tag:blogger.com,1999:blog-58351179579985358782024-03-14T11:05:18.362+02:00thesis.team - Higher Education Policy Network BlogThe blog of Master and Phd students.
Exchange of views, sharing of resources among the members of the group <b><i>(http://hepnet.upatras.gr)</i></b>, literature and documents database.
Ανταλλαγή σκέψεων, απόψεων, υλικού και σχολίων μεταξύ της ομάδας του Δικτύου για τις Πολιτικές της Ανώτατης Εκπαίδευσης <b><i>(http://hepnet.upatras.gr)</i></b>Stam_Teamhttp://www.blogger.com/profile/02669763776480984128noreply@blogger.comBlogger8203125tag:blogger.com,1999:blog-5835117957998535878.post-36664716995769098022024-02-25T22:36:00.004+02:002024-02-25T22:36:44.531+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Enhancing research security in Europe</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> European University Association (EUA)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> 01/2024</span><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div>https://eua.eu/resources/publications/1102:enhancing-research-security-in-europe.html</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-43355886378673126372024-02-25T22:35:00.004+02:002024-02-25T22:35:53.549+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Équité, diversité et inclusion (EDI) : au cœur de la réussite étudiante</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Observatoire sur la réussite en enseignement supérieur (ORES)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> 01/2024</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div>https://oresquebec.ca/wp-content/uploads/2023/07/EDI-au-coeur-de-la-reussite-etudiante_Dossier_2023.pdf</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-19623358589854615242024-02-25T22:35:00.000+02:002024-02-25T22:35:01.793+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Accessibilité financière aux études : quelles conditions pour la réussite étudiante ?</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Observatoire sur la réussite en enseignement supérieur (ORES)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> 09/2023</span><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div>https://oresquebec.ca/wp-content/uploads/2023/10/Dossier_AccessibiliteFinanciere_72DPI_VFF.pdf</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-90230644214863401112024-02-25T22:32:00.004+02:002024-02-25T22:32:51.813+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">A renewed social contract for Europe and its universities</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> European University Association (EUA)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> 01/2024</span><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div>https://eua.eu/resources/publications/1101:a-renewed-social-contract-for-europe-and-its-universities.html</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-73414426946827613252024-02-25T22:30:00.005+02:002024-02-25T22:30:48.401+02:00<h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Framing the European way for the digital decade - Inspiring practices in digital education across the EU</h3><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> Curaj, Adrian ; Geantă, Irina ; Hâj, Cezar ; Holeab, Cosmin ; Spanache, Roxana ; Pleșcan, Paul ; Țuca, Petrișor</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i>European Commission (EC)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><p><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i>01/2024</span> </p><p><br /></p><p><br /></p><p>https://op.europa.eu/en/publication-detail/-/publication/8bc789e0-a07d-11ee-b164-01aa75ed71a1</p></div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-83541815675386795072024-02-25T22:28:00.005+02:002024-02-25T22:28:49.366+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">AI report - By the European Digital Education Hub’s Squad on artificial intelligence in education</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> European Commission (EC)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> 01/2024</span><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="background-color: white; caret-color: rgb(51, 51, 51); font-size: 14px;"><br /></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="background-color: white; caret-color: rgb(51, 51, 51); font-size: 14px;"><br /></span></span><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div>https://op.europa.eu/en/publication-detail/-/publication/9bb60fb1-b42a-11ee-b164-01aa75ed71a1</div></div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-7931005581423227542024-02-25T22:25:00.004+02:002024-02-25T22:25:56.340+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Soutenir la direction des établissements scolaires au service de la durabilité</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> European Commission (EC)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> 01/2024</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div>https://op.europa.eu/fr/publication-detail/-/publication/f842a371-a2d3-11ee-b164-01aa75ed71a1</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-36460225419864664072024-02-25T22:10:00.006+02:002024-02-25T22:10:57.719+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Le décrochage des filles en mathématiques dès le CP : une dynamique diffuse dans la société</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i>Thomas Breda Joyce Sultan Parraud Lola Touitou</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Institut des politiques publiques (IPP)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> 01/2024</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div>https://www.ipp.eu/wp-content/uploads/2024/01/Note_IPP___decrochage_filles_mathematiques-4.pdf</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-66362225623032262152024-02-25T22:09:00.003+02:002024-02-25T22:09:35.559+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Apprentissage de la lecture</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Annie Genevard et Fabrice Le Vigoureux</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Assemblée nationale</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> 01/2024</span><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><a href="https://www.assemblee-nationale.fr/dyn/media/16/organes/commissions-permanentes-legislatives/affaires-culturelles/dossier-de-presse-mi-apprentissage-de-la-lecture" style="box-sizing: border-box; color: #337ab7; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; text-decoration: none;" target="_blank">https://www.assemblee-nationale.fr/.../dossier-de-presse-mi-apprentissage-de-la-lecture </a> </div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-86971892925666745432024-02-25T22:08:00.001+02:002024-02-25T22:08:03.394+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Rapport annuel 2024 sur l'état des lieux du sexisme en France - S'attaquer aux racines du sexisme</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Sylvie Pierre-Brossolette ; Xavier Alberti ; Marie-Anne Bernard ; Mahaut Chaudouët-Delmas</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i>Haut conseil à l'Égalité entre les femmes et les hommes (HCE)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i>01/2024</span><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div>https://www.vie-publique.fr/files/rapport/pdf/292718.pdf</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-3405304546547784312024-02-25T22:06:00.004+02:002024-02-25T22:06:58.538+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Phronesis</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> 2024/1 (Vol. 13)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> L’entre-deux comme posture professionnelle en éducation et formation</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 12 à 18<br style="box-sizing: border-box;" />Introduction au numéro<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Laurence Thouroude</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 19 à 29<br style="box-sizing: border-box;" />La posture de l’« entre-deux » des éducateurs de jeunes enfants pour l’éducation inclusive au sein des lieux d’accueil de la petite enfance<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Marie Andrys-Top</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 30 à 47<br style="box-sizing: border-box;" />« Moi, je suis dans le froid ». Le temps du recours en minorité comme suspension/création de l’identité du mineur non accompagné<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Patricia Mothes</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 48 à 66<br style="box-sizing: border-box;" />La fonction d’enseignant coordonnateur ULIS dans le second degré : une posture professionnelle de l’entre-deux dans le parcours de l’élève en situation de handicap<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Isabelle Petry-Genay</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 67 à 76<br style="box-sizing: border-box;" />Une posture professionnelle pour l’accompagnement clinique des adolescents dans l’entre-deux : entre rigueur et souplesse<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Antoine Kattar</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 77 à 94<br style="box-sizing: border-box;" />L’éducation non formelle : un espace d’entre deux au sein de situations sociales complexes pour rendre effectif le droit à l’éducation<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Stéphanie Gasse</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 95 à 105<br style="box-sizing: border-box;" />Enseigner une langue étrangère dans une perspective d’entre-deux<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Kanellina Menouti</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 106 à 125<br style="box-sizing: border-box;" />Présent à distance, une posture d’entre-deux ? Esquisse d’une éthique de l’accompagnement numérique<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Camille Roelens</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 126 à 140<br style="box-sizing: border-box;" />Aux frontières du soi : la crise sanitaire, une opportunité pour repenser le soin<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Diane Grober-Traviesas</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 141 à 159<br style="box-sizing: border-box;" />L’expérience de la maladie chronique et processus de biographisation : l’éducation thérapeutique comme espace relationnel d’un entre-deux identitaire<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Marie-Amélie Dolcerocca, Alexandre Daguzan</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 160 à 172<br style="box-sizing: border-box;" />Accompagner la bifurcation professionnelle subie suite à l’apparition d’un handicap : les enjeux de la posture de l’entre-deux des professionnels de l’accompagnement à l’emploi<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Nicolas Guirimand, Mélaine Dal</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 173 à 187<br style="box-sizing: border-box;" />L’entre-deux de la transition professionnelle : quelle posture de l’accompagnement ?<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Varvara Ciobanu-Gout</em></li></ul><h2 style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 30px; font-weight: 500; line-height: 1.1; margin-bottom: 10px; margin-top: 20px;">Varia</h2><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 188 à 199<br style="box-sizing: border-box;" />Quels enseignements tirer de l’étude d’un aléa survenu lors d’une discussion à visée philosophique en contexte scolaire ?<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Valérie Saint-Dizier de Almeida, Isabelle Vinatier, Antonietta Specogna</em></li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div>https://www.cairn.info/revue-phronesis-2024-1.htm?u=7d4266b3-880a-4135-bcc2-ecd3c1b72e16&WT.tsrc=email&WT.mc_id=crn-ar-PHRON_131</div><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" />BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-26233918718186450892024-02-25T22:05:00.007+02:002024-02-25T22:05:47.915+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">McGill Journal of Education / revue des sciences de l'éducation de McGill (MJE/RSEM)</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i></span><span style="background-color: #ededed; font-family: verdana, helvetica, arial, sans-serif; font-size: 16px;">2024/1 (Vol. 13</span><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;">Varia</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Éditorial</p><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Articles</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">La prédiction du décrochage scolaire d'élèves du secondaire à partir de leurs perceptions de facteurs du milieu familial et du climat de classe, <em style="box-sizing: border-box;">Sandy Nadeau, Anne Lessard et Rollande Deslandes</em></li><li style="box-sizing: border-box;">Le plan d’intervention influence-t-il l’implication des parents auprès des élèves en difficulté? Étude comparative selon les perspectives des parents, <em style="box-sizing: border-box;">Enkeleda Arapi, Philippe Tremblay et Serge J. Larivée</em></li><li style="box-sizing: border-box;">Les pratiques de gestion de classe des enseignants : efficacité perçue par les élèves présentant des difficultés comportementales, <em style="box-sizing: border-box;">Vincent Bernier, Nancy Gaudreau et Line Massé</em></li><li style="box-sizing: border-box;">Mise à l’épreuve d’un modèle interactionniste d’enseignement explicite des stratégies d’écriture, <em style="box-sizing: border-box;">Erick Falardeau, Marie-Andrée Lord et Marion Sauvaire</em></li><li style="box-sizing: border-box;">Quelles conaissances orthographiques enseignées par sept enseignantes du deuxième cycle du primaire ? <em style="box-sizing: border-box;">Myriam Villeneuve-Lapointe, André C. Moreau et Sylvie Blain</em></li><li style="box-sizing: border-box;">La planification dans l’action : les trois actions