Academic literature on the topic 'Réussite scolaire et éducative'
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Journal articles on the topic "Réussite scolaire et éducative"
Bouchard, Pierrette, and Jean-Claude Saint-Amant. "La réussite scolaire des filles et l’abandon des garçons : un enjeu à portée politique pour les femmes." Articles 6, no. 2 (April 12, 2005): 21–37. http://dx.doi.org/10.7202/057749ar.
Full textDelarue-Breton, Catherine. "Réussite scolaire, dialogue scolaire et expérience culturelle." Diversité 172, no. 1 (2013): 23–28. http://dx.doi.org/10.3406/diver.2013.3716.
Full textLedier, Jacques. "Réussite éducative et accompagnement éducatif." Diversité 156, no. 1 (2009): 149–50. http://dx.doi.org/10.3406/diver.2009.8101.
Full textPronovost, Gilles. "Réussite éducative, réussite scolaire et milieu familial." Diversité 172, no. 1 (2013): 18–22. http://dx.doi.org/10.3406/diver.2013.3715.
Full textPérier, Pierre. "Réussite éducative et/ou réussite scolaire ?" Diversité 172, no. 1 (2013): 113–18. http://dx.doi.org/10.3406/diver.2013.3736.
Full textGoï, Cécile. "Réussite scolaire versus réussite éducative : une affaire de conformité ?" Diversité 172, no. 1 (2013): 34–39. http://dx.doi.org/10.3406/diver.2013.3718.
Full textFacon, Déborah. "Mixité sociale et scolaire : outil d’observation pour la politique de la ville." Diversité 199, no. 1 (2020): 114–17. http://dx.doi.org/10.3406/diver.2020.4951.
Full textBisson-Vaivre, Claude. "Introduction. La réussite éducative : quelle actualité ?" Diversité 16, no. 1 (2015): 13–22. http://dx.doi.org/10.3406/diver.2015.8292.
Full textPair, Claude. "La politique d’éducation prioritaire. Bilan, contexte actuel et perspectives." Diversité 144, no. 1 (2006): 25–34. http://dx.doi.org/10.3406/diver.2006.2522.
Full textKuepie, Mathias, and Nicaise Misangumukini. "Environnements économique et éducatif des ménages et difficultés scolaires des enfants au Mali." Articles 88, no. 4 (March 17, 2014): 403–28. http://dx.doi.org/10.7202/1023796ar.
Full textDissertations / Theses on the topic "Réussite scolaire et éducative"
Leproux, Olivier. "Sociologie de la "Réussite éducative" : un cas d'école des nouvelles politiques éducatives." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100110/document.
Full text"Educational Success" is a political device that was set up in 2005. It aims at helping children between two and sixteen years who are labelled as "weak" in the local territories where urban policies are set up. Far from being only a help to the children’s education, it is also a tool of reform. This thesis answers two questions: how does a device that is external to the national system of education reform the politics of education, and what are the implications of the reform it implements. Through a sociology of the instruments of public action, we will present the ambiguities of "Educational Success", its expansion, and its career. We will explain how this tool of reform was established locally and how it evolved according to various elements of context. Educational Success reconfigures educational policies through an approach based on local authorities and associative organisations. This implies changes in the terms of employment of its actors and, namely, a process of making their work "invisible". At the crossroad between public action sociology, sociology of work and sociology of associations, this thesis contributes to the analysis of the New Public Management in the educative field
Mohamadkaddour, Abdallah. "Pratiques éducatives parentales, adaptation sociale et réussite scolaire : comparaison interculturelle entre enfants syriens et français d'âge scolaire." Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00608443.
Full textMohamadkaddour, Abdallah. "Pratiques éducatives parentales, adaptation sociale et réussite scolaire : comparaison interculturelle entre enfants syriens et français d’âge scolaire." Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00608443/fr/.
