του 1995;
Les bacheliers du panel 1995 : évolution et analyse des parcours
Les notes d'information - DEPP - N°10.13 septembre 2010
La proportion de bacheliers au sein d’une génération a connu, ces dernières années, une légère hausse : 63 % des élèves entrés en sixième en 1995 ont obtenu le baccalauréat, alors que 61% des élèves entrés en sixième en 1989 ont terminé leurs études secondaires en étant titulaires de ce diplôme. Cette progression est due, pour l’essentiel, à l’augmentation de la part des bacheliers technologiques.
Les chances d’obtenir le baccalauréat restent très liées à l'âge et aux acquis scolaires à l’entrée en sixième : seuls 25 % des élèves entrés au collège avec un an de retard sont devenus bacheliers.
Les disparités sociales de réussite demeurent assez fortes ; un enfant d’ouvrier non qualifié a deux fois moins de chances de devenir bachelier qu’un enfant de cadre ou d’enseignant. À niveau et retard scolaires comparables, les disparités de réussite selon lemilieu social, le sexe ou les caractéristiques familiales sont encore importantes.
En revanche, les élèves ayant effectué toute leur scolarité secondaire dans le secteur public ou dans le secteur privé ont, à caractéristiques de départ identiques, des chances comparables de devenir bacheliers.
http://www.education.gouv.fr/cid53110/les-bacheliers-du-panel-1995-evolution-et-analyse-des-parcours.html
Les notes d'information - DEPP - N°10.13 septembre 2010
La proportion de bacheliers au sein d’une génération a connu, ces dernières années, une légère hausse : 63 % des élèves entrés en sixième en 1995 ont obtenu le baccalauréat, alors que 61% des élèves entrés en sixième en 1989 ont terminé leurs études secondaires en étant titulaires de ce diplôme. Cette progression est due, pour l’essentiel, à l’augmentation de la part des bacheliers technologiques.
Les chances d’obtenir le baccalauréat restent très liées à l'âge et aux acquis scolaires à l’entrée en sixième : seuls 25 % des élèves entrés au collège avec un an de retard sont devenus bacheliers.
Les disparités sociales de réussite demeurent assez fortes ; un enfant d’ouvrier non qualifié a deux fois moins de chances de devenir bachelier qu’un enfant de cadre ou d’enseignant. À niveau et retard scolaires comparables, les disparités de réussite selon lemilieu social, le sexe ou les caractéristiques familiales sont encore importantes.
En revanche, les élèves ayant effectué toute leur scolarité secondaire dans le secteur public ou dans le secteur privé ont, à caractéristiques de départ identiques, des chances comparables de devenir bacheliers.
http://www.education.gouv.fr/cid53110/les-bacheliers-du-panel-1995-evolution-et-analyse-des-parcours.html
Revue française de pédagogie (RFP)
Ένα από τα εντυπωσιακότερα πισωγυρίσματα τα τελευταία χρόνια. Οι Γάλλοι αναρωτιούνται για τα μικτά σχολεία...
N°171, avril-juin 2010
Thème : La mixité scolaire, une thématique (encore) d’actualité ?
Dossier
* La mixité scolaire, une thématique (encore) d’actualité ? Marie Duru-Bellat et Brigitte Marin
* La mixité à l’école et dans la vie, une thématique aux enjeux scientifiques forts et ouverts Marie Duru-Bellat
* La mixité non ségrégative confrontée aux constructions sociales du masculin Daniel Welzer-Lang
* Valeurs et attentes des collégiens et des collégiennes envers l’école : une mixité à construire Claire Safont-Mottay, Nathalie Oubrayrie-Roussel et Yves Prêteur
* Single-sex Education: What Does Research Tell Us? [Non-mixité à l’école : que nous dit la recherche actuelle ?] Emer Smyth
* L’orientation, le butoir de la mixité Françoise Vouillot
* La mixité, une évidence trompeuse ? Entretien avec Martine Chaponnière
* L’école « embarrassée » par la mixité François Dubet
Contrepoints [nouvelle rubrique]
* Filles et garçons en EPS : différents et ensemble ? Annick Davisse
* Mixité et histoires scolaires : injonctions de genre et rapports de classe Séverine Depoilly
* Les expériences scolaires de non-mixité : un recours paradoxal Gaël Pasquier
Positions, débats et controverses [nouvelle rubrique]
* Le genre : identité des personnes ou modalité des relations sociales ? Irène Théry
Note de synthèse
* Enseignement réciproque et tutorat réciproque : analyse comparative de deux méthodes pédagogiques Alain Baudrit
http://www.inrp.fr/.../revue-francaise-de-pedagogie
N°171, avril-juin 2010
Thème : La mixité scolaire, une thématique (encore) d’actualité ?
Dossier
* La mixité scolaire, une thématique (encore) d’actualité ? Marie Duru-Bellat et Brigitte Marin
* La mixité à l’école et dans la vie, une thématique aux enjeux scientifiques forts et ouverts Marie Duru-Bellat
* La mixité non ségrégative confrontée aux constructions sociales du masculin Daniel Welzer-Lang
* Valeurs et attentes des collégiens et des collégiennes envers l’école : une mixité à construire Claire Safont-Mottay, Nathalie Oubrayrie-Roussel et Yves Prêteur
* Single-sex Education: What Does Research Tell Us? [Non-mixité à l’école : que nous dit la recherche actuelle ?] Emer Smyth
* L’orientation, le butoir de la mixité Françoise Vouillot
* La mixité, une évidence trompeuse ? Entretien avec Martine Chaponnière
* L’école « embarrassée » par la mixité François Dubet
Contrepoints [nouvelle rubrique]
* Filles et garçons en EPS : différents et ensemble ? Annick Davisse
* Mixité et histoires scolaires : injonctions de genre et rapports de classe Séverine Depoilly
* Les expériences scolaires de non-mixité : un recours paradoxal Gaël Pasquier
Positions, débats et controverses [nouvelle rubrique]
* Le genre : identité des personnes ou modalité des relations sociales ? Irène Théry
Note de synthèse
* Enseignement réciproque et tutorat réciproque : analyse comparative de deux méthodes pédagogiques Alain Baudrit
http://www.inrp.fr/.../revue-francaise-de-pedagogie
Διαβούλευση για το πανεπιστήμιο
Στην παρακάτω διεύθυνση υπάρχει αναρτημένη η σημερινή ομιλία της Υπουργού στη "Συνάντηση Διαλόγου και Εργασίας για την Τριτοβάθμια Εκπαίδευση"
http://www.minedu.gov.gr/index.php?option=com_content&view=article&id=1295%3A26-09-10----------------------&catid=79%3Aomilies&Itemid=806&lang=el
http://www.minedu.gov.gr/index.php?option=com_content&view=article&id=1295%3A26-09-10----------------------&catid=79%3Aomilies&Itemid=806&lang=el
Τετάρτη 8 Σεπτεμβρίου 2010
Education at a glance 2010
Η τελευταία έκδοση του ΟΟΣΑ για την εκπαίδευση που μόλις βγήκε.
Φιλική προσφορά του Μήτσου.
http://www.elemedu.upatras.gr/index.php?section=589&itemid691=749&secondary=963
Φιλική προσφορά του Μήτσου.
http://www.elemedu.upatras.gr/index.php?section=589&itemid691=749&secondary=963
Τρίτη 7 Σεπτεμβρίου 2010
Videos 9ου Σεμιναρίου (Μάης 2010)
9ο σεμινάριο (Μάιος 2010)
Ridha ENNAFAA (Université Paris 8)
« chercheur itinérant et nomade pour une université ouverte tout au long de la vie »
(πλανόδιος και νομάδας ερευνητής για ένα διά βίου ανοικτό πανεπιστήμιο)
(πλανόδιος και νομάδας ερευνητής για ένα διά βίου ανοικτό πανεπιστήμιο)
Saeed PAIVANDI
« réussir ou/et apprendre à l'université : la qualité d'apprentissage »
(η επιτυχία ή/και η μάθηση στο πανεπιστήμιο: η ποιότητα μάθησης)
(η επιτυχία ή/και η μάθηση στο πανεπιστήμιο: η ποιότητα μάθησης)
Une évaluation de l'effet de la réforme de 2003 sur les départs à la retraite : Le cas des enseignants du second degré public
Une évaluation de l'effet de la réforme de 2003 sur les départs à la retraite : Le cas des enseignants du second degré public
M. Baraton, M. Beffy, D. Fougère
INSEE
07/2010
"Dans le contexte d’une nouvelle réforme des régimes de retraites, il est essentiel d’évaluer l’impact des précédentes réformes. Àce jour, aucune étude empirique relative à l’impact de la réforme de 2003 n’a été conduite, en particulier pour les salariés du secteur public. Cet article apporte quelques éléments de réponse, en fournissant une première évaluation des effets de cette réforme sur le comportement de départ en retraite des enseignants du second degré public. D’une part, la réforme a bien eu un impact sur la probabilité de partir après 60 ans des enseignants du second degré public, toujours actifs à 60 ans. Pour ceux justifiant d’environ 37,5 années de durée de services à 60 ans, la probabilité de partir entre 60 et 61 ans a augmenté de 9 points. D’autre part, la réforme semble avoir modifié le comportement face au taux plein des différentes générations d’enseignants du second degré public. Ainsi un faible nombre de trimestres manquants n’entraîne plus une baisse de la probabilité de départ entre 60 et 61 ans pour les générations nées entre 1944 et 1946, contrairement aux générations antérieures. En revanche, un nombre plus élevé de trimestres manquants pour l’obtention du taux plein entraîne bien une baisse de la probabilité de départ entre 60 et 61 ans pour les générations nées en 1945 et 1946, comme pour celles nées avant 1944."
(38 pages, 347 Ko)
http://www.insee.fr/.../G2010-12.pdf
M. Baraton, M. Beffy, D. Fougère
INSEE
07/2010
"Dans le contexte d’une nouvelle réforme des régimes de retraites, il est essentiel d’évaluer l’impact des précédentes réformes. Àce jour, aucune étude empirique relative à l’impact de la réforme de 2003 n’a été conduite, en particulier pour les salariés du secteur public. Cet article apporte quelques éléments de réponse, en fournissant une première évaluation des effets de cette réforme sur le comportement de départ en retraite des enseignants du second degré public. D’une part, la réforme a bien eu un impact sur la probabilité de partir après 60 ans des enseignants du second degré public, toujours actifs à 60 ans. Pour ceux justifiant d’environ 37,5 années de durée de services à 60 ans, la probabilité de partir entre 60 et 61 ans a augmenté de 9 points. D’autre part, la réforme semble avoir modifié le comportement face au taux plein des différentes générations d’enseignants du second degré public. Ainsi un faible nombre de trimestres manquants n’entraîne plus une baisse de la probabilité de départ entre 60 et 61 ans pour les générations nées entre 1944 et 1946, contrairement aux générations antérieures. En revanche, un nombre plus élevé de trimestres manquants pour l’obtention du taux plein entraîne bien une baisse de la probabilité de départ entre 60 et 61 ans pour les générations nées en 1945 et 1946, comme pour celles nées avant 1944."
(38 pages, 347 Ko)
http://www.insee.fr/.../G2010-12.pdf
nalyse multidimensionnelle de l'insertion professionnelle des étudiants de bac+5 : approche par les parcours de formation et le capital social
Philippe Cordazzo, Magali Jaoul-Grammare
Bureau d'économie théorique et appliquée (BETA)
07/2010
Ce travail propose une analyse des trois dimensions de l’insertion professionnelle (emploi, formation et ressenti), pour des bac+5 par une double approche : le parcours de formation d’une part et le capital social (transmis ou acquis) ensuite. Les résultats obtenus montrent que quelle que soit la dimension, pour le capital social transmis, les personnes issues des catégories sociales les plus favorisées ont de meilleurs résultats par rapport à l’insertion professionnelle, et pour le capital social acquis, ce sont les individus issus de filières « prestigieuses » qui ont de meilleurs résultats. Nous montrons également que quelle que soit la filière ce sont les enfants d’ouvriers qui ont les meilleurs scores pour la dimension ressenti ; pour la dimension emploi ils obtiennent le meilleur score au sein des filières « standards » et le plus faible au sein des filières « prestigieuses ».
(25 pages, 344 Ko)
http://cournot2.u-strasbg.fr/.../2010-20.pdf
Philippe Cordazzo, Magali Jaoul-Grammare
Bureau d'économie théorique et appliquée (BETA)
07/2010
Ce travail propose une analyse des trois dimensions de l’insertion professionnelle (emploi, formation et ressenti), pour des bac+5 par une double approche : le parcours de formation d’une part et le capital social (transmis ou acquis) ensuite. Les résultats obtenus montrent que quelle que soit la dimension, pour le capital social transmis, les personnes issues des catégories sociales les plus favorisées ont de meilleurs résultats par rapport à l’insertion professionnelle, et pour le capital social acquis, ce sont les individus issus de filières « prestigieuses » qui ont de meilleurs résultats. Nous montrons également que quelle que soit la filière ce sont les enfants d’ouvriers qui ont les meilleurs scores pour la dimension ressenti ; pour la dimension emploi ils obtiennent le meilleur score au sein des filières « standards » et le plus faible au sein des filières « prestigieuses ».
(25 pages, 344 Ko)
http://cournot2.u-strasbg.fr/.../2010-20.pdf
Le rayonnement de la France par l’enseignement et la culture
Le rayonnement de la France par l’enseignement et la culture
François ROCHEBLOINE, Geneviève COLOT
Asemblée Nationale
08/2010
"La Commission des affaires étrangères de l’Assemblée nationale a rendu son rapport définitif sur le réseau culturel et le réseau d’enseignement de la France à l’étranger. Concernant le réseau d’enseignement, qualifié de « trésor », les rapporteurs formulent quelques recommandations : encadrer la mesure de gratuité en plafonnant la prise en charge, étoffer la palette des statuts des établissements, réduire les disparités de statut des personnels, remettre à niveau l’immobilier. Ils préconisent également de « mieux utiliser l’excellence de l’enseignement secondaire français à l’étranger pour favoriser l’attractivité de l’enseignement supérieur français et francophone »."