du personnel enseignant pour planifier une activité maker, <em style="box-sizing: border-box;">Jean-Luc Ciocca et Megan Cotnam-Kappel</em></li><li style="box-sizing: border-box;">Évaluer des apprentissages au secondaire en équipe collaborative, <em style="box-sizing: border-box;">André C. Moreau, Nancy Granger, Frédérique Gingras et Cynthia Lavoie Vezeau</em></li><li style="box-sizing: border-box;">Analyse des savoirs mobilisés par des stagiaires en enseignement pour évaluer leurs élèves, <em style="box-sizing: border-box;">Nicole Monney, Jennifer Smith, Andréanne Gagné et Alexandra Simard-Côté</em></li><li style="box-sizing: border-box;">Rencontre entre l’enseignant de deuxième carrière et son établissement scolaire : un mariage sans idylle, <em style="box-sizing: border-box;">Thibault Coppe, Virginie März et Isabel Raemdonck</em></li><li style="box-sizing: border-box;">Intervention interculturelle dans le secteur de la santé et du social : comment former les étudiants, <em style="box-sizing: border-box;">Sylvie Tétreault, Dominique Mercure, Carine Bétrisey, Yvan Leanza, Alida Gulfi, Camille Brisset et Nicolas Kühne</em></li><li style="box-sizing: border-box;">Performance organisationnelle : le rôle du sentiment d’efficacité personnelle des enseignants, <em style="box-sizing: border-box;">Alice Levasseur et Louise Clément</em></li><li style="box-sizing: border-box;">La collaboration intersectorielle en soutien aux pratiques éducatives inclusives, qu’en pensent les milieux de garde ? <em style="box-sizing: border-box;">Annie Paquet, Carmen Dionne, Michel Rousseau, Colombe Lemire et Annie-Claude Dubé</em></li><li style="box-sizing: border-box;">Revue systématique : stratégies d’intervention des enseignants auprès des élèves ayant des besoins particuliers en situation d’intimidation, <em style="box-sizing: border-box;">Kelly Tremblay, Marie-Hélène Poulin et Fanny-Alexandra Guimond</em></li><li style="box-sizing: border-box;">Le concept de représentations professionnelles : l’exemple des préceptrices sages-femmes, <em style="box-sizing: border-box;">Josée Lafrance</em></li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div>https://mje.mcgill.ca/issue/view/578</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-27810230280424032552024-02-25T22:04:00.004+02:002024-02-25T22:04:36.356+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Formation et profession</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Vol. 31, n° 2, 2023</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Varia</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Articles scientifiques</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Les conditions d’insertion professionnelle des enseignants de l’Abitibi-Témiscamingue et du Nord-du-Québec et les mesures de soutien dont ils bénéficient en début de carrière, <em style="box-sizing: border-box;">Aline Niyubahwe, Geneviève Sirois et Réal Bergeron</em></li><li style="box-sizing: border-box;">Motivation des enseignants en éducation physique et à la santé en début de carrière, <em style="box-sizing: border-box;">Linda Morency, Johanne Grenier, Claude Bordeleau, Sylvain Turcotte, Mylène Leroux et Marie-Claude Rivard</em></li><li style="box-sizing: border-box;">La thèse à l’épreuve d’une pandémie : entre vulnérabilité et plasticité, <em style="box-sizing: border-box;">Claude Javier</em></li><li style="box-sizing: border-box;">La formation d’une nouvelle génération d’enseignants du secondaire au Maroc,<em style="box-sizing: border-box;"> Ibrahim Bouabdallah, Mohamed Reda Tazi et Abdesselem Ayoujil</em></li><li style="box-sizing: border-box;">L’utilisation de l’approche par enquête appréciative pour contribuer aux changements positifs de la profession enseignante : connaître et considérer les besoins des enseignants en éducation physique et à la santé, <em style="box-sizing: border-box;">Sacha Stoloff et Émilie Auclair</em></li><li style="box-sizing: border-box;">Quelles stratégies pédagogiques participent au développement de la compétence scripturale? Atelier délibératif mené avec des enseignantes de français d'expérience, <em style="box-sizing: border-box;">Sylvie Marcotte et Pascale Lefrançois</em></li><li style="box-sizing: border-box;">L’impact des représentations enseignantes sur le vécu scolaire des enfants tunisiens à haut potentiel intellectuel, <em style="box-sizing: border-box;">Wiem Kadri et Ghazi Chakroun</em></li><li style="box-sizing: border-box;">Les logiques de cohérence en planification de l’enseignement supérieur : esquisse d’un modèle d’analyse, <em style="box-sizing: border-box;">Robert Mbella Mbappé</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Chroniques<br style="box-sizing: border-box;" />Éthique en éducation</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Être artiste et enseignant.e : éthique et acceptation sociale, <em style="box-sizing: border-box;">Bruce Maxwell et Alexia Lewis</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Insertion professionnelle</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Modèle d’agir compétent et conscient d’un enseignant-mentor exerçant une fonction d’accompagnateur du personnel enseignant novice dans une école primaire, <em style="box-sizing: border-box;">Yves Gamache et Brigitte Gagnon</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Recherche étudiante</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Vers un modèle des formations en enseignement combinant numérique et créativité, <em style="box-sizing: border-box;">Jérémie Bisaillon, Stéphane Villeneuve et Alain Stockless</em></li><li style="box-sizing: border-box;">Pratiques d’utilisation de la langue seconde par de jeunes adultes québécois francophones ayant fréquenté une classe d’enseignement intensif de l’anglais (EIALS), <em style="box-sizing: border-box;">Geneviève Boisvert</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Gestion de l'éducation</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Les directions d’école (DÉ) à la rescousse des personnes non légalement qualifiées (NLQ), <em style="box-sizing: border-box;">Lyne Martel</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Milieu scolaire</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Présentation de données sensibles en début de recherche collaborative, <em style="box-sizing: border-box;">Geneviève Carpentier, Myriam Villeneuve-Lapointe, Anick Sirard, Jean-Maxime Robillard, Andréanne Gallant et Catherine Tardif</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Numérique en éducation</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">D’utilisateur passif à la cocréation de connaissances, comment l’IA peut-elle être utilisée dans nos classes ? <em style="box-sizing: border-box;">Simon Duguay et Maxime Corriveau</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Recension</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Gravelle, F. ; Frigon, N. et Monette, J. (2021). Transformation numérique de l’établissement d’enseignement : partage de pratiques professionnelles. Les Presses de l’Université du Québec, Québec, <em style="box-sizing: border-box;">Thomas Rajotte</em></li><li style="box-sizing: border-box;">Moisan, S., Hirsch, S., Éthier, M.