Full textThis work deals with the analysis of educational practices of the parents of students and the possible influence of the type of educational practices used on the social development and academic achievement of those students families in France and in Syria. 56 Syrian and 57 French parents, as well as 56 Syrian and 56 French children aged from 8 to 12 years old took part in this study. Their educational practices were studied with the help of a short questionnaire from “the Parental Authority Questionnaire” (PAQ) which was completed by parents in their homes and by children at school. A child’s social development was studied with the help of a short version of the “the Vineland Social Maturity Scale”; it is an academic achievement was studied with the help of questionnaire made by the author of this thesis. The tow aforementioned questionnaires were completed by the teachers. The results show that the same categories of educational practices (authoritarian, democratic and permissive) may be found both in France and in Syria; however, there are less correlations to be found between the answers grew by Syrian participants. They also show that parents’ educational practices and the child’s social development are significantly correlated. We have found a considerable interaction between the country, gender and educational practices. However, these practices are not correlated with the child’s academic achievement. The discussion of these results was based on the works which claim that parents’ educational practices and their influence vary according to the culture
Lasne, Annie. "La singulière réussite scolaire des enfants d'enseignants : des pratiques éducatives parentales spécifiques ?" Phd thesis, Université de Bourgogne, 2012. http://tel.archives-ouvertes.fr/tel-00825499.
Full textBagès, Céline. "Les modèles de réussite et leur influence : quand les personnes talentueuses menacent la réussite d'autrui et les travailleurs inspirent." Thesis, Clermont-Ferrand 2, 2010. http://www.theses.fr/2010CLF20019.
Full textRole models help us to dream the person we would like to be and inspire us the means to become that person (e.g., Lockwood & Kunda, 1997, 1999; Wood, 1989). The success of role models is often presented as the result of their talent and exceptional abilities. Can being exposed to the talent of others really inspire students and enable them to succeed? The goal of this dissertation thesis is to examine to what extent the role models, especially the explanation of their success, is likely to moderate the performance and attitudes of individuals, children and adults. Previous research has shown that a success attributed to a controllable factor such as efforts could improve the performance of individuals compared to a success attributed to uncontrollable factors like talent or innate abilities (e.g., Mueller & Dweck, 1998) and even reduce the stereotype threat on girls' math performance (e.g., Good, Aronson & Inzlicht, 2003; Thoman, White, Yamawaki,& Koishi, 2008). A series of six experimental researches has highlighted the deleterious impact of role models presented as gifted and talented on both students' performance (i.e. math performance and reading performance) and attitudes toward school. Conversely, hardworking role models always seem to have a beneficial influence on students' performance and attitudes. Moreover, exposing girls to female or male role models whose success is the result of their hard work and their efforts allows reducing the negative effects of stereotype threat on their math test performance. Thus, the success of others and in particular the success of role models explained by their regular work and efforts is far more beneficial than when their success is explained by their gifts and talent. Implications of these findings in the field of school will be proposed
Ibrahim, Maha. "Usages pédagogiques des médias, des images et des technologies de l'information et de la communication (MITIC) et leurs effets sur la réussite éducative des étudiants." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20082/document.
Full textThe objective of this research is to describe, in the context of university in Toulouse, the different educational uses of students in MIICT, in videos, and to better understand whether there can be a positive relationship between MIICT, video and educational success in order to be able to put the MIICT and video to contribute to improve significantly the levels of academic study of students. This research is especially important in our context where the appearance MIICT and the videos are more and more in pedagogy of higher education and where students are attending to the MIICT and videos in their practices more than teachers. The research framework is therefore structured around the concepts of the integration of MIITC and video in teaching and learning with MIICT, and factors of the educational success.To achieve our objectives, we used a quantitative approach. We administered a survey questionnaire to 554 students. It is clear from the results that, in general, the majority of students have an agreement in general positive of the contribution of MIICT and videos for teaching and active learning. Hence, an agreement, in general, favorable of the link between the use of MIICT and videos and educational success. The logical consequence of these results is that there is a significant relationship between MIICT/videos and educational success in university of Toulouse II