(2.36 Mo, 221 pages)
http://www.assemblee-nationale.fr/.../i2506.pdf
François ROCHEBLOINE, Geneviève COLOT
Asemblée Nationale
08/2010
"La Commission des affaires étrangères de l’Assemblée nationale a rendu son rapport définitif sur le réseau culturel et le réseau d’enseignement de la France à l’étranger. Concernant le réseau d’enseignement, qualifié de « trésor », les rapporteurs formulent quelques recommandations : encadrer la mesure de gratuité en plafonnant la prise en charge, étoffer la palette des statuts des établissements, réduire les disparités de statut des personnels, remettre à niveau l’immobilier. Ils préconisent également de « mieux utiliser l’excellence de l’enseignement secondaire français à l’étranger pour favoriser l’attractivité de l’enseignement supérieur français et francophone »."
(2.36 Mo, 221 pages)
http://www.assemblee-nationale.fr/.../i2506.pdf
L'éducation nationale et la formation professionnelle en France
L'éducation nationale et la formation professionnelle en France
EDUSCOL
08/2010
"Eduscol propose une nouvelle publication de la collection « Dossiers de l’enseignement scolaire ». Cette brochure présente les missions de formation professionnelle auxquelles contribue le ministère de l’éducation nationale : la formation professionnelle initiale, la formation professionnelle continue et la validation des acquis de l'expérience (V.A.E.)."
(16 pages, 1.26 Mo)
http://media.eduscol.education.fr/.../formation_professionnelle_VF_151615.pdf
EDUSCOL
08/2010
"Eduscol propose une nouvelle publication de la collection « Dossiers de l’enseignement scolaire ». Cette brochure présente les missions de formation professionnelle auxquelles contribue le ministère de l’éducation nationale : la formation professionnelle initiale, la formation professionnelle continue et la validation des acquis de l'expérience (V.A.E.)."
(16 pages, 1.26 Mo)
http://media.eduscol.education.fr/.../formation_professionnelle_VF_151615.pdf
Toward a Culture of Consequences - Performance-Based Accountability Systems for Public Services
Toward a Culture of Consequences - Performance-Based Accountability Systems for Public Services
Brian M. Stecher, Frank Camm, Cheryl L. Damberg,Laura S. Hamilton, Kathleen J. Mullen, Christopher Nelson, Paul Sorensen, Martin Wachs, Allison Yoh, Gail L. Zellman, with Kristin J. Leuschner
RAND Education
08/2010
http://www.rand.org/.../RAND_MG1019.pdf
Brian M. Stecher, Frank Camm, Cheryl L. Damberg,Laura S. Hamilton, Kathleen J. Mullen, Christopher Nelson, Paul Sorensen, Martin Wachs, Allison Yoh, Gail L. Zellman, with Kristin J. Leuschner
RAND Education
08/2010
http://www.rand.org/.../RAND_MG1019.pdf
Revue des sciences de l'éducation (RSE)
Revue des sciences de l'éducation (RSE)
N° XXXVI, n°1, 2010
Vers un changement de culture en enseignement supérieur
Articles thématiques
* Vers un changement de culture en enseignement supérieur, Jacques Viens, Michel Lepage, Thierry Karsenti
* Vers une définition englobante de la communauté d'apprentissage (CA) comme dispositif de développement professionnel, Liliane Dionne, François Lemyre, Lorraine Savoie-Zajc
* L'analyse des besoins en formation pédagogique des enseignants du supérieur au Maroc : comparaison de plusieurs dispositifs, Abdellatif Chiadli, Hassan Jebbah, Jean-Marie De Ketele
* Format numérique? Un portfolio étudiant pour la formation en ergothérapie, Michèle Hébert, Rachel Thibeault, Jean-Pascal Beaudoin, Manon Tremblay, André Séguin, Anathèle Zamor
* A propos de l'accompagnement avant et pendant les stages d'étudiants immigrants inscrits à un programme de formation à l'enseignement, Claire Duchesne
* Expérimentation d'une démarche et d'instruments de reconnaissance des acquis expérientiels en enseignement collégial au Québec, Lise Saint-Pierre, Lina Martel, Françoise Ruel, Michelle Lauzon
* Le cégep et la démocratisation de l'école au Québec, au regard des appartenances socioculturelles et de genre, Henri Eckert
* Du cégep au baccalauréat : diversification des parcours et des expériences,Louise Ménard
* Représentatations de futures éducatrices en services de garde à l'enfance à l'égard de la relation avec les parents, Gilles Cantin
* Les préoccupations éthiques chez les enseignants de l'ordre collégial : caractéristiques, points de repère et stratégies de résolution, Christiane Gohier, Luc Desautels, france Jutras
* les régulations métacognitives dans l'activité enseignante : rôle et modes de développement, Michel Grangeat
Article hors thème
* Hommage à Jean-Pierre Astolfi, Jean Houssaye et laurent Cosnefroy
http://www.rse.umontreal.ca/
N° XXXVI, n°1, 2010
Vers un changement de culture en enseignement supérieur
Articles thématiques
* Vers un changement de culture en enseignement supérieur, Jacques Viens, Michel Lepage, Thierry Karsenti
* Vers une définition englobante de la communauté d'apprentissage (CA) comme dispositif de développement professionnel, Liliane Dionne, François Lemyre, Lorraine Savoie-Zajc
* L'analyse des besoins en formation pédagogique des enseignants du supérieur au Maroc : comparaison de plusieurs dispositifs, Abdellatif Chiadli, Hassan Jebbah, Jean-Marie De Ketele
* Format numérique? Un portfolio étudiant pour la formation en ergothérapie, Michèle Hébert, Rachel Thibeault, Jean-Pascal Beaudoin, Manon Tremblay, André Séguin, Anathèle Zamor
* A propos de l'accompagnement avant et pendant les stages d'étudiants immigrants inscrits à un programme de formation à l'enseignement, Claire Duchesne
* Expérimentation d'une démarche et d'instruments de reconnaissance des acquis expérientiels en enseignement collégial au Québec, Lise Saint-Pierre, Lina Martel, Françoise Ruel, Michelle Lauzon
* Le cégep et la démocratisation de l'école au Québec, au regard des appartenances socioculturelles et de genre, Henri Eckert
* Du cégep au baccalauréat : diversification des parcours et des expériences,Louise Ménard
* Représentatations de futures éducatrices en services de garde à l'enfance à l'égard de la relation avec les parents, Gilles Cantin
* Les préoccupations éthiques chez les enseignants de l'ordre collégial : caractéristiques, points de repère et stratégies de résolution, Christiane Gohier, Luc Desautels, france Jutras
* les régulations métacognitives dans l'activité enseignante : rôle et modes de développement, Michel Grangeat
Article hors thème
* Hommage à Jean-Pierre Astolfi, Jean Houssaye et laurent Cosnefroy
http://www.rse.umontreal.ca/
School Leadership & Management
School Leadership & Management
Vol. 30, n°3, juillet 2010
* Leading system transformation, Alma Harris
* Five literatures of organisation: putting the context back into educational leadership, Paul Close, Adrian Raynor
* On the shortcomings of our organisational forms: with implications for educational change and school improvement, Duncan Waite
* The move to faculty middle management structures in Scottish secondary schools: a case study, Cherie Anderson, Graeme Nixon
* The extent of teacher participation in decision-making in secondary schools in Zimbabwe, Newman Wadesango
* Leading learning through Assessment for Learning?, William Francis Boyle, Marie Charles
http://www.informaworld.com/.../title~db=all~content=g924636798
Vol. 30, n°3, juillet 2010
* Leading system transformation, Alma Harris
* Five literatures of organisation: putting the context back into educational leadership, Paul Close, Adrian Raynor
* On the shortcomings of our organisational forms: with implications for educational change and school improvement, Duncan Waite
* The move to faculty middle management structures in Scottish secondary schools: a case study, Cherie Anderson, Graeme Nixon
* The extent of teacher participation in decision-making in secondary schools in Zimbabwe, Newman Wadesango
* Leading learning through Assessment for Learning?, William Francis Boyle, Marie Charles
http://www.informaworld.com/.../title~db=all~content=g924636798
Journal of Curriculum Studies
Journal of Curriculum Studies
Vol. 42, n°4, août 2010
* Learning to communicate or communicating to learn? A conceptual discussion on communication, meaning, and knowledge, Ninni Wahlstrom
* Rethinking the representation problem in curriculum inquiry, Bill Green
* The momentum behind the International Primary Curriculum in schools in England, Tristan Bunnell
* Conceptual understandings as transition points: making sense of a complex social world, Andrea Milligan, Bronwyn Wood
* Conceptualizing 'preoccupation': evidence from attention-seeker questioning, Joseph Kimoga
* Film choices for screening literacy: the 'Pygmalion template' in the curriculum as contact zone, Ive Verdoodt, Kris Rutten, Ronald Soetaert, Andre Mottart
* Getting beyond anaemic love: from the pedagogy of cordial relations to a pedagogy for difference, Novella Keith
http://www.informaworld.com/.../title~db=all~content=g924430546
Vol. 42, n°4, août 2010
* Learning to communicate or communicating to learn? A conceptual discussion on communication, meaning, and knowledge, Ninni Wahlstrom
* Rethinking the representation problem in curriculum inquiry, Bill Green
* The momentum behind the International Primary Curriculum in schools in England, Tristan Bunnell
* Conceptual understandings as transition points: making sense of a complex social world, Andrea Milligan, Bronwyn Wood
* Conceptualizing 'preoccupation': evidence from attention-seeker questioning, Joseph Kimoga
* Film choices for screening literacy: the 'Pygmalion template' in the curriculum as contact zone, Ive Verdoodt, Kris Rutten, Ronald Soetaert, Andre Mottart
* Getting beyond anaemic love: from the pedagogy of cordial relations to a pedagogy for difference, Novella Keith
http://www.informaworld.com/.../title~db=all~content=g924430546
International Journal of Science Education
International Journal of Science Education
Vol.32, n°12, août 2010
* Misconceptions of Astronomical Distances, Brian Miller, William Brewer
* The Influence of 16-year-old Students' Gender, Mental Abilities, and Motivation on their Reading and Drawing Submicrorepresentations Achievements, Iztok Devetak, Sasa Aleksij Glazar
* Children's Typically-Perceived-Situations of Force and No Force in the Context of Australia and Korea, Yong Jae Joung, Richard Gunstone
* The Mismatch between Students' Mental Models of Acids/Bases and their Sources and their Teacher's Anticipations thereof, Jing-Wen Lin, Mei-Hung Chiu
* Should we Teach Primary Pupils about Chemical Change?, George Papageorgiou, Maria Grammaticopoulou, Phil Michael Johnson
* High School Students' Attitudes Towards Spiders: A cross-cultural comparison, Pavol Prokop, Andrea Tolarovicova, Anne Camerik, Viera Peterkova
http://www.informaworld.com/.../title~content=t713737283
Vol.32, n°12, août 2010
* Misconceptions of Astronomical Distances, Brian Miller, William Brewer
* The Influence of 16-year-old Students' Gender, Mental Abilities, and Motivation on their Reading and Drawing Submicrorepresentations Achievements, Iztok Devetak, Sasa Aleksij Glazar
* Children's Typically-Perceived-Situations of Force and No Force in the Context of Australia and Korea, Yong Jae Joung, Richard Gunstone
* The Mismatch between Students' Mental Models of Acids/Bases and their Sources and their Teacher's Anticipations thereof, Jing-Wen Lin, Mei-Hung Chiu
* Should we Teach Primary Pupils about Chemical Change?, George Papageorgiou, Maria Grammaticopoulou, Phil Michael Johnson
* High School Students' Attitudes Towards Spiders: A cross-cultural comparison, Pavol Prokop, Andrea Tolarovicova, Anne Camerik, Viera Peterkova
http://www.informaworld.com/.../title~content=t713737283
Language and Education
Language and Education
Vol. 24, n°4, août 2010
Multilingualism in African schools: constraints and possibilities
* Multilingualism in African schools: constraints and possibilities, Naz Rassool, Viv Edwards
* School language profiles: valorizing linguistic resources in heteroglossic situations in South Africa, Brigitta Busch
* Home and school literacy practices in Africa: listening to inner voices, Marriote Ngwaru, Kwasi Opoku-Amankwa
* Mother tongue education: necessary? Possible? Sustainable?, Barbara Elaine Graham
* How multilingual African contexts are pushing educational research and practice in new directions, Carol Benson
* When 'Prof' speaks, who listens? The African elite and the use of African languages for education and development in African communities, Barbara Trudell
http://www.informaworld.com/.../title~content=t794297816~db=all
Vol. 24, n°4, août 2010
Multilingualism in African schools: constraints and possibilities
* Multilingualism in African schools: constraints and possibilities, Naz Rassool, Viv Edwards
* School language profiles: valorizing linguistic resources in heteroglossic situations in South Africa, Brigitta Busch
* Home and school literacy practices in Africa: listening to inner voices, Marriote Ngwaru, Kwasi Opoku-Amankwa
* Mother tongue education: necessary? Possible? Sustainable?, Barbara Elaine Graham
* How multilingual African contexts are pushing educational research and practice in new directions, Carol Benson
* When 'Prof' speaks, who listens? The African elite and the use of African languages for education and development in African communities, Barbara Trudell
http://www.informaworld.com/.../title~content=t794297816~db=all
Journal of Education Policy
Journal of Education Policy
Vol. 25, n°4, juillet 2010