-A., Lefrançois, D. (dir.) (2022). Objets difficiles. Thèmes sensibles et enseignement des sciences humaines et sociales. Montréal, Québec. Fides, <em style="box-sizing: border-box;">Joey Néron</em></li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div>https://formation-profession.org/fr/numeros/view/38</div><br class="Apple-interchange-newline" />BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-69414634709380288852024-02-25T22:03:00.006+02:002024-02-25T22:03:48.301+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Babylonia</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Vol. 3, 2023</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Questionner les croyances</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Introduzione</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Questioning assumptions around language teaching : introduction /Überzeugungen über das Lehren und Lernen von Fremdsprachen hinterfragen: Einleitung, L<em style="box-sizing: border-box;">aura Buechel et Elisabeth Peyer</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Tema</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">« Paul a dit. » Démasquer le locuteur légitime pour enseigner une grammaire du FLE décomplexée, <em style="box-sizing: border-box;">Philippe Humbert et Zorana Sokolovska</em></li><li style="box-sizing: border-box;">Evaluer la grammaire, est-ce encore justifié ?<em style="box-sizing: border-box;"> Eva Waltermann</em></li><li style="box-sizing: border-box;">De lecteur à lect'auteur: l'écriture créative comme outil évaluateur de la compréhension d'un texte littéraire en classe de L2, <em style="box-sizing: border-box;">Debora Porfiri</em></li><li style="box-sizing: border-box;">Comprendre un texte littéraire en grec ancien: un enjeu impossible pour des débutants ? <em style="box-sizing: border-box;">Carlamaria Lucci</em></li><li style="box-sizing: border-box;">Low-attaining beginners do better than we think in CLIL, <em style="box-sizing: border-box;">Silvia Frank Schmid</em></li><li style="box-sizing: border-box;">Disrupting Assumptions in Teaching English as a Foreign Language in Swiss Pre-Service Primary School Education,<em style="box-sizing: border-box;"> Laura Buechel</em></li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div>https://babylonia.online/index.php/babylonia/issue/view/38</div><br class="Apple-interchange-newline" />BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-50067292078598270052024-02-25T22:03:00.001+02:002024-02-25T22:03:03.601+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Higher Education Quaterly</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Vol. 78, n°1,1/2024</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;"><span style="box-sizing: border-box; font-weight: 700;">EDITORIAL</span></p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">New challenges and aspirations for Higher Education Quarterly, <em style="box-sizing: border-box;">Tatiana Fumasoli, João M. Santos</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;"><span style="box-sizing: border-box; font-weight: 700;">RESEARCH ARTICLES</span></p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">The role of university leaders in a political crisis: Students' perspectives from Hong Kong, <em style="box-sizing: border-box;">William Yat Wai Lo, Euan Auld</em></li><li style="box-sizing: border-box;">Outlining inbreeding in the Brazilian higher education system, <em style="box-sizing: border-box;">Luís Filipe de Miranda Grochocki, Andrea Felippe Cabello</em></li><li style="box-sizing: border-box;">A new contextual and comprehensive application of the UTAUT2 model post-COVID-19 pandemic in higher education, <em style="box-sizing: border-box;">Jashwini Narayan, Samantha Naidu</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;"><span style="box-sizing: border-box; font-weight: 700;">REVIEW ARTICLE</span></p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Gender inequality in academic leadership: Bangladesh, China and Finland, <em style="box-sizing: border-box;">Vuokko Kohtamäki, Gaoming Zheng, Nasrin Jinia</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;"><span style="box-sizing: border-box; font-weight: 700;">RESEARCH ARTICLES</span></p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">To moonlight or not to moonlight: The role of organisational commitment dimensions in secondary employment decisions among higher education teachers, <em style="box-sizing: border-box;">Bommakanti Sai Manogna, T. N. V. R. Swamy</em></li><li style="box-sizing: border-box;">Utilising the potential of job postings for auditing learning outcomes and improving graduates' chances on the labour market,<em style="box-sizing: border-box;"> Danuta Piróg, Adam Hibszer</em></li><li style="box-sizing: border-box;">Mixed methods study on foreign early career academics' sense of knowledge and intellectual development, <em style="box-sizing: border-box;">Yusuke Sakurai, Shizuki Saruta, Wenjuan Cheng</em></li><li style="box-sizing: border-box;">Broken engagement: The role of grit and LMX in enhancing faculty engagement, <em style="box-sizing: border-box;">Yvonne Downie Hanley, Sherry A. Maykrantz, Jeffery D. Houghton</em></li><li style="box-sizing: border-box;">Becoming a university leader: Changes in publication patterns, <em style="box-sizing: border-box;">Daria Gerashchenko</em></li><li style="box-sizing: border-box;">University students' academic grit and academic achievements predicted by subjective well-being, coping resources, and self-cultivation characteristics, <em style="box-sizing: border-box;">Gal Harpaz, Tal Vaizman, Yosi Yaffe</em></li><li style="box-sizing: border-box;">Beyond borders: Achieving research performance breakthrough with academic collaborations, <em style="box-sizing: border-box;">Elena Veretennik, Elena Shakina</em></li><li style="box-sizing: border-box;">Master's programmes at Sino-foreign cooperative universities in China: An analysis of the neoliberal practices, <em style="box-sizing: border-box;">Mei Lai, Jisun Jung</em></li><li style="box-sizing: border-box;">Understanding organizational identity in universities: Unravelling autonomy, governance and leadership in the case of the Vrije Universiteit Amsterdam, <em style="box-sizing: border-box;">Abraham C. Flipse, Floris J. N. van Berckel Smit, Jeroen Huisman</em></li><li style="box-sizing: border-box;">What is higher education to contemporary students in Germany?, <em style="box-sizing: border-box;">Gregor Schäfer</em></li><li style="box-sizing: border-box;">Perceived academic success of students during the third wave of COVID-19, <em style="box-sizing: border-box;">Akhlas Ismail, Miriam Schiff, Ruth Pat-Horenczyk, Rami Benbenishty</em></li></ul><br class="Apple-interchange-newline" /><div>https://onlinelibrary.wiley.com/toc/14682273/current</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-91717426240699639342024-02-25T22:02:00.002+02:002024-02-25T22:02:13.496+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Éducation & formation </h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> 2023/2 (N° 106)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Les premiers pas dans l’enseignement supérieur des bacheliers de 2014</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><h2 style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 30px; font-weight: 500; line-height: 1.1; margin-bottom: 10px; margin-top: 20px;">Les premiers pas dans l’enseignement supérieur des bacheliers de 2014</h2><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 7 à 26<br style="box-sizing: border-box;" />« Probables déçus », « possibles satisfaits » ou « contrariés certains » ?