يهدف البحث الحالي إلى وصف مختلف الاستخدامات التعليمية للطلاب في الإعلام والصور وتكنولوجيا المعلومات والاتصالات mitic والفيديو، ضمن سياق جامعة تولوز 2، وإلى فهم أفضل ما إذا كان هناك صلة مواتية بين mitic والفيديو والنجاح التعليميّ، وذلك من أجل إمكانية وضع الـ mitic والفيديو للمساهمة في تحسين مستويات النجاح الدراسيّ الجامعيّ بشكل أكبر. يكتسب هذا البحث أهمية خاصة في سياق الدراسة حيث تظهر الـ mitic والفيديو بصورة متزايدة في طرق التّعليم الجامعيّ وحيث أنّ الطلاب يميلون بشكل ملحوظ لاستخدام أدوات التكنولوجيا في تطبيقاتهم وأنشطتهم التّعليمية بشكل أكتر من الأساتذة. يتمحّور إطار البحث حول مفاهيم دمج الـ mitic والفيديو في التدريس، والتّعليم ذات الصلة بتكنولوجيا الإعلام والمعلومات والاتصالات والفيديو، وعوامل النجاح التعليميّ. ولتحقيق أهدافنا، اتّبعنا المنهج الكميّ. حيث أجرينا استبيان ل 554 طالب جامعي. وتظهر النتائج أنّ غالبية الطلاب لديهم اتفاق إيجابي بالعموم حول مساهمة تكنولوجيا الإعلام والصور والاتصالات والمعلومات والفيديو من أجل تعلّم فعّال. هذا الاتفاق مواتٍ بالعموم للربط بين استخدام الـ mitic والفيديو وبين النجاح التعليميّ للطلبة. النتيجة المنطقية لهذه النتائج هي أنّ هناك علاقة كبيرة بين استخدام الـ mitic والفيديو وبين النجاح التعليميّ في سياق جامعة تولوز2
Danner, Magali. "Améliorer la réussite en premier cycle universitaire : évaluation externe des effets du tutorat d'accompagnement." Dijon, 1999. http://www.theses.fr/1999DIJOL027.
Full textBeaud, Philippe. "Réussite scolaire et intégration culturelle des Indiens quechuaphones des Andes du Pérou." Thesis, Paris 10, 2010. http://www.theses.fr/2010PA100151/document.
Full textThis thesis explores a field that is not yet very well known within the sciences of education. It explains their success in educational studies for natives of vernacular cultures and the impact of family education in obtaining higher education. The native Quechuan speaking Amerindians of this research are higher education graduated men and women from rural communities in the Northern Peruvian Andes area.The hypothesis of this research is that success in educational studies among rural families has been encouraged through strategies, attitudes, and specific educational ethno theories. The latter comes from guiding, prominent educators in the developmental niche of a child. Educational practices and dynamics within families have been analyzed from personal life experiences, interviews, and questionnaires in the theoretical framework of the ecocultural niche of development. This analysis has revealed the presence of prominent educators whose educational attitudes are memorised by the individuals through guiding images. Those images act implicitly on the behaviour of the individuals. They emphasize the schooling process along with the acculturation process which is inseparable from success in educational studies within an intercultural situation. Based on the concept that the school system is “universal”, imported from the West, this study inspires European research about educational success among low class and immigration families. The use of occidental references has also brought an intercultural perspective to this research
Muller, Jean-Luc. "Caractéristiques individuelles, pratiques éducatives familiales et performance scolaire au cours préparatoire." Nancy 2, 1986. http://www.theses.fr/1986NAN21011.
Full textThe purposes of this study are : - Pinpoint, describe and measure the educational behavioural pratices of 5-6 year old pupil's parents. - Test a theoretical model accounting for children's academic performance at the first grade of elementary school. A comprehensive set of measures was adopted including intelligence tests, schedules to assess affective characteristics, prior academic achievement and family environment questionnaires. The sample included 81 childrens and their parents. The longitudinal data were examined using the path model. The findings suggest that the meaning of family environmental "press" construct has no sense and emphasis the specific network of variables : the self-academic concept of child is one of the most important factors accounting for children
Madeira, Neto-Oliveira Maria Dolandina de. "Elèves luso-africains et réussite scolaire : enseignement secondaire en Algarve/Portugal." Caen, 2001. http://www.theses.fr/2001CAEN1345.
Full textBooks on the topic "Réussite scolaire et éducative"
Maurice, Mazalto, and Centres d'entraînement aux méthodes d'éducation active (Paris, France), eds. Architecture scolaire et réussite éducative: Ouvrage collectif. Paris, France: Fabert, 2008.
Find full textMaurice, Mazalto, and Centres d'entraînement aux méthodes d'éducation active (Paris, France), eds. Architecture scolaire et réussite éducative: Ouvrage collectif. Paris, France: Fabert, 2008.