# Globalization, public policy, and 'knowledge gap': Ethiopian youth and the HIV/AIDS pandemic, Getnet Tizazu Fetene, Greg Dimitriadis
# Policy learning and governance of education policy in the EU, Bettina Lange, Nafsika Alexiadou
# Learning to work in the creative and cultural sector: new spaces, pedagogies and expertise, David John Guile
# A human development and capabilities 'prospective analysis' of global higher education policy, Melanie Walker
# The contradictory location of high school apprenticeship in Canada, Alison Taylor
# Scoring opportunity or hospital pass? The changing role of local authorities in 14-19 education and training in England, Jonathan Payne
# Policy enactments in the UK secondary school: examining policy, practice and school positioning, Annette Braun, Meg Maguire, Stephen Ball
# Race, gender and educational desire: why black women succeed and fail, Suki Ali
# Exploring the bias: gender and stereotyping in secondary schools, Dawn Mannay
# Advocacy leadership: toward a post-reform agenda in education, Dana Thomsen
http://www.informaworld.com/.../title~db=all~content=g926176444
Vol. 25, n°4, juillet 2010
# Globalization, public policy, and 'knowledge gap': Ethiopian youth and the HIV/AIDS pandemic, Getnet Tizazu Fetene, Greg Dimitriadis
# Policy learning and governance of education policy in the EU, Bettina Lange, Nafsika Alexiadou
# Learning to work in the creative and cultural sector: new spaces, pedagogies and expertise, David John Guile
# A human development and capabilities 'prospective analysis' of global higher education policy, Melanie Walker
# The contradictory location of high school apprenticeship in Canada, Alison Taylor
# Scoring opportunity or hospital pass? The changing role of local authorities in 14-19 education and training in England, Jonathan Payne
# Policy enactments in the UK secondary school: examining policy, practice and school positioning, Annette Braun, Meg Maguire, Stephen Ball
# Race, gender and educational desire: why black women succeed and fail, Suki Ali
# Exploring the bias: gender and stereotyping in secondary schools, Dawn Mannay
# Advocacy leadership: toward a post-reform agenda in education, Dana Thomsen
http://www.informaworld.com/.../title~db=all~content=g926176444
Science Education
Science Education
Vol. 94, n°5, septembre 2010
* A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts, Leema K. Berland, Katherine L. McNeill
* The Exploratory Behavior Scale: Assessing young visitors handson behavior in science museums, Tessa J. P. Van Schijndel, Rooske K. Franse, Maartje E. J. Raijmakers
* Teaching and learning science as argument, Deanna Kuhn
* A study of undergraduate physics students understanding of heat conduction based on mental model theory and an ontology–process analysis, GuoLi Chiou, O. Roger Anderson
* The impact of a projectbased science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquirybased practices, David E. Kanter, Spyros Konstantopoulos
* Science education as a contributor to adequate yearly progress and accountability programs, Eugene Judson
* Reconstruction of the history of the photoelectric effect and its implications for general physics textbooks, Mansoor Niaz, Stephen Klassen, Barbara McMillan, Don Metz
* Towards scientific literacy: A teachers guide to the history, philosophy and sociology of science, Shusaku Horibe
* Science, society and sustainability: Education and empowerment for an uncertain world, Joe E. Heimlich
http://onlinelibrary.wiley.com/.../%28ISSN%291098-237X
Vol. 94, n°5, septembre 2010
* A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts, Leema K. Berland, Katherine L. McNeill
* The Exploratory Behavior Scale: Assessing young visitors handson behavior in science museums, Tessa J. P. Van Schijndel, Rooske K. Franse, Maartje E. J. Raijmakers
* Teaching and learning science as argument, Deanna Kuhn
* A study of undergraduate physics students understanding of heat conduction based on mental model theory and an ontology–process analysis, GuoLi Chiou, O. Roger Anderson
* The impact of a projectbased science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquirybased practices, David E. Kanter, Spyros Konstantopoulos
* Science education as a contributor to adequate yearly progress and accountability programs, Eugene Judson
* Reconstruction of the history of the photoelectric effect and its implications for general physics textbooks, Mansoor Niaz, Stephen Klassen, Barbara McMillan, Don Metz
* Towards scientific literacy: A teachers guide to the history, philosophy and sociology of science, Shusaku Horibe
* Science, society and sustainability: Education and empowerment for an uncertain world, Joe E. Heimlich
http://onlinelibrary.wiley.com/.../%28ISSN%291098-237X
Paedagogica Historica
Paedagogica Historica
Vol. 46, n°4, septembre 2010
Education and Latin American Independence: Forging Polities, Inventing Republics, Reshaping Identities
* Latin American independence: education and the invention of new polities, Marcelo Caruso
* Education and the historiography of Ibero-American independence: elusive presences, many absences, João Paulo G. Pimenta
* Educating Bárbaros: educational policies on the Latin American frontiers between colonies and independent republics (Araucania, Southern Chile/Sonora, Mexico), Lasse Hölck; Mónika Contreras Saiz
* Teaching writing in the Republic of Colombia, 1800–1850, Meri L. Clark
* Literacy and suffrage: the politicisation of schooling in postcolonial Hispanic America (1810–1850), Marcelo Caruso
* Enlightenment, education, and the republican project: Chile's Instituto Nacional (1810–1830), Andrés Baeza Ruz
* Patriots-in-training: Spanish American children at Hazelwood School in England during the 1820s, Karen Racine
* Towards a logic of citizenship: public examinations in elementary schools in Mexico, 1788–1848: state and education before and after independence, Eugenia Roldan Vera
* Political culture, schooling and subaltern groups in the Brazilian Empire (1822–1850), Luciano Mendes de Faria Filho; Marcus Vinícius Fonseca
http://www.informaworld.com/.../title~content=g925991136~db=all?jumptype=alert&alerttype=new_issue_alert,email
Vol. 46, n°4, septembre 2010
Education and Latin American Independence: Forging Polities, Inventing Republics, Reshaping Identities
* Latin American independence: education and the invention of new polities, Marcelo Caruso
* Education and the historiography of Ibero-American independence: elusive presences, many absences, João Paulo G. Pimenta
* Educating Bárbaros: educational policies on the Latin American frontiers between colonies and independent republics (Araucania, Southern Chile/Sonora, Mexico), Lasse Hölck; Mónika Contreras Saiz
* Teaching writing in the Republic of Colombia, 1800–1850, Meri L. Clark
* Literacy and suffrage: the politicisation of schooling in postcolonial Hispanic America (1810–1850), Marcelo Caruso
* Enlightenment, education, and the republican project: Chile's Instituto Nacional (1810–1830), Andrés Baeza Ruz
* Patriots-in-training: Spanish American children at Hazelwood School in England during the 1820s, Karen Racine
* Towards a logic of citizenship: public examinations in elementary schools in Mexico, 1788–1848: state and education before and after independence, Eugenia Roldan Vera
* Political culture, schooling and subaltern groups in the Brazilian Empire (1822–1850), Luciano Mendes de Faria Filho; Marcus Vinícius Fonseca
http://www.informaworld.com/.../title~content=g925991136~db=all?jumptype=alert&alerttype=new_issue_alert,email
International Journal of Science Education
International Journal of Science Education
Vol. 32, n°14, septembre 2010
* Some Consequences of Prompting Novice Physics Students to Construct Force Diagrams, Andrew Heckler
* Investigating the Influence of Motivational Factors on Conceptual Change in a Digital Learning Context Using the Dual-Situated Learning Model, Chung-Hsien Tseng, Hsiao-Lin Tuan, Chi-Chin Chin
* An Example of Large-group Drama and Cross-year Peer Assessment for Teaching Science in Higher Education, Katherine Sloman, Richard Thompson
* Geometrical Reasoning in Wave Situations: The case of light diffraction and coherent illumination optical imaging, Laurence Maurines
* Science-Technology-Society or Technology-Society-Science? Insights from an Ancient Technology, Yeung Chung Lee
* Students' Risk Perceptions of Nanotechnology Applications: Implications for science education, Grant Gardner, Gail Jones, Amy Taylor, Jennifer Forrester, Laura Robertson
http://www.informaworld.com/.../title~db=all~content=g925929620
Vol. 32, n°14, septembre 2010
* Some Consequences of Prompting Novice Physics Students to Construct Force Diagrams, Andrew Heckler
* Investigating the Influence of Motivational Factors on Conceptual Change in a Digital Learning Context Using the Dual-Situated Learning Model, Chung-Hsien Tseng, Hsiao-Lin Tuan, Chi-Chin Chin
* An Example of Large-group Drama and Cross-year Peer Assessment for Teaching Science in Higher Education, Katherine Sloman, Richard Thompson
* Geometrical Reasoning in Wave Situations: The case of light diffraction and coherent illumination optical imaging, Laurence Maurines
* Science-Technology-Society or Technology-Society-Science? Insights from an Ancient Technology, Yeung Chung Lee
* Students' Risk Perceptions of Nanotechnology Applications: Implications for science education, Grant Gardner, Gail Jones, Amy Taylor, Jennifer Forrester, Laura Robertson
http://www.informaworld.com/.../title~db=all~content=g925929620
British Journal of Educational Technology (BJET)
British Journal of Educational Technology (BJET)
Vol. 41, n°5, septembre 2010
* Encouraging formative peer review via social networking sites, Marie Bassford, Jonathan Ivins
* e-Learning programs as loyalty investments for financial corporations, Spyridon Arvanitis
* Integrating ICT into the teaching-learning process, Ana García-Valcarcel
* Exploring perceptions of integrating tangible learning companions in learning English conversation, Shelley Shwu-Ching Young, Yi Hsuan Wang, Jyh-Shing Roger Jang
* Implementing electronic speaking portfolios: perceptions of EFL students, Heng-Tsung Danny Huang, Shao-Ting Alan Hung
* A case for using structural equation modelling (SEM) in educational technology research, Timothy Teo
* Isfahan high schools teachers' utilization of ICT, Bibi Eshrat Zamani, Ahmad Reza, Naser Isfahani, Susan Shahbaz
* Acceptance of the Internet by Iranian business management students, Bibi Eshrat Zamani, Rasoul Gholizadeh Shoghlabad
* Facebook versus email, Terry Judd
* Exploring the feasibility of an online contextualised animation-based questionnaire for educational survey, Yu-Ta Chien, Chun-Yen Chang
http://onlinelibrary.wiley.com/.../issuetoc
Vol. 41, n°5, septembre 2010
* Encouraging formative peer review via social networking sites, Marie Bassford, Jonathan Ivins
* e-Learning programs as loyalty investments for financial corporations, Spyridon Arvanitis
* Integrating ICT into the teaching-learning process, Ana García-Valcarcel
* Exploring perceptions of integrating tangible learning companions in learning English conversation, Shelley Shwu-Ching Young, Yi Hsuan Wang, Jyh-Shing Roger Jang
* Implementing electronic speaking portfolios: perceptions of EFL students, Heng-Tsung Danny Huang, Shao-Ting Alan Hung
* A case for using structural equation modelling (SEM) in educational technology research, Timothy Teo
* Isfahan high schools teachers' utilization of ICT, Bibi Eshrat Zamani, Ahmad Reza, Naser Isfahani, Susan Shahbaz
* Acceptance of the Internet by Iranian business management students, Bibi Eshrat Zamani, Rasoul Gholizadeh Shoghlabad
* Facebook versus email, Terry Judd
* Exploring the feasibility of an online contextualised animation-based questionnaire for educational survey, Yu-Ta Chien, Chun-Yen Chang
http://onlinelibrary.wiley.com/.../issuetoc
Language and Education
Language and Education
vol.24, n°5, septembre 2010
* Doing time: an exploration of timescapes in literacy learning and research, Amy Burgess
* Can the interactive whiteboard help to provide 'dialogic space' for children's collaborative activity?, Neil Mercer, Paul Warwick, Ruth Kershner, Judith Kleine Staarman
* Scottish classroom voices: a case study of teaching and learning Scots, Jo Arthur Shoba
* Linguistic capital of trainee teachers: knowledge worth having?, Kimberly Safford, Alison Kelly
* 'Active agents of change?' Mandarin-speaking students in New Zealand and the thesis writing process, Chiungying Evelyn Chang, Pat Strauss
* Intertextuality in preschoolers' engagement with popular culture: implications for literacy development, Chitra Shegar, Csilla Weninger
* A Review of “Linguistic landscape: expanding the scenery”, Rani Rubdy
* A Review of “World Englishes: implications for international communication and English language teaching", Chit Cheung Matthew Sung
* A Review of “Second language teacher education: a sociocultural perspective”, Jack Richards
http://www.informaworld.com/.../title~db=all~content=g925197424
vol.24, n°5, septembre 2010
* Doing time: an exploration of timescapes in literacy learning and research, Amy Burgess
* Can the interactive whiteboard help to provide 'dialogic space' for children's collaborative activity?, Neil Mercer, Paul Warwick, Ruth Kershner, Judith Kleine Staarman
* Scottish classroom voices: a case study of teaching and learning Scots, Jo Arthur Shoba
* Linguistic capital of trainee teachers: knowledge worth having?, Kimberly Safford, Alison Kelly
* 'Active agents of change?' Mandarin-speaking students in New Zealand and the thesis writing process, Chiungying Evelyn Chang, Pat Strauss
* Intertextuality in preschoolers' engagement with popular culture: implications for literacy development, Chitra Shegar, Csilla Weninger
* A Review of “Linguistic landscape: expanding the scenery”, Rani Rubdy
* A Review of “World Englishes: implications for international communication and English language teaching", Chit Cheung Matthew Sung
* A Review of “Second language teacher education: a sociocultural perspective”, Jack Richards
