Auswahl der wissenschaftlichen Literatur zum Thema „Démocratisation de l’école“
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Zeitschriftenartikel zum Thema "Démocratisation de l’école"
Moreau, Gérard. „Remettre l’école dans le siècle“. Diversité 145, Nr. 1 (2006): 73–76. http://dx.doi.org/10.3406/diver.2006.2571.
Der volle Inhalt der QuelleBéland, Paul. „L’école privée et la démocratisation : sélection et processus“. Revue des sciences de l'éducation 4, Nr. 2 (09.10.2009): 249–63. http://dx.doi.org/10.7202/900077ar.
Der volle Inhalt der QuelleLebon, Francis. „L’excellence scolaire en milieu populaire“. Diversité 146, Nr. 1 (2006): 81–88. http://dx.doi.org/10.3406/diver.2006.2626.
Der volle Inhalt der QuelleProst, Antoine. „La démocratisation de l’enseignement en France depuis la Seconde Guerre mondiale“. Swiss Journal of Educational Research 23, Nr. 1 (01.06.2001): 73–94. http://dx.doi.org/10.24452/sjer.23.1.4597.
Der volle Inhalt der QuelleKateb, Kamel. „Démographie et démocratisation de l’école en Algérie (1962-2000)“. Maghreb - Machrek N° 171-172, Nr. 1 (01.01.2001): 80–89. http://dx.doi.org/10.3917/machr1.171.0080.
Der volle Inhalt der QuelleLéna, Vincent. „Des « cités éducatives » pour arrimer les cités à la République ?“ Diversité 191, Nr. 1 (2018): 77–82. http://dx.doi.org/10.3406/diver.2018.4604.
Der volle Inhalt der QuelleDerouet, Jean-Louis. „Interroger les nouvelles politiques d’éducation et de formation en France depuis 25 ans : une recomposition parallèle des conceptions de la justice et des formes de l’État“. Sociologie et sociétés 40, Nr. 1 (03.12.2008): 57–68. http://dx.doi.org/10.7202/019472ar.
Der volle Inhalt der QuelleEckert, Henri. „Le cégep et la démocratisation de l’école au Québec, au regard des appartenances socioculturelles et de genre“. Revue des sciences de l'éducation 36, Nr. 1 (17.06.2010): 149–68. http://dx.doi.org/10.7202/043990ar.
Der volle Inhalt der QuellePérisset, Danièle. „Quand une société se transforme. L’évolution de la formation des instituteurs valaisans entre 1950 et 1970“. Swiss Journal of Educational Research 23, Nr. 1 (01.06.2001): 119–36. http://dx.doi.org/10.24452/sjer.23.1.4599.
Der volle Inhalt der QuelleAbalot, Émile-Jules, David Agbodjogbe und Alphonse Gaglozoun. „Les politiques sportives en Afrique noire francophone : permanence, rupture et/ou continuité des enjeux (1920-2010)“. Revue internationale animation, territoires et pratiques socioculturelles, Nr. 12 (25.05.2017): 1–14. http://dx.doi.org/10.55765/atps.i12.596.
Der volle Inhalt der QuelleDissertationen zum Thema "Démocratisation de l’école"
Dabestani, Marie-Noëlle. „Quel est le sens donné aux enjeux d’apprentissage et aux savoirs inscrits dans les cahiers de Maternelle ? : étude des scansions temporelle et spatiale entre instances de socialisation“. Electronic Thesis or Diss., Paris 8, 2020. http://www.theses.fr/2020PA080072.
Der volle Inhalt der QuelleFrom the angle of preschool learning definition, this thesis interrogates the ways in which boundaries between time and space of child socialisation are experienced. Since 1989, they are though by the institution as a way to reduce social inequalities in school success. Notions of scansions both temporal and spatial presented here allow us to study how preschool is understood distinctly of elementary school and of other social practices. This research is based on a diachronic and a synchronic study of a generalized device without author of circulation of notebooks between spaces of socialisation (marks, interviews and questionnaires). The ambiguity of knowledge and the plurality of educational issues of the nowadays preschool produce social variations of scansions. They are neutralized when the school and families create together broad conditions of intellectual learning known and initiated early to children. Or they are temporally reinforced by a dilution of knowledge but spatially attenuated by practices rarely expressed without loosing their reason of being. The school then creates conditions for consensual collaboration. Between these two polarities, the educational roles are redefined by working-class families creating at their homes, through monitoring work, adjustments and anticipation, their conditions for the transition to preparatory course.Through a relational analysis, this thesis finally interrogates conditions of a more democratic preschool
Buttard, Manuel. „Les dispositifs de prise en charge de la difficulté scolaire à l’école élémentaire : étude de leur fonctionnement et de leurs effets sur la réussite scolaire : l'école dispose-t-elle de moyens appropriés pour favoriser la réussite de ses élèves les plus fragiles ?“ Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH018/document.
Der volle Inhalt der QuelleWith the Jules Ferry laws ensuring free and compulsory schooling, equal chances of succeeding were expected in a meritocratic established school system. Reality proved otherwise: attending school still does not allow all schoolchildren to progress in the same way, as some of them encounter difficulties from the beginning. The struggle against academic failure cannot stop a considerable amount of pupils from finishing school without satisfactorily mastering the basic elements of the programmes. Moreover, recent research works have seemed to prove programmes providing assistance for underachievers to be ineffective.This thesis offers a comparative evaluation of such support systems in elementary school. It investigates their effectiveness and modus operandi, with regard to what already exists, as well as to the use of data obtained by questionnaires, tests or content analysis.The protean support systems against school failure will be shown to include a large arsenal of disparate measures, with actual but confusing recruitment rules. The comparative analysis of schoolchildren's results, of their own impressions of performance and of the teachers’ requests indicates that this distribution takes the children's needs into consideration. Most of the time, those most in trouble are the ones taken care of and the chosen educational counselling will depend on the situation. But, in a context of means shortage, and in the absence of a precise definition and regulation of operating procedures, these rules are often infringed. If, with a few exceptions, the weakest students cannot catch up, we notice that help efficiency mostly proves to be uneven. It depends on the personal, sociodemographic and environmental characteristics of the children, but also on the nature and operating methods of the aid system. The beneficial effects seen with some children are concealed by more disappointing results obtained with others, whose needs were often less obvious at first.Thus, in our opinion, the optimization of the struggle against learning difficulties requires to further consistency and a better coordination in recruitment and schoolchild care, as well as skill or knowledge sharing between professionals. A network organisation of support systems would most likely enable to rationalize pupils' educational background and to combine the efforts of skilled professionals rather than accumulating them
Bücher zum Thema "Démocratisation de l’école"
Czáka, Véronique. Histoire sociale et genrée de l’éducation physique en Suisse romande (milieu du XIXe siècle-début du XXe siècle). Éditions Alphil-Presses universitaires suisses, 2021. http://dx.doi.org/10.33055/alphil.03167.
Der volle Inhalt der QuelleBuchteile zum Thema "Démocratisation de l’école"
Chauvenet, Antoinette. „Chapitre 2. L’inclusion scolaire : vers une démocratisation de l’école“. In École, famille, cité, 267–96. Presses universitaires de Rennes, 2014. http://dx.doi.org/10.4000/books.pur.69012.
Der volle Inhalt der QuelleChapoulie, Jean-Michel. „Une vue d’ensemble rétrospective sur le développement de la scolarisation et la démocratisation de l’école sous la Troisième et la Quatrième République“. In Tous républicains !, 249. Armand Colin, 2011. http://dx.doi.org/10.3917/arco.belo.2011.01.0249.
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