<br style="box-sizing: border-box;" />Mesure de l’orientation contrariée à l’université et différences de parcours d’études<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Mathieu Rossignol-Brunet</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 27 à 51<br style="box-sizing: border-box;" />Les déterminants de la réussite des bacheliers professionnels en section de technicien supérieur<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Fanette Merlin</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 53 à 80<br style="box-sizing: border-box;" />Vivre et réussir sa première année dans le supérieur<br style="box-sizing: border-box;" />Des différences marquées selon le sexe<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Audrey Dumas, Vincent Lignon</em></li></ul><h2 style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 30px; font-weight: 500; line-height: 1.1; margin-bottom: 10px; margin-top: 20px;">Varia</h2><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 81 à 107<br style="box-sizing: border-box;" />Comment ont évolué les parcours scolaires dans l’enseignement secondaire depuis 1980 ?<br style="box-sizing: border-box;" />La dynamique des inégalités au fil des seconde et troisième explosions scolaires<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Joanie Cayouette-Remblière</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 109 à 142<br style="box-sizing: border-box;" />Fréquenter l’internat à l’entrée du lycée a-t-il un impact sur la réussite scolaire ?<br style="box-sizing: border-box;" />Une évaluation sur les lycées publics de l’éducation nationale<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Audrey Farges, Olivier Monso</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 143 à 166<br style="box-sizing: border-box;" />L’effet du « jour de carence » sur les absences pour maladie des personnels du secteur public de l’éducation nationale<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Mélina Hillion, Édouard Maugendre</em></li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div>https://www.cairn.info/revue-education-et-formations-2023-2.htm</div><br class="Apple-interchange-newline" />BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-60358655086747943392024-02-25T22:01:00.001+02:002024-02-25T22:01:03.990+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">International Journal of Science Education (IJSE)</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Vol. 46, n°2, 1/2024</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">A quasi-experimental study of the impact of college-run science, technology, engineering, and mathematics (STEM) career days on American students’ STEM career aspirations, <em style="box-sizing: border-box;">Joseph A. Kitchen, Michael S. Williams, Gerhard Sonnert & Philip Sadler</em></li><li style="box-sizing: border-box;">The synergy of peer collaboration and mind mapping in cultivating primary students’ science understanding: an integrative pedagogy to enhance science concept acquisition, <em style="box-sizing: border-box;">Dennis Fung</em></li><li style="box-sizing: border-box;">‘Me hizo sentir como científica’: the expressed science identities of multilingual learners in high school biology classrooms, <em style="box-sizing: border-box;">Molly M. Staggs & Julie C. Brown</em></li><li style="box-sizing: border-box;">Relations between Australian primary teachers’ approaches to student choice and their reported science teaching efficacy beliefs and teaching practices, <em style="box-sizing: border-box;">James Deehan & Amy MacDonald</em></li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div>https://www.tandfonline.com/toc/tsed20/46/2?nav=tocList</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-48733507203158317712024-02-25T22:00:00.002+02:002024-02-25T22:00:21.334+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">International Journal of Science Education (IJSE)</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i>Vol. 46, n°1, 1/ 2024</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Translanguaging in elementary science, <em style="box-sizing: border-box;">Catherine Lemmi & Greses Pérez</em></li><li style="box-sizing: border-box;">Silence is not an option: pre-service teachers embedding First Nation knowledge and practices in primary/middle mathematics and science, <em style="box-sizing: border-box;">Kathryn Paige, Lisa O’Keeffe & Samuel Osborne</em></li><li style="box-sizing: border-box;">The effect of the cyclic curricular design of modelling-based instruction with virtual labs, <em style="box-sizing: border-box;">Hsin-Yi Chang, Chen-Chung Liu, Chi-Ting Wen, Ming-Hua Chang, Shih-Hsun Fan Chiang & Fu-Kwun Hwang</em></li><li style="box-sizing: border-box;">Developing the test of inquiry skills: measuring the level of inquiry skills among pupils in Slovakia, <em style="box-sizing: border-box;">Dominik Šmida, Elena Čipková & Michael Fuchs</em></li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div>https://www.tandfonline.com/toc/tsed20/46/1?nav=tocList</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-59713093271304500552024-02-25T21:59:00.003+02:002024-02-25T21:59:23.834+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Oxford Review of Education</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Vol. 50, n°1, 1/2024</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Foreword to the fiftieth volume, <em style="box-sizing: border-box;">Jo-Anne Baird, Victoria Elliott & Steve Strand</em></li><li style="box-sizing: border-box;">Track prejudice in Belgian secondary schools: examining the influence of social-psychological and structural school features, <em style="box-sizing: border-box;">Lorenz Dekeyser, Mieke Van Houtte, Charlotte Maene & Peter Stevens</em></li><li style="box-sizing: border-box;">Is a more selective exit exam related to shadow education use? An analysis of two cohorts of final-year secondary school students in the Netherlands, <em style="box-sizing: border-box;">Daury Jansen, Louise Elffers, Suzanne Jak & Monique L. L. Volman</em></li><li style="box-sizing: border-box;">Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education?, <em style="box-sizing: border-box;">Stephen Roulston & Sally Cook</em></li><li style="box-sizing: border-box;">Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective, <em style="box-sizing: border-box;">Elif Manuoğlu & Elis Güngör</em></li><li style="box-sizing: border-box;">The complexity of student-led research: from terminology to practice in a case study of three countries, <em style="box-sizing: border-box;">Daria Khanolainen, Victoria Cooper, David Messer & Elena Revyakina</em></li><li style="box-sizing: border-box;">Identifying a research agenda for postgraduate taught education in the UK: lessons from a machine learning facilitated systematic scoping review, <em style="box-sizing: border-box;">Gale Macleod, Marshall Dozier, Rosa Marvell, Gerri Matthews-Smith, Malcolm R. Macleod & Jing Liao</em></li><li style="box-sizing: border-box;">Perceptions of key education actors towards PISA: the case of Scotland, <em style="box-sizing: border-box;">Mobarak Hossain</em></li><li style="box-sizing: border-box;">Anxiety and performance during tests: the roles of coping and updating, <em style="box-sizing: border-box;">Luis Rojas-Torres, Luis A. Furlan, Vanessa Smith-Castro & Guaner Rojas-Rojas</em></li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div>https://www.tandfonline.com/toc/core20/current</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-81953094909705623422024-02-25T21:57:00.002+02:002024-02-25T21:57:18.434+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Note d'information - DEPP</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> n° 24.01, janvier 2024</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i>Taille des classes du premier degré : une septième année de baisse consécutive</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></span></div><div>https://www.education.gouv.fr/taille-des-classes-du-premier-degre-une-septieme-annee-de-baisse-consecutive-380577</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-74466039938028614712024-02-25T21:56:00.004+02:002024-02-25T21:56:24.816+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">ANAE Approche neuropsychologique des apprentissages chez l'enfant</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> n°187</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Comment, en pratique, favoriser les apprentissages ?</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><h2 style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 30px; font-weight: 500; line-height: 1.1; margin-bottom: 10px; margin-top: 20px;">Editorial </h2><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Trois principes pour une nouvelle formation des futurs professeurs des écoles en France É. Gentaz</li></ul><h2 style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 30px; font-weight: 500; line-height: 1.1; margin-bottom: 10px; margin-top: 20px;">DOSSIER</h2><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;"><span style="box-sizing: border-box; font-weight: 700;">Avant-Propos </span></p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Comment favoriser les apprentissages ? Lecture – Écriture – Orthographe –Mathématiques – Attention – Émotions. Quid de l’enseignement explicite ou socioconstructiviste et du design participatif ? <em style="box-sizing: border-box;">E. Gentaz<br style="box-sizing: border-box;" /><br style="box-sizing: border-box;" /></em></li><li style="box-sizing: border-box;">Le livre multisensoriel est-il un outil inclusif favorisant l’entrée dans la lecture des jeunes enfants ? <em style="box-sizing: border-box;">C. Mascle, F. Bara</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Recherche collaborative et design participatif pour la création d’un livre multisensoriel avec les acteurs culturels et les enfants avec un handicap visuel <em style="box-sizing: border-box;">D. Valente, F. Bara, É. Gentaz</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Comment développer la conscience phonémique à l’école maternelle, pour préparer à l’enseignement de la lecture ? <em style="box-sizing: border-box;">M. Vazeux, P. Zimmermann, n. Doignon-Camus</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Écrire en script ou en cursif en maternelle et au Cours Préparatoire/1re année du primaire : effets sur l’empan de copie et la qualité des lettres en France et au Québec <em style="box-sizing: border-box;">M. Noyer-Martin, A.-l. Doyen, M.-F. Morin, F. Vaugeois, D. Alamargot</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Nouveaux arguments pour une rationalisation de l’orthographe du français <em style="box-sizing: border-box;">l. Sprenger-Charolles, R. Peereman</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Enseignement socioconstructiviste versus enseignement explicite, comparaison de deux types d’enseignement : cas de l’apprentissage de la notion de division <em style="box-sizing: border-box;">C. Guilmois, t. Rohmer, M. Popa-Roch</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Évaluation des effets du programme ATOLE « ATtentif à l’écOLE » dispensé durant 1 ou 2 années scolaires et analyse des liens entre développement de l’attention, compétences métacognitives et mathématiques <em style="box-sizing: border-box;">É. Gentaz, i. de Reynal, l. Egger Hammil, M. Frei Holzer, C. Rivier, S. Richard</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Évaluation des effets du programme EMOTY sur le développement des compétences socio-émotionnelles chez des élèves âgés de 4 à 12 ans <em style="box-sizing: border-box;">F. Lejeune, A. Lachavanne, I. de Reynal, É. Gentaz</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;"></p><h2 style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 30px; font-weight: 500; line-height: 1.1; margin-bottom: 10px; margin-top: 20px;">VARIA</h2><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Mise à l’essai de l’utilisation d’un modèle de classification d’erreurs en mathématiques pour cibler l’intervention rééducative <em style="box-sizing: border-box;">J. Nadeau, M. LeblanC</em></li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div>https://www.anae-revue.com/2023/12/19/anae-n-187-comment-en-pratique-favoriser-les-apprentissages/</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-16761654340222069982024-02-25T21:55:00.003+02:002024-02-25T21:55:39.305+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Penser l'éducation : Philosophie de l’éducation et histoires des idées pédagogiques </h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> N°52</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Varia</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;"></p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Penser la crise de l'éducation : interrogations philosophiques sur une notion polémique<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Sébastien A. Alix et Laurent Gutierrez</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Influences des politiques nationales et internationales sur l'offre de