http://www.informaworld.com/.../title~db=all~content=g925197424
History of Education
History of Education
Vol. 39, n°4, juillet 2010
* A people's history of education: Brian Simon, the British Communist Party and Studies in the History of Education, 1780-1870, Gary McCulloch
* Labourers' letters from Wellington to Surrey, 1840-1845: Lefebvre, Bernstein and pedagogies of appropriation, Sue Middleton
* The decline of the adult school movement between the wars, Mark Freeman
* Contesting the 1944 McNair report: Lillian de Lissa's working life as a teacher educator, Kay Whitehead
* An epistemology of one's own: curricular (re-)construction of school technology and non-technology in Sweden, 1975-1995, Daniel Lovheim
* Why is there no comprehensive education in Germany? A historical explanation, Susanne Wiborg
http://www.informaworld.com/.../title~db=all~content=g924854147
Vol. 39, n°4, juillet 2010
* A people's history of education: Brian Simon, the British Communist Party and Studies in the History of Education, 1780-1870, Gary McCulloch
* Labourers' letters from Wellington to Surrey, 1840-1845: Lefebvre, Bernstein and pedagogies of appropriation, Sue Middleton
* The decline of the adult school movement between the wars, Mark Freeman
* Contesting the 1944 McNair report: Lillian de Lissa's working life as a teacher educator, Kay Whitehead
* An epistemology of one's own: curricular (re-)construction of school technology and non-technology in Sweden, 1975-1995, Daniel Lovheim
* Why is there no comprehensive education in Germany? A historical explanation, Susanne Wiborg
http://www.informaworld.com/.../title~db=all~content=g924854147
Higher Education
Higher Education
Vol. 60, n°3, septembre 2010
* Specific remedy for specific problem: measuring service quality in South African higher education, Johan de Jager, Gbolahan Gbadamosi
* Obtaining a picture of undergraduate education quality: a voice from inside the university, Chia-Wei Tang, Cheng-Ta Wu
* Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration, Henk Schmidt, Janke Cohen-Schotanus, Henk van der Molen, Ted Splinter, Jan Bulte, Rob Holdrinet, Herman van Rossum
* Teacher effects on student attrition and performance in mass-market tertiary education, Gigi Foster
* Fighting for excellence: the case of the Federal University of Pelotas, Silvina Santana, Cristiane Moreira, Teresa Roberto, Flávia Azambuja
* Helping out or hanging out: the features of involvement and how it relates to university adjustment, Thanh-Thanh Tieu, S. Pancer, Michael Pratt, Maxine Wintre, Shelly Birnie-Lefcovitch, Janet Polivy, Gerald Adams
http://www.springerlink.com/content/0018-1560/60/3/
Vol. 60, n°3, septembre 2010
* Specific remedy for specific problem: measuring service quality in South African higher education, Johan de Jager, Gbolahan Gbadamosi
* Obtaining a picture of undergraduate education quality: a voice from inside the university, Chia-Wei Tang, Cheng-Ta Wu
* Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration, Henk Schmidt, Janke Cohen-Schotanus, Henk van der Molen, Ted Splinter, Jan Bulte, Rob Holdrinet, Herman van Rossum
* Teacher effects on student attrition and performance in mass-market tertiary education, Gigi Foster
* Fighting for excellence: the case of the Federal University of Pelotas, Silvina Santana, Cristiane Moreira, Teresa Roberto, Flávia Azambuja
* Helping out or hanging out: the features of involvement and how it relates to university adjustment, Thanh-Thanh Tieu, S. Pancer, Michael Pratt, Maxine Wintre, Shelly Birnie-Lefcovitch, Janet Polivy, Gerald Adams
http://www.springerlink.com/content/0018-1560/60/3/
Educational Studies in Mathematics
Educational Studies in Mathematics
Vol. 75, n°1, septembre 2010
* Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry, Charalambos Charalambous, George Philippou
* Lexical bundle analysis in mathematics classroom discourse: the significance of stance, Beth Herbel-Eisenmann, David Wagner, Viviana Cortes
* Appraising lexical bundles in mathematics classroom discourse: obligation and choice, Beth Herbel-Eisenmann, David Wagner
* Partially correct constructs illuminate students’ inconsistent answers, Gila Ron, Tommy Dreyfus, Rina Hershkowitz
* The relation between types of assessment tasks and the mathematical reasoning students use, Jesper Boesen, Johan Lithner, Torulf Palm
* The role of intuition in the solving of optimization problems, Uldarico Malaspina, Vicenç Font
http://www.springerlink.com/content/j224720x1823/
Vol. 75, n°1, septembre 2010
* Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry, Charalambos Charalambous, George Philippou
* Lexical bundle analysis in mathematics classroom discourse: the significance of stance, Beth Herbel-Eisenmann, David Wagner, Viviana Cortes
* Appraising lexical bundles in mathematics classroom discourse: obligation and choice, Beth Herbel-Eisenmann, David Wagner
* Partially correct constructs illuminate students’ inconsistent answers, Gila Ron, Tommy Dreyfus, Rina Hershkowitz
* The relation between types of assessment tasks and the mathematical reasoning students use, Jesper Boesen, Johan Lithner, Torulf Palm
* The role of intuition in the solving of optimization problems, Uldarico Malaspina, Vicenç Font
http://www.springerlink.com/content/j224720x1823/
Economics of Education Review
Economics of Education Review
Vol. 29, n°5, octobre 2010
* Thailand's Student Loans Fund: Interest rate subsidies and repayment burdens, Bruce Chapman, Kiatanantha Lounkaew, Piruna Polsiri, Rangsit Sarachitti, Thitima Sitthipongpanich
* Income contingent student loans for Thailand: Alternatives compared, Bruce Chapman, Kiatanantha Lounkaew
* Evaluating the Student Loan Fund of Thailand, Somkiat Tangkitvanich, Areeya Manasboonphempool
* The effects of the Kalamazoo Promise on college choice, Rodney J. Andrews, Stephen DesJardins, Vimal Ranchhod
* The price of admission: Who gets into private school, and how much do they pay?, Nina Walton
* Sports participation and academic performance: Evidence from the National Longitudinal Study of Adolescent Health, Daniel I. Rees, Joseph J. Sabia
* The effect of wage compression and alternative labor market opportunities on teacher quality in Venezuela, Daniel E. Ortega
* Teacher MA attainment rates, 1970–2000, S. Eric Larsen
* Public infrastructure, location of private schools and primary school attainment in an emerging economy, Sarmistha Pal
* The implications of family size and birth order for test scores and behavioral development, Mary A. Silles
* Heterogeneity, comparative advantage, and return to education: The case of Taiwan, Yih-chyi Chuang, Wei-wen Lai
* Is the GED an effective route to postsecondary education for school dropouts?, John Tyler, Magnus Lofstrom
* Suburban legend: School cutoff dates and the timing of births, Stacy Dickert-Conlin, Todd Elder
* The effects of accountability on higher education, Marcelo Rezende
* Disabled or young? Relative age and special education diagnoses in schools, Elizabeth Dhuey, Stephen Lipscomb
* Is the ‘Idiot's Box’ raising idiocy? Early and middle childhood television watching and child cognitive outcome, Abdul Munasib, Samrat Bhattacharya
http://www.sciencedirect.com/science/journal/02727757
Vol. 29, n°5, octobre 2010
* Thailand's Student Loans Fund: Interest rate subsidies and repayment burdens, Bruce Chapman, Kiatanantha Lounkaew, Piruna Polsiri, Rangsit Sarachitti, Thitima Sitthipongpanich
* Income contingent student loans for Thailand: Alternatives compared, Bruce Chapman, Kiatanantha Lounkaew
* Evaluating the Student Loan Fund of Thailand, Somkiat Tangkitvanich, Areeya Manasboonphempool
* The effects of the Kalamazoo Promise on college choice, Rodney J. Andrews, Stephen DesJardins, Vimal Ranchhod
* The price of admission: Who gets into private school, and how much do they pay?, Nina Walton
* Sports participation and academic performance: Evidence from the National Longitudinal Study of Adolescent Health, Daniel I. Rees, Joseph J. Sabia
* The effect of wage compression and alternative labor market opportunities on teacher quality in Venezuela, Daniel E. Ortega
* Teacher MA attainment rates, 1970–2000, S. Eric Larsen
* Public infrastructure, location of private schools and primary school attainment in an emerging economy, Sarmistha Pal
* The implications of family size and birth order for test scores and behavioral development, Mary A. Silles
* Heterogeneity, comparative advantage, and return to education: The case of Taiwan, Yih-chyi Chuang, Wei-wen Lai
* Is the GED an effective route to postsecondary education for school dropouts?, John Tyler, Magnus Lofstrom
* Suburban legend: School cutoff dates and the timing of births, Stacy Dickert-Conlin, Todd Elder
* The effects of accountability on higher education, Marcelo Rezende
* Disabled or young? Relative age and special education diagnoses in schools, Elizabeth Dhuey, Stephen Lipscomb
* Is the ‘Idiot's Box’ raising idiocy? Early and middle childhood television watching and child cognitive outcome, Abdul Munasib, Samrat Bhattacharya
http://www.sciencedirect.com/science/journal/02727757
Revue Cliopsy
Cliopsy
N°3, 2010
Varia
* Souffrances professionnelles dans le monde scolaire, Catherine Yelnik
* Du jeu dans l'institution, Vincent Di Rocco
* Une intervention psychologique dans un projet éducatif pour adolescents en décrochage scolaire, Simonetta Maria Adamo, Serenella Adamo, Paola Giusti, Rita Tamajo Contarini traduit de l'italien par Catherine Millasseau
* Temporalités dans la recherche clinique. Autour de la notion psychanalytique d'après-coup, Philippe Chaussecourte
* L'analyse des pratiques professionnelles à l'université, Jean Chami
* De la relation à l'élève à l'élaboration du "je" pratiquant la pédagogie Freinet, Anne-Marie Jovenet
* Enjeux subjectifs dans la classe institutionnelle, Patrick Geffard
* Entretien avec Mireille Cifali, Louis-Marie Bossard
http://www.revue.cliopsy.fr/
N°3, 2010
Varia
* Souffrances professionnelles dans le monde scolaire, Catherine Yelnik
* Du jeu dans l'institution, Vincent Di Rocco
* Une intervention psychologique dans un projet éducatif pour adolescents en décrochage scolaire, Simonetta Maria Adamo, Serenella Adamo, Paola Giusti, Rita Tamajo Contarini traduit de l'italien par Catherine Millasseau
* Temporalités dans la recherche clinique. Autour de la notion psychanalytique d'après-coup, Philippe Chaussecourte
* L'analyse des pratiques professionnelles à l'université, Jean Chami
* De la relation à l'élève à l'élaboration du "je" pratiquant la pédagogie Freinet, Anne-Marie Jovenet
* Enjeux subjectifs dans la classe institutionnelle, Patrick Geffard
* Entretien avec Mireille Cifali, Louis-Marie Bossard
http://www.revue.cliopsy.fr/
Net.Doc
Net.Doc
N°67, août 2010
Quels emplois pour les débutants diplômés du supérieur ? Une analyse de la qualité des emplois au cours des trois premières années de vie active de la Génération 2004
L’enquête Génération 2004 décrit les trajectoires d’emploi des jeunes sortis diplômés de l’enseignement supérieur en 2004. Elle nous renseigne ainsi sur la qualité des emplois occupés par ces débutants au cours de leurs trois premières années de vie active.
Plus que la filière ou la spécialité de formation, c’est le niveau du diplôme de sortie qui va déterminer les chances d’accès des débutants aux différentes classes d’emploi.
Les opinions des jeunes sur leur situation professionnelle corroborent la qualité mesurée des emplois. Le sentiment de dévalorisation des diplômes est fort pour les débutants sur des emplois de mauvaise qualité alors que les débutants ayant des emplois de qualité supérieure se sentent à leur place et expriment le souhait de rester dans cet emploi.
(revue au format pdf, 30 p.)
http://www.cereq.fr/pdf/Net-doc-67.pdf
N°67, août 2010
Quels emplois pour les débutants diplômés du supérieur ? Une analyse de la qualité des emplois au cours des trois premières années de vie active de la Génération 2004
L’enquête Génération 2004 décrit les trajectoires d’emploi des jeunes sortis diplômés de l’enseignement supérieur en 2004. Elle nous renseigne ainsi sur la qualité des emplois occupés par ces débutants au cours de leurs trois premières années de vie active.
Plus que la filière ou la spécialité de formation, c’est le niveau du diplôme de sortie qui va déterminer les chances d’accès des débutants aux différentes classes d’emploi.
Les opinions des jeunes sur leur situation professionnelle corroborent la qualité mesurée des emplois. Le sentiment de dévalorisation des diplômes est fort pour les débutants sur des emplois de mauvaise qualité alors que les débutants ayant des emplois de qualité supérieure se sentent à leur place et expriment le souhait de rester dans cet emploi.
(revue au format pdf, 30 p.)
http://www.cereq.fr/pdf/Net-doc-67.pdf
Net.Doc
Net.Doc
N°67, août 2010
Quels emplois pour les débutants diplômés du supérieur ? Une analyse de la qualité des emplois au cours des trois premières années de vie active de la Génération 2004
L’enquête Génération 2004 décrit les trajectoires d’emploi des jeunes sortis diplômés de l’enseignement supérieur en 2004. Elle nous renseigne ainsi sur la qualité des emplois occupés par ces débutants au cours de leurs trois premières années de vie active.
Plus que la filière ou la spécialité de formation, c’est le niveau du diplôme de sortie qui va déterminer les chances d’accès des débutants aux différentes classes d’emploi.
Les opinions des jeunes sur leur situation professionnelle corroborent la qualité mesurée des emplois. Le sentiment de dévalorisation des diplômes est fort pour les débutants sur des emplois de mauvaise qualité alors que les débutants ayant des emplois de qualité supérieure se sentent à leur place et expriment le souhait de rester dans cet emploi.
