Towards European standards for monitoring and evaluation of lifelong guidance systems and services (Vol. I)

  Harrison Cynthia, Villalba-Garcia Ernesto, Brown Alan & Richardson Michael (dir.)

  European Centre for the Development of Vocational Training (CEDEFOP)

  04/2022

https://op.europa.eu/en/publication-detail/-/publication/db39f90e-bb9a-11ec-b6f4-01aa75ed71a1

 

Compendium on digital inclusion in education. 8 country case studies and 33 inspiring practices

  European Commission (EC)

  04/2022

https://op.europa.eu/en/publication-detail/-/publication/08f98a36-c054-11ec-b6f4-01aa75ed71a1

 

La politique de jeunesse des conseils régionaux

 Maëlle Moalic, Jordan Parisse

 Institut national de la jeunesse et de l'éducation populaire (INJEP)

  05/2022

https://injep.fr/wp-content/uploads/2022/05/rapport-2022-09-PolitiquesRegionales.pdf

 

Enquête 2020 auprès de la génération 2017. Des parcours contrastés, une insertion plus favorable, jusqu'à...

  Thomas Couppié, Émilie Gaubert, Elsa Personnaz

  Centre d'étude et de recherche sur les emplois et la professionnalisation (Cérep)

  05/2022

https://www.cereq.fr/sites/default/files/2022-05/Bref%20422_web.pdf

 

Quatre collégiens sur cinq envisagent de devenir bénévoles dans une association

  Jean-Paul Caille, Mathilde Didier

  Institut national de la jeunesse et de l'éducation populaire (INJEP)

 05/2022

https://injep.fr/wp-content/uploads/2022/05/IAS58_engagement-asso.pdf

 

Évaluation nationale des cités éducatives. Premiers enseignements sur l'appropriation du programme en matière de continuité éducative, d'orientation-insertion et de place des familles.

 Tana Stromboni, Romane Urbano

  Institut national de la jeunesse et de l'éducation populaire (INJEP)

  05/2022

https://injep.fr/wp-content/uploads/2022/05/rapport-2022-10-Cites-educatives.pdf

 

État de la discipline physique-chimie: bilan et perspectives

  Laurent Mayet, Dominique Obert

  Inspection générale de l'Éducation, du Sport et de la Recherche (IGÉSR)

  06/2022

https://www.education.gouv.fr/.../download 

Objectifs éducation et formation en 2030 de l'UE: où en est la France?

 Yann Fournier et Robert Rakocevic

  Direction de l'évaluation, de la prospective et de la performance (DEPP)

 05/2022 

 https://www.education.gouv.fr/.../download 

 

Phronesis

  Vol. 11, n° 3

  Les fondements philosophiques de l’éducation des adultes

 

• Introduction, Alain Kerlan, Michel Fabre et Céline Chauvigné
• Est-ce vraiment formateur ? Vers une topique de la formation, Michel Fabre
• Formation en encadrement éducatif : quelles logiques pour quels principes ? Céline Chauvigné
• Accompagnement à la problématisation des situations professionnelles et approche expérientielle, Maëla Paul
• L’éducation des adultes entre les idéaux d’une société éducative et d’émancipation et les dérives technicistes de modelage : vers l’alternative de l’agir pédagogique communicationnel, Yassine Zouari
• L’éducation métamorphique comme formation de soi-même. Enquête sur un courant philosophique « tellurique », Didier Moreau
  L’idée d’éducation et de formation de l’adulte chez Platon : ses présupposés, ses obstacles et ses finalités,Alfred Gambou
• Paul Ricoeur et Axel Honneth : deux recours fondateurs pour l’éducation et la formation des adultes, Jérôme Eneau et Samia Langar
• Penser la formation des adultes avec Zygmunt Bauman : société liquide, individualisme hypermoderne et éducation tout au long de la vie, Camille Roelens
• Ancrages philosophiques de l’apprentissage d’une rythmoformation du cours de la vie dite adulte, Gaston Pineau

https://www.erudit.org/fr/revues/phro/2022-v11-n3-phro06937/

 

Psychology in the Schools

  Vol. 59, n°6, 05/2022

 

• Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment, Craig S. Bailey, Ashlin R. Ondrusek, Timothy W. Curby, Susanne A. Denham
• Relationship between perceived social media addiction and social media applications frequency usage among university students, Fatima Zehra Allahverdi
• School engagement and self-esteem among Turkish secondary school students: A moderated-mediation model for academic achievement and gender, Ali Karababa
• Beyond counting the correct responses: Metacognitive monitoring and score estimations in mathematics, Tahsin Oğuz Başokçu, Mehmet Akif Güzel
• Mothers' and teachers' experience of school re-entry after a child's prolonged absence due to severe illness, Meirav Hen
• Advancing mental health screening in schools: Innovative, field-tested practices and observed trends during a 15-month learning collaborative, Elizabeth H. Connors, Kathryn Moffa, Taneisha Carter, John Crocker, Jill H. Bohnenkamp, Nancy A. Lever, Sharon A. Hoover
• School-based child abuse prevention: The role of school climate in intervention outcomes for teachers, Melissa J. Dudley, Amanda B. Nickerson, Sunha Kim, Jennifer A. Livingston
• Dreaming college: Transition experiences of undergraduate students with disabilities, Theodoto Ressa
• Alignment of K-8 mathematics interventions with strands of mathematical proficiency in meta-analytic research, Sandra M. Pulles, Matthew K. Burns
• A remediation measure as an alternative to grade retention: A study on achievement motivation, Jonathan Smith, Stéphane Paquin, Jérôme St-Amand, Cara Singh, Daniel Moreau, Julie Bergeron, Mylène Leroux
• Equitable practices in school mental health, Jacob L. DeBoer, Sam F. Allouche, Jennifer I. Vasquez, Judith Rhodes
• Supporting school-community collaboration for the implementation of a multi-tiered school mental health program: The Behavioral Health Team model, Tali Raviv, Mashana Smith, Laura Hurwitz, Tara L. Gill, Sybil Baker, Stephanie A. Torres, Iman E. Bowen, Colleen Cicchetti

https://onlinelibrary.wiley.com/toc/15206807/current

 

Pedagogy, Culture & Society

  Vol. 30, n°3, 05/2022

 Engaging with difficult knowledge in post-truth era: from theory to practice within diverse disciplinary areas

 

• Engaging with difficult knowledge in teaching in post-truth era: from theory to practice within diverse disciplinary areas, Babak Dadvand, Helen Cahill & Michalinos Zembylas
• Post-truth as difficult knowledge: fostering affective solidarity in anti-racist education, Professor Michalinos Zembylas
• Transformative methods in teacher education about gender-based violence, Helen Cahill & Babak Dadvand
• Pedagogy of the implicated: advancing a social ecology of responsibility framework to promote deeper understanding of the climate crisis, Audrey Bryan
• Teaching for truth: engaging with difficult knowledge to advance reconciliation, Jennifer A. Tupper & Tana A. Mitchell
• Rethinking literature, knowledge and justice: selecting ‘difficult’ stories for study in school english, Larissa McLean Davies & Lucy Buzacott
• Difficult knowledge and history education, Jeremy Stoddard
• Engaging boys in gender transformative pedagogy: navigating discomfort, vulnerability and empathy, Amanda Keddie

https://www.tandfonline.com/toc/rpcs20/current

 

Pedagogia più Didattica

  Vol. 8, n°1, avril 2022

  La via pedagogica alla pace

 

• Nucleo monografico, Massimo Baldacci
• Curricolo di educazione etico-sociale, Enrico Bocciolesi
• La voce degli insegnanti sul curricolo di Educazione Morale, Rossella D’Ugo
• Verso un curricolo di educazione etico-sociale, Silvia Fioretti
• La scuola per un curricolo di educazione etico-sociale, Maria-Chiara Michelini
• La voce dei dirigenti sul curricolo di Educazione Morale, Anna Maria Landini
• Analisi e applicazione dei colori delle opere d’arte, Ching Chih Liao
• Le attività neurodidattiche, María Encarnación Carrillo-García, Sergio Artés Caja
• La lingua dell’accoglienza, Marta Salinaro, Federica Cini
• Scuola italiana e digitalizzazione, Tommaso Farina

https://rivistedigitali.erickson.it/pedagogia-piu-didattica/

 