formations interculturelles universitaires<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Johann Chalmel, Serge Neunlist, Jana Quinte et Vera Sauter</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Philosophie et médiation socioculturelle polynésienne à l'école. Le thème de l'enfance et de l'âge adulte<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Simon Deprez, Rodica Ailincai et Alain Mougniotte</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Qu'est-ce qu'évaluer un mémoire ? Traces mnésiques du document et de la soutenance<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Olivier Marty et Nicole Mencacci</em></li></ul><h2 style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 30px; font-weight: 500; line-height: 1.1; margin-bottom: 10px; margin-top: 20px;">Recension</h2><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;"> Penser le curriculum scolaire. Le regard croisé de la sociologie, des didactiques et de l'histoire (Isabelle Harlé, PUG, 2021)<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Béatrice Finet</em></li></ul><h2 style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 30px; font-weight: 500; line-height: 1.1; margin-bottom: 10px; margin-top: 20px;">Les fonds du MUNAÉ</h2><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Enseigner la seconde guerre mondiale avec les collections du MUNAÉ<br style="box-sizing: border-box;" />par <em style="box-sizing: border-box;">Bertrand Lécureu</em>r</li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><br /></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><br /></span></span></div><div>https://www.lcdpu.fr/books/7AE958DF-E330-43C0-B782-DF3DFC651003</div><br class="Apple-interchange-newline" />BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-54267533797453010702024-02-25T21:54:00.004+02:002024-02-25T21:54:44.946+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Travail et apprentissages</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> 2022/2 (N° 24)</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Varia</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 7 à 22<br style="box-sizing: border-box;" />Le tutorat sur la place de travail en soins infirmiers : du faire interactionnel en acte<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Marianne Zogmal, Camille Montefusco, Dominique Trébert</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 23 à 38<br style="box-sizing: border-box;" />La vidéoformation pour la conceptualisation de l’action pour la sécurité en chantier pédagogique en forêt<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Hélène Veyrac, Amélie Lipp</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 39 à 57<br style="box-sizing: border-box;" />Le travail avec les tout-petits à l’aune d’enjeux socio-politiques<br style="box-sizing: border-box;" />La catégorisation au cœur de l’activité de travail<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Anne-Lise Ulmann, Sophie Odena, Chantal Revaillot, Paul Olry, Corinne Lagarde</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 58 à 76<br style="box-sizing: border-box;" />Simulation clinique et autoconfrontations collectives : outils pédagogiques de développement des compétences collaboratives interprofessionnelles des étudiants en santé<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Myriam Leclaire, Arnaud Choplin</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Page 77 à 111<br style="box-sizing: border-box;" />La reconversion professionnelle volontaire, une forme de bifurcation paradoxale Note de synthèse<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Nicolas Recoules, Sébastien Chaliès</em></li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div>https://www.cairn.info/revue-travail-et-apprentissages-2022-2.htm</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-76384900101269675722024-02-25T21:54:00.000+02:002024-02-25T21:54:01.271+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">Éducation relative à l'environnement : Regards - Recherches - Réflexions</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Vol. 18, n° 1, 2023</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Les enjeux de l'écoformation à l'ère planétaire</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Éditorial</p><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Recherches et réflexions</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Le Groupe de Recherche sur l’Écoformation (GREF) et sa collection comme moyen de pollinisation écoformative, <em style="box-sizing: border-box;">Gaston Pineau</em></li><li style="box-sizing: border-box;">Au carrefour de l'Anthropocène, émergence d'une écoformation transdisciplinaire porteuse de notre appartenance au monde, <em style="box-sizing: border-box;">Paulo Freire Vieira</em></li><li style="box-sizing: border-box;">La contemplation dans l’écoformation - Communautés et spécificités épistémologiques et méthodologiques d’approches contemplatives écoformatrices, <em style="box-sizing: border-box;">Michel Vidal</em></li><li style="box-sizing: border-box;">Écosophie et écoformation - Le lieu fait lien, <em style="box-sizing: border-box;">Véronique Boy</em></li><li style="box-sizing: border-box;">Triangulation entre l’écopsychologie, l’écoformation et le cadre durandien de l’imaginaire, <em style="box-sizing: border-box;">Christian Bellehumeur</em></li><li style="box-sizing: border-box;">Souvenirs d’école au jardin, <em style="box-sizing: border-box;">Aurélie Zwang, Alexiane Spanu and Gaëlle Le Ster</em></li><li style="box-sizing: border-box;">Retour sur un parcours de recherche en éducation relative à l’environnement : Rendre visible la part formatrice de l'autre non humain, <em style="box-sizing: border-box;">Dominique Cottereau</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Regards</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">L’écoformation comme paradigme-clé pour penser les pratiques d’école dehors,<em style="box-sizing: border-box;"> Laura Nicolas</em></li><li style="box-sizing: border-box;">Les deux grandes oubliées de l’éducation : la nature et la vie intérieure, <em style="box-sizing: border-box;">Philippe Nicolas</em></li><li style="box-sizing: border-box;">La connaissance de soi : un engagement pédagogique face aux néo-barbaries socio-environnementales, <em style="box-sizing: border-box;">Samuel Lopes Pinheiro and Florent Pasquier</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Recensions d'écrits</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Pour en lire plus : Sentir-Penser avec la Terre. Une écologie au-delà de l’Occident, <em style="box-sizing: border-box;">Gaston Pineau</em></li><li style="box-sizing: border-box;">Pour en lire plus : La pédagogie sensible. Réflexion Écosystémique sur l’accompagnement en formation, <em style="box-sizing: border-box;">Alban Roblez</em></li><li style="box-sizing: border-box;">Pour en lire plus : L’école dans et avec la nature. La révolution pédagogique du XXIe siècle, <em