(revue au format pdf, 30 p.)
http://www.cereq.fr/pdf/Net-doc-67.pdf
N°67, août 2010
Quels emplois pour les débutants diplômés du supérieur ? Une analyse de la qualité des emplois au cours des trois premières années de vie active de la Génération 2004
L’enquête Génération 2004 décrit les trajectoires d’emploi des jeunes sortis diplômés de l’enseignement supérieur en 2004. Elle nous renseigne ainsi sur la qualité des emplois occupés par ces débutants au cours de leurs trois premières années de vie active.
Plus que la filière ou la spécialité de formation, c’est le niveau du diplôme de sortie qui va déterminer les chances d’accès des débutants aux différentes classes d’emploi.
Les opinions des jeunes sur leur situation professionnelle corroborent la qualité mesurée des emplois. Le sentiment de dévalorisation des diplômes est fort pour les débutants sur des emplois de mauvaise qualité alors que les débutants ayant des emplois de qualité supérieure se sentent à leur place et expriment le souhait de rester dans cet emploi.
(revue au format pdf, 30 p.)
http://www.cereq.fr/pdf/Net-doc-67.pdf
Revue Recherche et formation
Recherche et formation
N°63, 2010
Approches cliniques des apprentissages
Dossier
* Présentation par Maria PAGONI
* L’entretien de recherche d’inspiration psychanalytique, Anne-Marie JOVENET
* L’entretien cognitif à visée d’apprentissage, Michel PERRAUDEAU, Maria PAGONI
* L´espace de la formation clinique, Marta SOUTO
* Les dilemmes d’activité, Bernard PROT, Joëlle MEZZA, Régis OUVRIER, BONNAZ, Emmanuelle REILLE-BAUDRIN, Pierre VÉRILLON
* L’analyse de scénarisation pédagogique, Samira MAHLAOUI
* L’approche biographique de l’écriture, Christophe NIEWIADOMSKI
* Autour des mots de la formation : « Clinique » par Francis DANVERS
* Entretien avec Nicole MOSCONI : « Les approches cliniques du processus enseigner-apprendre » par Maria PAGONI
Débats & controverses
* Faut-il être accompagné pour apprendre à enseigner ?, Françoise CARRAUD
Varia
* Parcours de formation et auto-construction professionnelle des enseignants débutants du premier degré, Christophe HOFF
* Enseignement de la lecture au CP et développement professionnel de maîtres débutants, Sophie BRIQUET-DUHAZÉ< /i>
http://www.inrp.fr/editions/revues/recherche-et-formation
N°63, 2010
Approches cliniques des apprentissages
Dossier
* Présentation par Maria PAGONI
* L’entretien de recherche d’inspiration psychanalytique, Anne-Marie JOVENET
* L’entretien cognitif à visée d’apprentissage, Michel PERRAUDEAU, Maria PAGONI
* L´espace de la formation clinique, Marta SOUTO
* Les dilemmes d’activité, Bernard PROT, Joëlle MEZZA, Régis OUVRIER, BONNAZ, Emmanuelle REILLE-BAUDRIN, Pierre VÉRILLON
* L’analyse de scénarisation pédagogique, Samira MAHLAOUI
* L’approche biographique de l’écriture, Christophe NIEWIADOMSKI
* Autour des mots de la formation : « Clinique » par Francis DANVERS
* Entretien avec Nicole MOSCONI : « Les approches cliniques du processus enseigner-apprendre » par Maria PAGONI
Débats & controverses
* Faut-il être accompagné pour apprendre à enseigner ?, Françoise CARRAUD
Varia
* Parcours de formation et auto-construction professionnelle des enseignants débutants du premier degré, Christophe HOFF
* Enseignement de la lecture au CP et développement professionnel de maîtres débutants, Sophie BRIQUET-DUHAZÉ< /i>
http://www.inrp.fr/editions/revues/recherche-et-formation
Revue Savoirs
Savoirs
N°22, 2010/1
Genre et Formation
* La question du genre en formation des adultes, Edmée Ollagnier
Rebonds
* Apport des études genre à l'éducation et à la formation des adultes, Claudie Solar
* Apport des études genre à l'éducation et à la formation des adultes, Danielle Fournier
Articles de recherche
* Construire l'auto-efficacité par l'analyse de l'activité en formation des cadres et dirigeants de la santé publique, Marc Nagels
* L'activité des dirigeants de la fonction publique territoriale, une recherche en analyse de l'activité, Laurence Durat
* Registre d'utilisation des savoirs didactiques en formation professionnelle des enseignants : le cas d'une conseillère pédagogique, Chantal Amade-Escot et Jean-Paul Dugal
* Accompagner les candidats à la VAE. Le mythe de la juste distance, Philippe Crognier
http://www.cairn.info/revue-savoirs-2010-1.htm
N°22, 2010/1
Genre et Formation
* La question du genre en formation des adultes, Edmée Ollagnier
Rebonds
* Apport des études genre à l'éducation et à la formation des adultes, Claudie Solar
* Apport des études genre à l'éducation et à la formation des adultes, Danielle Fournier
Articles de recherche
* Construire l'auto-efficacité par l'analyse de l'activité en formation des cadres et dirigeants de la santé publique, Marc Nagels
* L'activité des dirigeants de la fonction publique territoriale, une recherche en analyse de l'activité, Laurence Durat
* Registre d'utilisation des savoirs didactiques en formation professionnelle des enseignants : le cas d'une conseillère pédagogique, Chantal Amade-Escot et Jean-Paul Dugal
* Accompagner les candidats à la VAE. Le mythe de la juste distance, Philippe Crognier
http://www.cairn.info/revue-savoirs-2010-1.htm
Δευτέρα 6 Σεπτεμβρίου 2010
Review of Research in Education
Λυπάμαι αλλά εδώ δε βρήκα περιλήψεις.
Review of Research in Education
March 2010; 34 (1)
What Counts as Evidence in Educational Settings? Rethinking Equity, Diversity and Reform in the 21st Century
Introduction
What Counts as Evidence and Equity? , pp vii-xvi,
Allan Luke, Judith Green, and Gregory J. Kelly
Articles
The Uses of Evidence for Educational Policymaking: Global Contexts and International Trends, pp 1-24,
Alexander W. Wiseman
Naming and Classifying: Theory, Evidence, and Equity in Education, pp. 25-84
Samuel R. Lucas and Lauren Beresford
Education Rights and Classroom-Based Litigation: Shifting the Boundaries of Evidence, pp.85-112
Kevin Welner
Beyond Academic Outcomes, pp.113-141
James G. Ladwig
Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners, pp.142-178
Will J. Jordan
New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes, pp.179-225
Mark Warschauer and Tina Matuchniak
Evidence of the Impact of School Reform on Systems Governance and Educational Bureaucracies in the United States, pp.226-253,
Gail L. Sunderman
What Counts as Evidence of Educational Achievement? The Role of Constructs in the Pursuit of Equity in Assessment, pp. 254-284
Dylan Wiliam
The Teacher Workforce and Problems of Educational Equity, pp. 285-328
Judith Warren Little and Lora Bartlett
The Changing Social Spaces of Learning: Mapping New Mobilities, pp. 329-394
Kevin M. Leander, Nathan C. Phillips, and Katherine Headrick Taylor
Review of Research in Education
March 2010; 34 (1)
What Counts as Evidence in Educational Settings? Rethinking Equity, Diversity and Reform in the 21st Century
Introduction
What Counts as Evidence and Equity? , pp vii-xvi,
Allan Luke, Judith Green, and Gregory J. Kelly
Articles
The Uses of Evidence for Educational Policymaking: Global Contexts and International Trends, pp 1-24,
Alexander W. Wiseman
Naming and Classifying: Theory, Evidence, and Equity in Education, pp. 25-84
Samuel R. Lucas and Lauren Beresford
Education Rights and Classroom-Based Litigation: Shifting the Boundaries of Evidence, pp.85-112
Kevin Welner
Beyond Academic Outcomes, pp.113-141
James G. Ladwig
Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners, pp.142-178
Will J. Jordan
New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes, pp.179-225
Mark Warschauer and Tina Matuchniak
Evidence of the Impact of School Reform on Systems Governance and Educational Bureaucracies in the United States, pp.226-253,
Gail L. Sunderman
What Counts as Evidence of Educational Achievement? The Role of Constructs in the Pursuit of Equity in Assessment, pp. 254-284
Dylan Wiliam
The Teacher Workforce and Problems of Educational Equity, pp. 285-328
Judith Warren Little and Lora Bartlett
The Changing Social Spaces of Learning: Mapping New Mobilities, pp. 329-394
Kevin M. Leander, Nathan C. Phillips, and Katherine Headrick Taylor
Oxford Review of Education, Volume 36 Issue 4 2010
Oxford Review of Education, Volume 36 Issue 4 2010
The rise and fall of workplace basic skills programmes: lessons for policy and practice
Alison Wolf; Liam Aspin; Edmund Waite; Katerina Ananiadou
Pages 385 – 405
Since the publication of the Moser Report in 1999, improving the basic skills of adults has been a major priority for all of the UK's governments. There has been a particular interest in building up workplace provision, because of the assumed relationship between the basic skills of the employed population and productivity. A longitudinal study tracked 53 workplaces which hosted subsidised basic skills courses, and examined the impact on the enterprises themselves as well as on learners. It established that employers were not, contrary to policy-makers' expectations, concerned about employees' literacy levels, and supported provision largely as a way of providing general development opportunities. Learners, who made small literacy gains at best, did not change their behaviour in ways which were likely to affect productivity. Once subsidies ended, employers were unwilling to support further provision at full cost. This provides further evidence that basic skills tuition does not have an immediate impact on performance. Overall the subsidised programmes used an extremely costly approach, and left no lasting legacy. The findings have major implications for the organisation of effective educational provision for less-skilled employees and suggest that the current approach to subsidising workplace training is seriously defective.
The Culture Project: diasporic negotiations of ethnicity, identity and culture among teachers, pupils and parents in Chinese language schools
Louise Archer; Becky Francis; Ada Mau
Pages 407 – 426
Notions of culture, ethnicity and identity are highly political (and also personally meaningful) issues within diasporic communities. Complementary schools are particularly interesting sites in this respect, as they are often set up with an explicit cultural agenda of 'preserving' or 'maintaining' 'traditional' culture and language within diasporic communities. In this paper, we draw on qualitative data from an ESRC funded study conducted in six Chinese complementary schools to consider how pupils (n=60), parents (n=24) and teachers (n=21) in these schools construct and negotiate issues of culture and identity. We consider the ways in which the cultural agenda of the schools is constructed and experienced, teasing out the ways in which cultural discourses and pupil identities are deployed (and resisted, reworked) within the space of Chinese schools. Finally we consider the extent to which the schools are perceived by the young people to be 'successful' (or not) in their efforts to make pupils feel 'more Chinese'.
Cultural reductionism and the media: polarising discourses around schools, violence and masculinity in an age of terror
Martin Mills; Amanda Keddie
Pages 427 – 444
This paper provides a media analysis of three interrelated sets of newspaper articles dealing with youth, schooling and violence. Understanding the media as a dominant and powerful cultural text that creates the realities it describes, the paper takes a critical view of the 'standpoint' of recent media representations of the Cronulla (Sydney, Australia) riots, gang violence in schools, and issues of education amid broader concerns with security in an 'age of terror'. The paper draws attention to the polarising media discourses that demonise young Muslim men as the 'other'—violent and dangerous—and advocate for 'ethnic' integration of this 'other' over 'progressive education' or 'multiculturalism'. Such reductionist sociology is presented as highly problematic in its homogenising and inferiorising of minority cultures and in its silencing of particular issues imperative in understanding and addressing contemporary expressions of violence. The paper calls for a more nuanced interpretation of issues of culture and violence that, in particular, acknowledges how masculinity politics are implicated in current manifestations of violence.
Maternal schooling and children’s relative inequalities in developmental outcomes: evidence from the 1947 school leaving age reform in Britain
Ricardo Sabates; Kathryn Duckworth
Pages 445 – 461
This paper investigates whether mothers' participation in post-compulsory education impacts on children's relative inequalities across four developmental outcomes. The empirical analysis uses information from children born in 1958 in Britain. Mothers of the 1958 British cohort were affected by the 1947 school leaving age reform, which increased the age of compulsory schooling from 14 to 15 years. We selected the first-born cohort members whose mothers were born in 1933 and 1934 and whose mothers completed compulsory schooling only. We found that the additional year of maternal schooling was significantly associated with relative improvements in mathematics attainment for their children, but no significant differences for reading or behavioural outcomes. The impact on mathematics was mainly for boys. These results suggest wider dispersion in mathematics attainment between sons whose mothers benefited from the additional year of schooling in 1947 and those whose mothers did not.