Find full textCentre de recherche et d'intervention sur la réussite scolaire., Fédération des enseignantes et enseignants de commissions scolaires., and Rencontre sur la réussite scolaire (1st : 1992 : Québec, Québec), eds. Pour favoriser la réussite scolaire: Réflexions et pratiques. [Québec]: Centrale de l'enseignement du Québec, 1992.
Find full textCentre de recherche et d'intervention sur la réussite scolaire., Fédération des enseignantes et enseignants de commissions scolaires., Centrale de l'enseignement du Québec., and Rencontre sur la réussite scolaire (1re : 1992 : Québec, Québec), eds. Pour favoriser la réussite scolaire: Réflexions et pratiques. Québec, Qué: CEQ, 1992.
Find full textArmstrong, Dale. La communication du niveau de réussite scolaire: Guide du personnel enseignant et administratif. 2nd ed. Edmonton: Alberta Education, 2009.
Find full textLouise, Savard, ed. Ressources universitaires consacrées à la réussite scolaire dans les facultés et départements d'éducation des universités francophones du Canada. Sherbrooke, Qué: Éditions de CRP, Faculté éducation, Université de Sherbrooke, 1993.
Find full textChampagne, Madeleine. Langue et culture: Clés premières de la réussite scolaire à l'école de langue française en milieu minoritaire : synthèse analytique. s.l: Fédération canadienne des enseignantes et des enseignants, 2005.
Find full textJamet, Éric. Lecture et réussite scolaire. Paris: Dunod, 1997.
Find full textJoutard, Philippe. Réussir l'école: Pour une politique éducative. Paris: Seuil, 1999.
Find full text1937-, Mclean Eric, and Morissette Dominique, eds. Supervision pédagogique et réussite scolaire. Boucherville, Québec: G. Morin, 1992.
Find full textBook chapters on the topic "Réussite scolaire et éducative"
Castets-Fontaine, Benjamin. "La réussite scolaire atypique." In Familles et réussite éducative, 73–86. Presses de l'Université du Québec, 2011. http://dx.doi.org/10.2307/j.ctv18ph3kv.10.
Full textCastets-Fontaine, Benjamin. "La réussite scolaire atypique." In Familles et réussite éducative, 73–86. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.1515/9782760525320-008.
Full textRoy, Jacques. "Soutien familial et réussite scolaire en milieu collégial." In Familles et réussite éducative, 217–24. Presses de l'Université du Québec, 2011. http://dx.doi.org/10.2307/j.ctv18ph3kv.20.
Full textRoy, Jacques. "Soutien familial et réussite scolaire en milieu collégial." In Familles et réussite éducative, 217–24. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.1515/9782760525320-018.
Full textAllard, Michel. "L’apport des institutions muséales à la réussite scolaire chez des adolescents." In Familles et réussite éducative, 109–24. Presses de l'Université du Québec, 2011. http://dx.doi.org/10.2307/j.ctv18ph3kv.12.
Full textAllard, Michel. "L’apport des institutions muséales à la réussite scolaire chez des adolescents." In Familles et réussite éducative, 109–24. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.1515/9782760525320-010.
Full text"La réussite scolaire: un point de vue sociologique." In Échec scolaire et réforme éducative, 5–10. Les Presses de l’Université de Laval, 2005. http://dx.doi.org/10.1515/9782763712864-004.
Full textPerreault, Maryse. "Persévérance et réussite scolaires." In Familles et réussite éducative, 131–36. Presses de l'Université du Québec, 2011. http://dx.doi.org/10.2307/j.ctv18ph3kv.14.
Full textPerreault, Maryse. "Persévérance et réussite scolaires." In Familles et réussite éducative, 131–36. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.1515/9782760525320-012.
Full textKanouté, Fasal, Laetitia Duong, and Josée Charrette. "Quotidien, réussite et projet scolaires des enfants." In Familles et réussite éducative, 41–54. Presses de l'Université du Québec, 2011. http://dx.doi.org/10.2307/j.ctv18ph3kv.8.
Full textConference papers on the topic "Réussite scolaire et éducative"
PERROT, Fabienne, and Vivien MORIN. "Former les enseignants et CPE novices à la coopération : un enjeu pour l’école de demain." In Les journées de l'interdisciplinarité 2023. Limoges: Université de Limoges, 2024. http://dx.doi.org/10.25965/lji.740.
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