style="box-sizing: border-box;">Philippe Mahuzies</em></li><li style="box-sizing: border-box;">Pour en lire plus : Notre ville permaculturelle, <em style="box-sizing: border-box;">Chiara Gasperoni and Kylyan Marc Bisquert i Pérez</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Publications et ressources</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Genèse de l'écoformation - Du préfixe éco au vert paradigme de formation avec les environnements, <em style="box-sizing: border-box;">livre de Gaston Pineau</em></li><li style="box-sizing: border-box;">Grandir avec la nature, <em style="box-sizing: border-box;">ouvrage collectif coordonné par Marie-Laure Girault et Pascal Galvani</em></li><li style="box-sizing: border-box;">Histoires de vie et rapport au végétal - Écobiographie en formation, <em style="box-sizing: border-box;">livre sous la direction de Catherine Schmutz-Brun</em></li><li style="box-sizing: border-box;">Éduquer au vivant - Perspectives, recherches et pratiques, <em style="box-sizing: border-box;">ouvrage sous la direction de Catherine Simard, Marie-Claude Bernard, Corinne Fortin et Nathalie Panissal</em></li><li style="box-sizing: border-box;">Apprendre en Anthropocène. Éduquer à la biodiversité, <em style="box-sizing: border-box;">Dossier de veille de IFÉ (Institut français de l'éducation)</em></li><li style="box-sizing: border-box;">La Transition récréative. Une utopie transmoderne, <em style="box-sizing: border-box;">livre de Jean Cornelou</em></li></ul><p style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;">Reconnaissance</p><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Paolo Freire Vieira : l’espoir malgré tout, <em style="box-sizing: border-box;">Gaston Pineau</em></li><li style="box-sizing: border-box;">Hommage à André Giordan pour son engagement environnemental,<em style="box-sizing: border-box;"> Marina Gruslin</em></li></ul><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><i><br /></i></span></span></div><div>https://journals.openedition.org/ere/9499</div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0tag:blogger.com,1999:blog-5835117957998535878.post-65476573141918717552024-02-25T21:52:00.009+02:002024-02-25T21:52:55.510+02:00<p> </p><h3 class="section_title" style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: bebas_neue; font-size: 2.5rem; font-weight: 500; line-height: 1.1; margin: 1rem 0px;">RDST - Recherches en didactique des sciences et des technologies</h3><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> N°28 | 2023</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><i> </i> Esprit critique et enseignement des sciences et des technologies</span><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><br style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;" /><i style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"></i><span style="background-color: white; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> </span><h2 style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 30px; font-weight: 500; line-height: 1.1; margin-bottom: 10px; margin-top: 20px;">Dossier</h2><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">L’esprit critique dans l’enseignement des sciences : quelles approches ? Quelles prises en charge par la recherche ? Quelles prises en charge scolaires ? [Texte intégral]<br style="box-sizing: border-box;" />Critical thinking in science teaching: which approaches? How can research contribute? How should it be dealt with in schools?<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Magali Fuchs-Gallezot et Manuel Bächtold</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">L’épistémologie poppérienne et la question de l’esprit critique dans l’enseignement scientifique [Texte intégral]<br style="box-sizing: border-box;" />Popperian epistemology and the question of critical thinking in science education<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Alain Firode</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Représentations de l’esprit critique et de son enseignement chez les enseignants en sciences de la vie et de la Terre en formation initiale [Texte intégral]<br style="box-sizing: border-box;" />Representations of critical thinking and its teaching among French pre-service biology teachers<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Kévin De Checchi, Charlotte Barbier et Gwen Pallarès</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Analyse de l’influence de pauses métacognitives sur l’évolution de compétences critiques développées dans le cadre de l’enseignement des sciences fondé sur l’investigation [Texte intégral]<br style="box-sizing: border-box;" />Analysis of the influence of metacognitive moments on the evolution of critical skills developed in inquiry-based science education<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Jérôme Kariger et Myriam De Kesel</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Pensée critique et savoirs en SVT : un point de vue depuis le cadre théorique de l’apprentissage par problématisation [Texte intégral]<br style="box-sizing: border-box;" />Critical thinking and knowledge in life and earth sciences: a view from the theoretical framework of problematization-based learning<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Christian Orange et Denise Orange Ravachol</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Quelle didactique pour « l’esprit critique » ? Une approche par les normes de l’argumentation critique sur les questions socioscientifiques [Texte intégral]<br style="box-sizing: border-box;" />Which critical thinking education? An approach through the norms of critical argumentation on socioscientific issues<br style="box-sizing: border-box;" /><em style="box-sizing: border-box;">Gwen Pallarès, Kévin De Checchi et Manuel Bächtold</em></li></ul><ul style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px; margin-top: 0px;"><li style="box-sizing: border-box;">Le développement de la pensée critique à travers l’enseignement d’une question scientifique aux implications éthiques : la procréation médicalement assistée [Texte intégral]<br style="box-sizing: border-box;" />The development of critical thinking through the teaching of a scientific issue with ethical implications: the medically assisted procreation</li></ul><div><em style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"> Zied Saad et Atf Azzouna</em></div><div><em style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></em></div><div><em style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;"><br /></em></div><div><em style="box-sizing: border-box; caret-color: rgb(51, 51, 51); color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px;">https://journals.openedition.org/rdst/5016</em></div><div><span style="color: #333333; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="caret-color: rgb(51, 51, 51); font-size: 14px;"><br /></span></span></div>BarbaStamhttp://www.blogger.com/profile/18118900282542213832noreply@blogger.com0