The creation and maintenance of a ‘learning-loving minority’ in conventional high schools: a research-based response to John Ogbu
Eugene Matusov; Renée DePalma; Mark Philip Smith
Pages 463 – 480
This research focuses on the adaptation strategies of students from an innovative elementary school run as a community of learners who have been involuntarily 'thrown into' competitive, credentialism-based high schools. We apply the anthropologist John Ogbu's comparative historico-ecological framework of 'minority' to the innovative school graduates in their new school contexts. The students in our study, whom we refer to as a 'learning-loving minority', were generally academically successful in their new conventional schools, yet expressed distinctly ambivalent attitudes toward conventional schooling practices. Discourse analysis revealed distinct response patterns, some paralleling those of (unsuccessful) involuntary minority students and others paralleling those of (successful) immigrant minority students described by Ogbu. We suggest that Ogbu's comparative historico-ecological approach can be useful for education research but should be modified to take into account the effect of the institution of conventional schooling itself—its competitive, credentialistic and meritocratic nature—which has to date been under-analysed within Ogbu's theoretical perspective
Funding and the attainment of transformation goals in South Africa’s higher education
Gerald Wangenge-Ouma
Pages 481 – 497
The link between the funding of higher education and the attainment of higher education transformation goals in South Africa, especially access by students from previously under-represented communities, is the main focus of this paper. Specifically, the paper examines three questions: (a) How does public funding of higher education encourage (or discourage) the attainment of higher education transformation goals in South Africa? (b) What challenges do frequent tuition fee increases pose to the attainment of higher education transformation goals? (c) How can South Africa's higher education be made affordable for indigent (mostly black) students? The paper concludes that although South Africa's higher education funding formula is generally geared towards attaining the goals of transformation, several of its aspects are inimical to the achievement of these goals. Further, declining public funding of higher education and frequent tuition fee increases by public universities vis--vis higher education's natural inclination to reproduce, and even to exacerbate, existing social disparities and inequalities do not bode well for the attainment of transformation in South Africa's higher education. This is aggravated by existing high levels of poverty and inequality mostly affecting the majority of the communities that were marginalised during apartheid.
Tooley, Dixon and Gomathi on private education in Hyderabad: a reply
Padma M. Sarangapani; Christopher Winch
Pages 499 – 515
Tooley, Dixon and Gomathi maintain that private unrecognised unaided schools in Hyderabad, India, catering for children of the poor, provide a better level of education than do their government counterparts. We examine this contention and argue first that Tooley et al.'s conceptualisation of education and its benefits is flawed and second that the evidence selected and provided to prove the empirical side of the case is one-sided and unrepresentative. We conclude that their case remains unproven and that flaws in the argument and its evidence provide no substantial case for their contention
A rejoinder to Sarangapani and Winch
James Tooley; Pauline Dixon; S. V. Gomathi
Pages 517 – 520
The rise and fall of workplace basic skills programmes: lessons for policy and practice
Alison Wolf; Liam Aspin; Edmund Waite; Katerina Ananiadou
Pages 385 – 405
Since the publication of the Moser Report in 1999, improving the basic skills of adults has been a major priority for all of the UK's governments. There has been a particular interest in building up workplace provision, because of the assumed relationship between the basic skills of the employed population and productivity. A longitudinal study tracked 53 workplaces which hosted subsidised basic skills courses, and examined the impact on the enterprises themselves as well as on learners. It established that employers were not, contrary to policy-makers' expectations, concerned about employees' literacy levels, and supported provision largely as a way of providing general development opportunities. Learners, who made small literacy gains at best, did not change their behaviour in ways which were likely to affect productivity. Once subsidies ended, employers were unwilling to support further provision at full cost. This provides further evidence that basic skills tuition does not have an immediate impact on performance. Overall the subsidised programmes used an extremely costly approach, and left no lasting legacy. The findings have major implications for the organisation of effective educational provision for less-skilled employees and suggest that the current approach to subsidising workplace training is seriously defective.
The Culture Project: diasporic negotiations of ethnicity, identity and culture among teachers, pupils and parents in Chinese language schools
Louise Archer; Becky Francis; Ada Mau
Pages 407 – 426
Notions of culture, ethnicity and identity are highly political (and also personally meaningful) issues within diasporic communities. Complementary schools are particularly interesting sites in this respect, as they are often set up with an explicit cultural agenda of 'preserving' or 'maintaining' 'traditional' culture and language within diasporic communities. In this paper, we draw on qualitative data from an ESRC funded study conducted in six Chinese complementary schools to consider how pupils (n=60), parents (n=24) and teachers (n=21) in these schools construct and negotiate issues of culture and identity. We consider the ways in which the cultural agenda of the schools is constructed and experienced, teasing out the ways in which cultural discourses and pupil identities are deployed (and resisted, reworked) within the space of Chinese schools. Finally we consider the extent to which the schools are perceived by the young people to be 'successful' (or not) in their efforts to make pupils feel 'more Chinese'.
Cultural reductionism and the media: polarising discourses around schools, violence and masculinity in an age of terror
Martin Mills; Amanda Keddie
Pages 427 – 444
This paper provides a media analysis of three interrelated sets of newspaper articles dealing with youth, schooling and violence. Understanding the media as a dominant and powerful cultural text that creates the realities it describes, the paper takes a critical view of the 'standpoint' of recent media representations of the Cronulla (Sydney, Australia) riots, gang violence in schools, and issues of education amid broader concerns with security in an 'age of terror'. The paper draws attention to the polarising media discourses that demonise young Muslim men as the 'other'—violent and dangerous—and advocate for 'ethnic' integration of this 'other' over 'progressive education' or 'multiculturalism'. Such reductionist sociology is presented as highly problematic in its homogenising and inferiorising of minority cultures and in its silencing of particular issues imperative in understanding and addressing contemporary expressions of violence. The paper calls for a more nuanced interpretation of issues of culture and violence that, in particular, acknowledges how masculinity politics are implicated in current manifestations of violence.
Maternal schooling and children’s relative inequalities in developmental outcomes: evidence from the 1947 school leaving age reform in Britain
Ricardo Sabates; Kathryn Duckworth
Pages 445 – 461
This paper investigates whether mothers' participation in post-compulsory education impacts on children's relative inequalities across four developmental outcomes. The empirical analysis uses information from children born in 1958 in Britain. Mothers of the 1958 British cohort were affected by the 1947 school leaving age reform, which increased the age of compulsory schooling from 14 to 15 years. We selected the first-born cohort members whose mothers were born in 1933 and 1934 and whose mothers completed compulsory schooling only. We found that the additional year of maternal schooling was significantly associated with relative improvements in mathematics attainment for their children, but no significant differences for reading or behavioural outcomes. The impact on mathematics was mainly for boys. These results suggest wider dispersion in mathematics attainment between sons whose mothers benefited from the additional year of schooling in 1947 and those whose mothers did not.
The creation and maintenance of a ‘learning-loving minority’ in conventional high schools: a research-based response to John Ogbu
Eugene Matusov; Renée DePalma; Mark Philip Smith
Pages 463 – 480
This research focuses on the adaptation strategies of students from an innovative elementary school run as a community of learners who have been involuntarily 'thrown into' competitive, credentialism-based high schools. We apply the anthropologist John Ogbu's comparative historico-ecological framework of 'minority' to the innovative school graduates in their new school contexts. The students in our study, whom we refer to as a 'learning-loving minority', were generally academically successful in their new conventional schools, yet expressed distinctly ambivalent attitudes toward conventional schooling practices. Discourse analysis revealed distinct response patterns, some paralleling those of (unsuccessful) involuntary minority students and others paralleling those of (successful) immigrant minority students described by Ogbu. We suggest that Ogbu's comparative historico-ecological approach can be useful for education research but should be modified to take into account the effect of the institution of conventional schooling itself—its competitive, credentialistic and meritocratic nature—which has to date been under-analysed within Ogbu's theoretical perspective
Funding and the attainment of transformation goals in South Africa’s higher education
Gerald Wangenge-Ouma
Pages 481 – 497
The link between the funding of higher education and the attainment of higher education transformation goals in South Africa, especially access by students from previously under-represented communities, is the main focus of this paper. Specifically, the paper examines three questions: (a) How does public funding of higher education encourage (or discourage) the attainment of higher education transformation goals in South Africa? (b) What challenges do frequent tuition fee increases pose to the attainment of higher education transformation goals? (c) How can South Africa's higher education be made affordable for indigent (mostly black) students? The paper concludes that although South Africa's higher education funding formula is generally geared towards attaining the goals of transformation, several of its aspects are inimical to the achievement of these goals. Further, declining public funding of higher education and frequent tuition fee increases by public universities vis--vis higher education's natural inclination to reproduce, and even to exacerbate, existing social disparities and inequalities do not bode well for the attainment of transformation in South Africa's higher education. This is aggravated by existing high levels of poverty and inequality mostly affecting the majority of the communities that were marginalised during apartheid.
Tooley, Dixon and Gomathi on private education in Hyderabad: a reply
Padma M. Sarangapani; Christopher Winch
Pages 499 – 515
Tooley, Dixon and Gomathi maintain that private unrecognised unaided schools in Hyderabad, India, catering for children of the poor, provide a better level of education than do their government counterparts. We examine this contention and argue first that Tooley et al.'s conceptualisation of education and its benefits is flawed and second that the evidence selected and provided to prove the empirical side of the case is one-sided and unrepresentative. We conclude that their case remains unproven and that flaws in the argument and its evidence provide no substantial case for their contention
A rejoinder to Sarangapani and Winch
James Tooley; Pauline Dixon; S. V. Gomathi
Pages 517 – 520
Κυριακή 5 Σεπτεμβρίου 2010
Intercultural Education, Volume 21 Issue 3 2010
Intercultural Education, Volume 21 Issue 3 2010
Cooperative Learning and Intercultural Education in Multicultural Societies: Critical Reflections
Editorial
Francesca Gobbo; George Jacobs; Isabella Pescarmona
Pages 189 – 193
Articles
Cooperative learning: a diversified pedagogy for diverse classrooms
Yael Sharan
Pages 195 – 203
As a generic and diversified pedagogy, cooperative learning (CL) reaches out to the field of intercultural education with an offer to establish a reciprocal relationship. After a short description of the diversity of CL and a brief exploration of the influence that culture has on learning, this paper depicts how the partnership between CL and intercultural education can help to create a culturally sensitive CL classroom, where learning is made relevant for all. Culturally responsive teaching implies using CL methods and strategies to discover the students' worlds and incorporate them into the world of the classroom.
Hope of cooperative learning: intentional talk in Albanian secondary school classrooms
Pasi Sahlberg
Pages 205 – 218
The notion of a knowledge society has led policy-makers and reformers to look for classroom practices that would lead to more productive learning in schools. Modern educational technologies are often thought to transform the traditional presentation-recitation mode of instruction into more participatory learning. This paper assumes that teaching for modern intercultural knowledge societies should rely on multilateral communication, students' ideas and social interaction. Based on observation data from 303 upper secondary school classrooms in randomly selected schools which were analysed using Flanders Interaction Analysis Categories, this study found that these basic conditions for productive teaching, such as cooperative learning were missing in most classrooms. These data suggest that typical secondary school lessons are dominated by teacher talk and that time for student-initiated talk is about 1% of total lesson time. This study also confirmed that classrooms provide a poor psychological and social environment to stimulate student initiation, participation or risk-taking. Therefore, unless the pattern of verbal interactions in classrooms is changed, cooperative learning will have difficulty taking root as part of secondary school culture.
Complex Instruction: managing professional development and school culture
Isabella Pescarmona
Pages 219 – 227
Complex Instruction (CI) is a comprehensive programme relating to curriculum development and instructional methodology, using multiple ability tasks and status interventions as key concepts. In 2006, at the end of a teacher training course, a group of primary school teachers decided to develop and experiment with original CI teaching units in their classrooms in Bologna and the surrounding province. The author developed a qualitative research project using ethnographic methodology to investigate and understand how this instructional innovation was proceeding and how it was being implemented by the Bologna teacher group. The paper critically reflects on the introduction of an alternative approach in an Italian context by examining how teachers did or did not reach new educational goals and how they coped with their schools' structural conditions (such as schedules, curriculum demands) as well as cultural factors (such as professional values). The paper discusses how the CI strategy was debated and interpreted by the teachers involved, and the barriers and opportunities for implementation.
Cooperative learning for educational reform in Armenia
Aleksan Hovhannisyan; Pasi Sahlberg
Pages 229 – 242
Armenia is in the midst of major educational reforms in which teacher professional development is a key component. Much of the energy devoted to developing education in Armenia is targeted towards enhancing student-centred teaching, especially cooperative learning. This has become a significant challenge for many schools and teachers as they cope with understanding, learning and adapting these approaches in their current work. This paper explores teachers' views and understanding of cooperative learning and then discusses how national education policies should address further implementation of cooperative learning in Armenian schools. Data were collected through a large-scale nationwide survey and focus-group interviews. Observations in training workshops on cooperative learning also constitute part of the data used in this study. The main finding is that most teachers believe that they have adequate knowledge and understanding of cooperative learning after attending the training workshops, but that only a few are able to integrate it as an active part of their pedagogical repertoire. This paper contributes to a currently weak research base on implementing cooperative learning in fragile educational contexts.
Cooperative learning as method and model in second-language teacher education
Carla Chamberlin-Quinlisk
Pages 243 – 255
This paper describes the integration of cooperative learning (CL) activities into a graduate teacher education course, Collaborative Teaching in English as a Second Language (ESL). Because teachers and researchers have both identified discipline status and relationship issues as challenges to collaboration, this course focused on relational dynamics such as respect, trust, reciprocity, and approachability as central to the successful implementation of collaborative practice. CL activities were integrated into the program to encourage ESL teachers to explore their own values and expectations for learning as well as their own communication styles which might facilitate or hinder collegiality. The research question asks how CL contributes to teachers' understanding of themselves as communicators, collaborators, and agents of change. From a qualitative analysis of observer notes, journal entries, classroom discussions, group activities, and autobiographies, this paper highlights how dimensions of CL can be used not only as methodology in second-language teacher education but also as a model for developing collaborative relationships between ESL and content-area teachers.