Review of Education

  Vol. 10, n°2, 08/2022

  Evidence into policy and practice

  

EDITORIAL

Special issue: Evidence into policy and practice, Nadia Siddiqui, Stephen Gorard, Dylan Wiliam

RESEARCH REPORT

Exploring barriers and solutions to encouraging evidence-into-use within an embedded evaluation approach: Reflections from the field, Claire Forbes

SYNTHESIS

Effectiveness of online and blended learning from schools: A systematic review, Keith J. Topping, Walter Douglas, Derek Robertson, Nancy Ferguson

https://bera-journals.onlinelibrary.wiley.com/toc/20496613/2022/10/2

 

Oxford Review of Education

  Vol. 48, n°3, 05/2022

 

• A capability approach to understanding academic and socio-emotional outcomes of students with special educational needs in Ireland, Georgiana Mihut, Selina McCoy & Bertrand Maître
• Virtue as a response to pandemic and crisis, Daniel Moulin-Stożek, Nomisha Kurian & Afrodita Nikolova
• Interconnected learning between university and the workplace: a socio-cultural perspective of graduate employability in the UK, Paul Orsmond, Stephen Merry & Kevin Reiling
• Trends in educational stratification during China’s Great Transformation, Rob J. Gruijters
• Gender stereotyping in mothers’ and teachers’ perceptions of boys’ and girls’ mathematics performance in Ireland, Selina McCoy, Delma Byrne & Pat O’Connor
• How an educational experiment creates motivating conditions for children to role-play a child-initiated PlayWorld, Marilyn Fleer
• The marginalised few: reflections from the lived experiences of forced displaced academics in Turkish academia, Kürşat Arslan & Ali Çağatay Kılınç
• Pedagogical practice and students’ perceptions of fully online flipped instruction during COVID-19, Wulin Ma & Qin Luo

https://www.tandfonline.com/toc/core20/48/3?nav=tocList

 

Paedagogica Historica

  Vol. 58, n°2, 05/2022

 

• Women and educational heritage in Spanish university education museums: good practices and pending challenges for the incorporation of the gender perspective, María José Rebollo & Pablo Álvarez
• Investigating the potential of cultural-historical activity theory for studying specific transitions in the history of education, Thomas O’Donoghue & Judith Harford
• The slow dichotomization of elementary classroom roles. 'Grammar of schooling' and the estrangement of classrooms in Western Europe (1830-1900), Marcelo Caruso
• Catedráticos in the making of the Spanish secondary education system, 1861–1885, Pau Insa-Sánchez
• Sex, death, and alienation: the burdened history of classroom pets in the American curriculum, Kipton D. Smilie
• Pedagogical knowledge as a distinct object in the history of education: the example of Ontario, Canada, Patrice Milewski
• Let us truly be Brazilian women: representations and teaching practices of normal school female students of São Paulo in the 20th century, Jorge Luís Mazzeo Mariano & Raimunda Abou Gebran
• “Die Lernmaschinen waren ... ein Zückerchen”: das Gelfinger Schulexperiment von 1968 bis 1972, Daniel Deplazes

Book Reviews

• The impracticality of practical research: a history of contemporary sciences of change that conserve by Thomas S. Popkewitz, Ann Arbor, University of Michigan Press, 2020, 277 pp., Kåre Fuglseth
• Education in the laboratory of modernity: the example of the city of Wolfsburg Stadt macht Schule. Schulentwicklung im “Soziallabor” der Bundesrepublik, 1945 bis 1980, edited by Alexander Kraus and Sabine Reh, Göttingen, Wallstein Verlag, 2020, 284 pp., Tomáš Kasper
• Curriculum changes: transformation–transition–change in Central and Eastern Europe’s complicated history of curricular reform. Curriculum changes in the Visegrad four: three decades after the fall of communism, edited by Tomáš Janík, Štefan Porubský, Magdolna Chrappán and Kinga Kuszak, Münster, Waxmann Verlag, 2020, 161 pp., Tomáš Kasper

https://www.tandfonline.com/toc/cpdh20/58/2?nav=tocList