Cooperative learning – a double-edged sword: a cooperative learning model for use with diverse student groups
Trish Baker; Jill Clark
Pages 257 – 268
Although very little research has been done on cooperative learning (CL) in New Zealand, international research is positive about the educational benefits of working in culturally diverse groups. This paper presents the findings of a research project examining New Zealand experiences with CL in multicultural groups. Data were collected via surveys and focus groups with domestic and international students and with New Zealand tertiary lecturers who use CL techniques in their programmes. The findings indicate a strong cultural conflict in the conceptualization of CL between international students with little prior experience of CL and New Zealand lecturers who are often not trained to help international students to bridge the gaps between their past educational experiences and typical education practices in New Zealand. This conflict reinforces the importance of understanding cultural differences and their impact on student patterns of classroom behaviour. The authors recommend that domestic and international students be prepared more effectively for CL and that lecturers be trained in designing curricula and assessment programmes that are pedagogically sound and culturally accommodating. The paper proposes a model to assist lecturers to achieve this aim.
Theoretical framework for Cooperative Participatory Action Research (CPAR) in a multicultural campus: the social drama model
Rachel Hertz-Lazarowitz; Tamar Zelniker; Faisal Azaiza
Pages 269 – 279
This paper describes a long-term research seminar, developed in 2001 by Hertz-Lazarowitz at the University of Haifa (UH). The goal of the seminar was to involve students in a meaningful, experiential and cooperative-interactive learning environment, based on topics relevant to their development as individuals coming from diverse collectives to the university campus, and to prepare them for life in an increasingly multicultural society. The seminar was based on the principles of the Participative Action Research and Group Investigation methods. The researchers aimed to create a model of learning, teaching, and action to bring awareness and enable change within the university's community, so that it could become a place of justice, equality, and recognition of the many cultural groups on campus. Since 2001, the Cooperative Participatory Action Research (CPAR) seminar has been offered to students through UH's Department of Education. This paper describes the theoretical framework and the stages and structures interwoven in the CPAR during its first eight years. The authors call on universities around the world to be committed to CPAR seminars within multicultural and conflict-ridden campuses so that social justice will become an essential part of students' experiences and action.
A dynamic conception of humanity, intercultural relation and cooperative learning
Khosrow Bagheri Noaparast; Zohreh Khosravi
Pages 281 – 290
The main focus of this paper relates to the conceptualizations of human identity and intercultural relations needed for cooperative learning (CL) to occur. At one extreme, some have argued that the relation between different cultures should be conceptualized in terms of incommensurability. At the other extreme, a standardization and unification along with the trend of globalization is supported at the peril of leaving pluralism aside. This paper argues that neither of the two extreme views can provide a satisfactory theoretical basis for CL at the intercultural level. Such a theoretical basis can be sought in providing a compromise between Donald Davidson's principle of charity and Gadamer's view of understanding in terms of fusion of horizons. Consequently, understanding is neither merely an inner nor an outer endeavour; rather it involves both. Cooperative learning in this framework implies that the material for learning is neither in the hands of the learner nor in those of the so-called 'teacher'. In fact, this material develops an intercultural relation by means of both poles of the relation. CL involves reciprocal support as well as reciprocal critique.
Cooperative Learning and Intercultural Education in Multicultural Societies: Critical Reflections
Editorial
Francesca Gobbo; George Jacobs; Isabella Pescarmona
Pages 189 – 193
Articles
Cooperative learning: a diversified pedagogy for diverse classrooms
Yael Sharan
Pages 195 – 203
As a generic and diversified pedagogy, cooperative learning (CL) reaches out to the field of intercultural education with an offer to establish a reciprocal relationship. After a short description of the diversity of CL and a brief exploration of the influence that culture has on learning, this paper depicts how the partnership between CL and intercultural education can help to create a culturally sensitive CL classroom, where learning is made relevant for all. Culturally responsive teaching implies using CL methods and strategies to discover the students' worlds and incorporate them into the world of the classroom.
Hope of cooperative learning: intentional talk in Albanian secondary school classrooms
Pasi Sahlberg
Pages 205 – 218
The notion of a knowledge society has led policy-makers and reformers to look for classroom practices that would lead to more productive learning in schools. Modern educational technologies are often thought to transform the traditional presentation-recitation mode of instruction into more participatory learning. This paper assumes that teaching for modern intercultural knowledge societies should rely on multilateral communication, students' ideas and social interaction. Based on observation data from 303 upper secondary school classrooms in randomly selected schools which were analysed using Flanders Interaction Analysis Categories, this study found that these basic conditions for productive teaching, such as cooperative learning were missing in most classrooms. These data suggest that typical secondary school lessons are dominated by teacher talk and that time for student-initiated talk is about 1% of total lesson time. This study also confirmed that classrooms provide a poor psychological and social environment to stimulate student initiation, participation or risk-taking. Therefore, unless the pattern of verbal interactions in classrooms is changed, cooperative learning will have difficulty taking root as part of secondary school culture.
Complex Instruction: managing professional development and school culture
Isabella Pescarmona
Pages 219 – 227
Complex Instruction (CI) is a comprehensive programme relating to curriculum development and instructional methodology, using multiple ability tasks and status interventions as key concepts. In 2006, at the end of a teacher training course, a group of primary school teachers decided to develop and experiment with original CI teaching units in their classrooms in Bologna and the surrounding province. The author developed a qualitative research project using ethnographic methodology to investigate and understand how this instructional innovation was proceeding and how it was being implemented by the Bologna teacher group. The paper critically reflects on the introduction of an alternative approach in an Italian context by examining how teachers did or did not reach new educational goals and how they coped with their schools' structural conditions (such as schedules, curriculum demands) as well as cultural factors (such as professional values). The paper discusses how the CI strategy was debated and interpreted by the teachers involved, and the barriers and opportunities for implementation.
Cooperative learning for educational reform in Armenia
Aleksan Hovhannisyan; Pasi Sahlberg
Pages 229 – 242
Armenia is in the midst of major educational reforms in which teacher professional development is a key component. Much of the energy devoted to developing education in Armenia is targeted towards enhancing student-centred teaching, especially cooperative learning. This has become a significant challenge for many schools and teachers as they cope with understanding, learning and adapting these approaches in their current work. This paper explores teachers' views and understanding of cooperative learning and then discusses how national education policies should address further implementation of cooperative learning in Armenian schools. Data were collected through a large-scale nationwide survey and focus-group interviews. Observations in training workshops on cooperative learning also constitute part of the data used in this study. The main finding is that most teachers believe that they have adequate knowledge and understanding of cooperative learning after attending the training workshops, but that only a few are able to integrate it as an active part of their pedagogical repertoire. This paper contributes to a currently weak research base on implementing cooperative learning in fragile educational contexts.
Cooperative learning as method and model in second-language teacher education
Carla Chamberlin-Quinlisk
Pages 243 – 255
This paper describes the integration of cooperative learning (CL) activities into a graduate teacher education course, Collaborative Teaching in English as a Second Language (ESL). Because teachers and researchers have both identified discipline status and relationship issues as challenges to collaboration, this course focused on relational dynamics such as respect, trust, reciprocity, and approachability as central to the successful implementation of collaborative practice. CL activities were integrated into the program to encourage ESL teachers to explore their own values and expectations for learning as well as their own communication styles which might facilitate or hinder collegiality. The research question asks how CL contributes to teachers' understanding of themselves as communicators, collaborators, and agents of change. From a qualitative analysis of observer notes, journal entries, classroom discussions, group activities, and autobiographies, this paper highlights how dimensions of CL can be used not only as methodology in second-language teacher education but also as a model for developing collaborative relationships between ESL and content-area teachers.
Cooperative learning – a double-edged sword: a cooperative learning model for use with diverse student groups
Trish Baker; Jill Clark
Pages 257 – 268
Although very little research has been done on cooperative learning (CL) in New Zealand, international research is positive about the educational benefits of working in culturally diverse groups. This paper presents the findings of a research project examining New Zealand experiences with CL in multicultural groups. Data were collected via surveys and focus groups with domestic and international students and with New Zealand tertiary lecturers who use CL techniques in their programmes. The findings indicate a strong cultural conflict in the conceptualization of CL between international students with little prior experience of CL and New Zealand lecturers who are often not trained to help international students to bridge the gaps between their past educational experiences and typical education practices in New Zealand. This conflict reinforces the importance of understanding cultural differences and their impact on student patterns of classroom behaviour. The authors recommend that domestic and international students be prepared more effectively for CL and that lecturers be trained in designing curricula and assessment programmes that are pedagogically sound and culturally accommodating. The paper proposes a model to assist lecturers to achieve this aim.
Theoretical framework for Cooperative Participatory Action Research (CPAR) in a multicultural campus: the social drama model
Rachel Hertz-Lazarowitz; Tamar Zelniker; Faisal Azaiza
Pages 269 – 279
This paper describes a long-term research seminar, developed in 2001 by Hertz-Lazarowitz at the University of Haifa (UH). The goal of the seminar was to involve students in a meaningful, experiential and cooperative-interactive learning environment, based on topics relevant to their development as individuals coming from diverse collectives to the university campus, and to prepare them for life in an increasingly multicultural society. The seminar was based on the principles of the Participative Action Research and Group Investigation methods. The researchers aimed to create a model of learning, teaching, and action to bring awareness and enable change within the university's community, so that it could become a place of justice, equality, and recognition of the many cultural groups on campus. Since 2001, the Cooperative Participatory Action Research (CPAR) seminar has been offered to students through UH's Department of Education. This paper describes the theoretical framework and the stages and structures interwoven in the CPAR during its first eight years. The authors call on universities around the world to be committed to CPAR seminars within multicultural and conflict-ridden campuses so that social justice will become an essential part of students' experiences and action.
A dynamic conception of humanity, intercultural relation and cooperative learning
Khosrow Bagheri Noaparast; Zohreh Khosravi
Pages 281 – 290
The main focus of this paper relates to the conceptualizations of human identity and intercultural relations needed for cooperative learning (CL) to occur. At one extreme, some have argued that the relation between different cultures should be conceptualized in terms of incommensurability. At the other extreme, a standardization and unification along with the trend of globalization is supported at the peril of leaving pluralism aside. This paper argues that neither of the two extreme views can provide a satisfactory theoretical basis for CL at the intercultural level. Such a theoretical basis can be sought in providing a compromise between Donald Davidson's principle of charity and Gadamer's view of understanding in terms of fusion of horizons. Consequently, understanding is neither merely an inner nor an outer endeavour; rather it involves both. Cooperative learning in this framework implies that the material for learning is neither in the hands of the learner nor in those of the so-called 'teacher'. In fact, this material develops an intercultural relation by means of both poles of the relation. CL involves reciprocal support as well as reciprocal critique.
European Educational Research Journal
European Educational Research Journal
2010, volume 9, Number 3
SPECIAL ISSUE
Mapping the European Educational Research Space:
policy, governance and cultures
PART 1
Pia Cort. Stating the Obvious: the European Qualifications Framework is not a neutral evidence-based policy tool, pages 304‑316
In European Union policy documents, the European Qualifications Framework (EQF) is described as a neutral tool embedded in an evidence-based policy process. Its purpose is to improve the transparency, comparability and portability of qualifications in the European Union. The aim of this article is to denaturalise the EQF discourse through a discursive reading of the EQF policy and a review of research on national qualifications frameworks in a number of primarily Anglo-Saxon countries. The argument may seem obvious: the EQF policy is not neutral (policies never are), nor is there evidence to substantiate the claim that the EQF is a case of policy learning from ‘good practice’.
Francesca Caena & Umberto Margiotta. European Teacher Education: a fractal perspective tackling complexity, pages 317‑331
This article takes stock of the complex scenario of the European education space in its past, present and future developments, which highlights the priorities of the modernisation, improvement and convergence of the goals for education and training systems in the knowledge and learning society. The critical case of teacher education is then analysed within the European Higher Education Area, with its characteristic display of national and cultural features and constraints, often jostling with European recommendations about the competences and preparation of quality European teachers. This results in changes and reforms at a diverse pace, or even with contradictory trends, in different national contexts. An approach for tackling some of these issues has been devised by the European project EMETT (European Master for European Teacher Training), involving an academic network of eight universities within its Lifelong Learning Programme. The outcomes and reflections of this project work are thus reported, concerning the development and implementation of a European teacher education curriculum for a joint Master’s degree. The key European priorities of mobility and intercultural, multilingual competences in teacher education have been taken into account within the framework of an integrated, flexible curriculum that can best be described by a fractal metaphor dealing with complexity from an ecological perspective.
Mariana Gaio Alves, Claudia Neves & Elisabete Xavier Gomes. Lifelong Learning: conceptualizations in European educational policy documents, pages 332‑344
Over recent years, lifelong learning has been a central and guiding principle in the formulation of European educational policies. Within this general framework, the authors have been developing a research project that allows them to approach the theme of lifelong learning and European educational policies, taking into account four levels of analysis, namely: the supranational, the national, the institutional and, finally, the individual level of analysis. This methodological strategy reflects a theoretical understanding of policy as the result of the actions of a diversity of actors at different levels. This article focuses on the supranational level of analysis, drawing on data from an analysis of European educational policy documents. First, the authors clarify the methodological issues raised by the research findings presented. Second, they discuss the results concerning the process of definition of European educational policies. Third, the authors briefly revisit the evolution of the idea of lifelong learning and discuss the results regarding its plurality of meanings and conceptualizations within the documents considered for analysis.
Nafsika Alexiadou, Danica Fink-Hafner & Bettina Lange. Education Policy Convergence through the Open Method of Co-ordination (OMC): theoretical reflections and implementation in ‘old’ and ‘new’ national contexts, pages 345‑358
This article addresses two key questions about the convergence of education policies in the European Union (EU). How does the open method of coordination (OMC), a new governance instrument for the Europeanisation of education policies, change existing national education policy making and how can the OMC and national responses to it be researched? The authors argue that the OMC brings to national policy making a particular set of ideas about education, such as an emphasis on the contribution of education to building competitive economies and a new public management approach. The authors further suggest that the significance of such policy ideas in national education policy making can be best analysed through a combination of sociological institutionalism and discourse analysis. Hence, ‘implementation’ of EU education measures – which have been developed through policy learning – should be understood as a combination of a ‘bottom-up’ and ‘top-down’ policy-making process that links EU and national levels. Finally, the article suggests – on the basis of a preliminary exploration of the implementation of education OMC measures in the United Kingdom and Slovenia – that education OMC policy ideas resonate to varying degrees in ‘old’ and ‘new’ member states.
Peter Jones. The Politics of the Economics of Education in the European Union, pages 359‑380
This article critically examines the work of the European Commission-sponsored network, the European Expert Network on Economics of Education (EENEE). The aim is to develop understanding of the context and significance of the mobilization of the economics of education research and policy paradigm within the European Union’s Education and Training 2010 Work Programme. Drawing on a summary of the paradigm and critical assessment of policy texts produced by the network, the article examines the strategic opportunities which the paradigm offers the Commission in its attempts to promote reform of member state education and training systems. It is argued that the policy documents produced by the Commission drawing on the work of the EENEE demonstrate the intention to promote the network’s findings as the basis for education reform. However, in key respects, the paradigm has proved unable to gain member state commitment to pursuing an economics of education agenda for reform. The established European Union policy on ‘efficiency and equity in education and training’ displays a marked reluctance to frame education and training funding in economic terms while at the same time drawing on key economics of education policy priorities (preschool education, the need to reflect on the efficiency and equity implications of tracking, and the importance of ongoing reflection on the funding of higher education). In conclusion, the article argues that the Commission has mobilized the economics of education politically and strategically but that tactical and selective use of an economic evidence base within the negotiation of European Union policy positions has done more to establish the European Union level as a factor in the governance of education and training than to produce effects in terms of the shifting of policy discourse or preference in the formulation of agreed European Union policy texts.
David Rutkowski & Laura C. Engel. Soft Power and Hard Measures: large-scale assessment, citizenship and the European Union, pages 381‑395
This article explores the International Civic and Citizenship Education Study (ICCS) with particular emphasis on the European Union’s (EU’s) involvement in the regional portion. Using the ICCS, the EU actively combines hard measures with soft power, allowing the EU to define and steer cross-national rankings of values of EU citizenship. The authors contend that once hard measures of citizenship are produced, they become an efficient ‘truth’ that can be legitimated through evaluation and ranking. As measures are represented in comparative tables, the conversation shifts to ‘Why are we ranked here?’ rather than ‘How/why were we ranked?’ This shift requires critical discussion, one which is often difficult, given the politics of agreement and funding patterns underlying assessment.
Sotiria Grek. International Organisations and the Shared Construction of Policy ‘Problems’: problematisation and change in education governance in Europe, pages 396‑406
Over recent years, research has shown the ways that national governments have seemingly ceded some of their autonomy in education policy development to international organisations (IOs) in the context of globalisation and one of its conduits, Europeanisation. This article develops the idea that IOs, and particularly the Organisation for Economic Co-operation and Development (OECD), have had significant policy influence within the context of education policy development in the European education space. The article focuses on an examination of the OECD’s Programme for International Student Assessment (PISA) and the more recent Programme for the International Assessment of Adult Competencies (PIAAC) in order to discuss processes of problematisation and normalisation of the notions of ‘skills’ and ‘competencies’ by the two major European IOs, the OECD and the European Commission. It examines the ways both concepts have turned into a policy problem in need of soft governance through new data, standards and policy solutions. The article presents work in progress as part of the new project Transnational Policy Learning: a comparative study of OECD and EU education policy in constructing the skills and competencies agenda, funded by the Economic and Social Research Council. It is therefore a speculative article, setting out the research agenda and explaining the reasons why the construction of policy problems at the European education policy level needs to be further problematised itself by the research community.
Romuald Normand. Expertise, Networks and Indicators: the construction of the European strategy in education, pages 407‑421
This article describes the networks of experts involved in the fabrication of indicators and benchmarks supporting the Open Method of Coordination led by the European Commission. In studying international expertise, it explores the policy borrowing process and the transfer of knowledge between several agents and institutions at global level. Our hypothesis is that science and policy are not in a discontinuing relationship but represent, through the building of instruments and methodologies of measurement, a corpus of scientific knowledge and normative principles held by representatives of supra-national organizations and States.
Johanna Ringarp & Martin Rothland. Is the grass always greener...? The Effect of the PISA Results on Education Debates in Sweden and Germany, pages 422‑430
What does a country do when its schools and educational system in general do not produce the results the country believes they are capable of? This article describes the political debates that comparative international studies such as the Programme for International Student Assessment have given rise to in Germany and Sweden. As a result of the assessments, both countries have gone outside their borders in order to find new models and policy norms. The article analyzes whether or not the debate on educational policy in the two countries plays a role in policy borrowing. Germany looks to the north, primarily to Sweden – the country at the forefront of pedagogy – but also to Finland. At the same time, Sweden is in the process of dismantling just those parts of its educational policy that have aroused interest and admiration in other countries, especially Germany. Instead, it is investing in individual solutions, elite education and apprentice systems. Through the use of public funds, Sweden has gone from having one of the industrialized West’s most centralized educational systems to one of its most decentralized and privatized. Accordingly, the authors pose the following questions: Who is learning from whom? And is the grass always greener on the other side?
2010, volume 9, Number 3
SPECIAL ISSUE
Mapping the European Educational Research Space:
policy, governance and cultures
PART 1
Pia Cort. Stating the Obvious: the European Qualifications Framework is not a neutral evidence-based policy tool, pages 304‑316
In European Union policy documents, the European Qualifications Framework (EQF) is described as a neutral tool embedded in an evidence-based policy process. Its purpose is to improve the transparency, comparability and portability of qualifications in the European Union. The aim of this article is to denaturalise the EQF discourse through a discursive reading of the EQF policy and a review of research on national qualifications frameworks in a number of primarily Anglo-Saxon countries. The argument may seem obvious: the EQF policy is not neutral (policies never are), nor is there evidence to substantiate the claim that the EQF is a case of policy learning from ‘good practice’.
Francesca Caena & Umberto Margiotta. European Teacher Education: a fractal perspective tackling complexity, pages 317‑331
This article takes stock of the complex scenario of the European education space in its past, present and future developments, which highlights the priorities of the modernisation, improvement and convergence of the goals for education and training systems in the knowledge and learning society. The critical case of teacher education is then analysed within the European Higher Education Area, with its characteristic display of national and cultural features and constraints, often jostling with European recommendations about the competences and preparation of quality European teachers. This results in changes and reforms at a diverse pace, or even with contradictory trends, in different national contexts. An approach for tackling some of these issues has been devised by the European project EMETT (European Master for European Teacher Training), involving an academic network of eight universities within its Lifelong Learning Programme. The outcomes and reflections of this project work are thus reported, concerning the development and implementation of a European teacher education curriculum for a joint Master’s degree. The key European priorities of mobility and intercultural, multilingual competences in teacher education have been taken into account within the framework of an integrated, flexible curriculum that can best be described by a fractal metaphor dealing with complexity from an ecological perspective.
Mariana Gaio Alves, Claudia Neves & Elisabete Xavier Gomes. Lifelong Learning: conceptualizations in European educational policy documents, pages 332‑344
Over recent years, lifelong learning has been a central and guiding principle in the formulation of European educational policies. Within this general framework, the authors have been developing a research project that allows them to approach the theme of lifelong learning and European educational policies, taking into account four levels of analysis, namely: the supranational, the national, the institutional and, finally, the individual level of analysis. This methodological strategy reflects a theoretical understanding of policy as the result of the actions of a diversity of actors at different levels. This article focuses on the supranational level of analysis, drawing on data from an analysis of European educational policy documents. First, the authors clarify the methodological issues raised by the research findings presented. Second, they discuss the results concerning the process of definition of European educational policies. Third, the authors briefly revisit the evolution of the idea of lifelong learning and discuss the results regarding its plurality of meanings and conceptualizations within the documents considered for analysis.
Nafsika Alexiadou, Danica Fink-Hafner & Bettina Lange. Education Policy Convergence through the Open Method of Co-ordination (OMC): theoretical reflections and implementation in ‘old’ and ‘new’ national contexts, pages 345‑358
This article addresses two key questions about the convergence of education policies in the European Union (EU). How does the open method of coordination (OMC), a new governance instrument for the Europeanisation of education policies, change existing national education policy making and how can the OMC and national responses to it be researched? The authors argue that the OMC brings to national policy making a particular set of ideas about education, such as an emphasis on the contribution of education to building competitive economies and a new public management approach. The authors further suggest that the significance of such policy ideas in national education policy making can be best analysed through a combination of sociological institutionalism and discourse analysis. Hence, ‘implementation’ of EU education measures – which have been developed through policy learning – should be understood as a combination of a ‘bottom-up’ and ‘top-down’ policy-making process that links EU and national levels. Finally, the article suggests – on the basis of a preliminary exploration of the implementation of education OMC measures in the United Kingdom and Slovenia – that education OMC policy ideas resonate to varying degrees in ‘old’ and ‘new’ member states.
Peter Jones. The Politics of the Economics of Education in the European Union, pages 359‑380
This article critically examines the work of the European Commission-sponsored network, the European Expert Network on Economics of Education (EENEE). The aim is to develop understanding of the context and significance of the mobilization of the economics of education research and policy paradigm within the European Union’s Education and Training 2010 Work Programme. Drawing on a summary of the paradigm and critical assessment of policy texts produced by the network, the article examines the strategic opportunities which the paradigm offers the Commission in its attempts to promote reform of member state education and training systems. It is argued that the policy documents produced by the Commission drawing on the work of the EENEE demonstrate the intention to promote the network’s findings as the basis for education reform. However, in key respects, the paradigm has proved unable to gain member state commitment to pursuing an economics of education agenda for reform. The established European Union policy on ‘efficiency and equity in education and training’ displays a marked reluctance to frame education and training funding in economic terms while at the same time drawing on key economics of education policy priorities (preschool education, the need to reflect on the efficiency and equity implications of tracking, and the importance of ongoing reflection on the funding of higher education). In conclusion, the article argues that the Commission has mobilized the economics of education politically and strategically but that tactical and selective use of an economic evidence base within the negotiation of European Union policy positions has done more to establish the European Union level as a factor in the governance of education and training than to produce effects in terms of the shifting of policy discourse or preference in the formulation of agreed European Union policy texts.
David Rutkowski & Laura C. Engel. Soft Power and Hard Measures: large-scale assessment, citizenship and the European Union, pages 381‑395
This article explores the International Civic and Citizenship Education Study (ICCS) with particular emphasis on the European Union’s (EU’s) involvement in the regional portion. Using the ICCS, the EU actively combines hard measures with soft power, allowing the EU to define and steer cross-national rankings of values of EU citizenship. The authors contend that once hard measures of citizenship are produced, they become an efficient ‘truth’ that can be legitimated through evaluation and ranking. As measures are represented in comparative tables, the conversation shifts to ‘Why are we ranked here?’ rather than ‘How/why were we ranked?’ This shift requires critical discussion, one which is often difficult, given the politics of agreement and funding patterns underlying assessment.
Sotiria Grek. International Organisations and the Shared Construction of Policy ‘Problems’: problematisation and change in education governance in Europe, pages 396‑406
Over recent years, research has shown the ways that national governments have seemingly ceded some of their autonomy in education policy development to international organisations (IOs) in the context of globalisation and one of its conduits, Europeanisation. This article develops the idea that IOs, and particularly the Organisation for Economic Co-operation and Development (OECD), have had significant policy influence within the context of education policy development in the European education space. The article focuses on an examination of the OECD’s Programme for International Student Assessment (PISA) and the more recent Programme for the International Assessment of Adult Competencies (PIAAC) in order to discuss processes of problematisation and normalisation of the notions of ‘skills’ and ‘competencies’ by the two major European IOs, the OECD and the European Commission. It examines the ways both concepts have turned into a policy problem in need of soft governance through new data, standards and policy solutions. The article presents work in progress as part of the new project Transnational Policy Learning: a comparative study of OECD and EU education policy in constructing the skills and competencies agenda, funded by the Economic and Social Research Council. It is therefore a speculative article, setting out the research agenda and explaining the reasons why the construction of policy problems at the European education policy level needs to be further problematised itself by the research community.
Romuald Normand. Expertise, Networks and Indicators: the construction of the European strategy in education, pages 407‑421
This article describes the networks of experts involved in the fabrication of indicators and benchmarks supporting the Open Method of Coordination led by the European Commission. In studying international expertise, it explores the policy borrowing process and the transfer of knowledge between several agents and institutions at global level. Our hypothesis is that science and policy are not in a discontinuing relationship but represent, through the building of instruments and methodologies of measurement, a corpus of scientific knowledge and normative principles held by representatives of supra-national organizations and States.
Johanna Ringarp & Martin Rothland. Is the grass always greener...? The Effect of the PISA Results on Education Debates in Sweden and Germany, pages 422‑430
What does a country do when its schools and educational system in general do not produce the results the country believes they are capable of? This article describes the political debates that comparative international studies such as the Programme for International Student Assessment have given rise to in Germany and Sweden. As a result of the assessments, both countries have gone outside their borders in order to find new models and policy norms. The article analyzes whether or not the debate on educational policy in the two countries plays a role in policy borrowing. Germany looks to the north, primarily to Sweden – the country at the forefront of pedagogy – but also to Finland. At the same time, Sweden is in the process of dismantling just those parts of its educational policy that have aroused interest and admiration in other countries, especially Germany. Instead, it is investing in individual solutions, elite education and apprentice systems. Through the use of public funds, Sweden has gone from having one of the industrialized West’s most centralized educational systems to one of its most decentralized and privatized. Accordingly, the authors pose the following questions: Who is learning from whom? And is the grass always greener on the other side?
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