Literatura académica sobre el tema "Catégorie scolaire"
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Artículos de revistas sobre el tema "Catégorie scolaire":
Peylet-Carabalona, Mireille y Étienne Mullet. "Analyse multivariée des jugements d'un expert singulier II". L’Orientation scolaire et professionnelle 15, n.º 2 (1986): 99–113. http://dx.doi.org/10.3406/binop.1986.1586.
Gueyaud, Jacques-André y Clément Dassa. "La configuration des corrélations entre le concept de soi et le rendement scolaire : une méta-analyse". Articles 24, n.º 2 (30 de abril de 2008): 299–322. http://dx.doi.org/10.7202/502013ar.
Lemieux, Nicole y M'hammed Mellouki. "Les agents scolaires, leur place et fonction dans les rapports sociaux". Sociétés contemporaines 11-12, n.º 3 (1 de noviembre de 1992): 91–118. http://dx.doi.org/10.3917/soco.p1992.11n1.0091.
Masson, Philippe. "Négociations et conflits dans le processus d'orientation des élèves de l'enseignement secondaire". Sociétés contemporaines 18-19, n.º 2-3 (1 de septiembre de 1994): 165–86. http://dx.doi.org/10.3917/soco.p1994.18n1.0165.
Chauveau, Gérard y Eliane Rogovas-Chauveau. "La (non) réussite scolaire des « immigrés » - Où sont les différences ?" Migrants formation 81, n.º 1 (1990): 25–34. http://dx.doi.org/10.3406/diver.1990.5973.
Oberti, Marco. "Offre et « choix » scolaires : inégalités sociales et territoriales". Diversité 139, n.º 1 (2004): 81–90. http://dx.doi.org/10.3406/diver.2004.2340.
Bouchard, Pierrette, Jean-Claude St-Amant y Jacques Tondreau. "Stéréotypes sexuels, pratiques sociales et rapport différencié à l'école secondaire". Recherche 38, n.º 2 (12 de abril de 2005): 279–302. http://dx.doi.org/10.7202/057125ar.
DIALLO, Thierno Malick y Mouhamadou FALL. "Droit à l’éducation de l’enfant : une mise en perspective à travers la question de l’abandon scolaire au Sénégal". Journal of Quality in Education 11, n.º 17 (5 de mayo de 2021): 186–203. http://dx.doi.org/10.37870/joqie.v11i17.256.
Dupeyron, Jean-François. "Vie scolaire, bien-être et vulnérabilité". Diversité 189, n.º 1 (2017): 85–90. http://dx.doi.org/10.3406/diver.2017.4475.
Van Campenhoudt, Marc. "Foisonnement nominal et coréférence dans le texte spécialisé". SHS Web of Conferences 138 (2022): 00003. http://dx.doi.org/10.1051/shsconf/202213800003.
Tesis sobre el tema "Catégorie scolaire":
Bettendorff, Franck. "L’école inclusive et les dispositifs pour élèves à « besoins éducatifs particuliers » : scolarisation ou scolarité ? : l’exemple des EFIV ou la déconstruction d’une catégorie scolaire essentialiste". Electronic Thesis or Diss., Paris 8, 2022. http://www.theses.fr/2022PA080010.
The phenomenon of inconstant school attendance by pupils who have been termed “EFIV” (“children of itinerant and transient families”) since 2012 by the French Ministry of Education has led us to question not only a public classification but also policies and apparatuses pertaining to them. The research presented herein is a department-wide analysis of an area where a school attendance policy for this group has been applied for over ten years. By questioning the categories of research which in the past served to assess sporadic school attendance by “traveler” or “Gypsy” children, this analysis deconstructs the anthropological explanations concerning resistance to writing, to objectivating processes and to scholastic skills. Based on a qualitative survey mainly established via interviews with middle school children and their parents, the analysis likewise indicates how pupils’ situations cannot be reduced to mere family practices alone but also integrates the pupils’ differentiated roles, as per the diversity of their relationships to school, to scholastic knowledge and to the future. This same analysis also covers the roles played by the scholastic institutions themselves. Since some pupils remain insufficiently schooled, while others, even though attending school, never acquire middle school knowledge sets, it was necessary to create a distinction between schooling (the pupils’ use of scholastic knowledge) and school attendance (their presence in class). Last of all, through the analysis of a collection of documents and interviews with personnel, this thesis explores institutional action as an apparatus and challenges the policy of “the inclusive school”
Guinard, Yves. "Les fonctions sociales des troubles du comportement ou la gestion médicale des désordres sociaux". Thesis, Tours, 2011. http://www.theses.fr/2011TOUR2021.
Behaviour disorders of children and adolescents, classified among mental disorders justify the exclusion of pupils from schools to place them in institutions for disabled persons. By interfacing the study of the experience of young people and their parents, the history of that category and the part played in it by different actors, this research aims at understanding the world of behaviour problems and their functions. Behaviour disorders are more than a medical category, they are the the results of a social construction, they serve as a means to exclude and socially define children from the underprivileged classes. Following what happens in schools, they favour the shift of responsibility for underperforming from schools to families. The medical world plays a major part in this normative universe. It provides a would be scientific guarantee for the exclusion of the economically and culturally poorest section of the school population and for the more drastic security measures as well. The prevention of delinquency lies in controlling underperforming children from a very early age and socially deprived families. This implication of the medical world in the control of social disorders is a development of its missions as Foucault described it. In spite of inner conflicts, the world of mental medicine today wants to appear as experts in the prevention of deliquency through managing underperforming in schools and offering an early diagnosis of problems it fails to define
Becvort, Jean-Pierre. "Représentation de soi, origine sociale et culturelle, milieu familial et adaptation scolaire : une étude comparative chez des enfants de 9 à 12 ans". Paris 5, 1999. http://www.theses.fr/1999PA05H015.
This research study self representations among children from 9 to 12 in relation to socioprofessional class, cultural origin (from the maghreb or french), school adaptation, gender and separation of the parents. The hypothesis come from several domains : social, differential or developmental psychology but also from the role of self-esteem in cognitive therapies of depression as well as from sociological studies of suicide. Self representations are regarded as social representations, at the juncture of social and psychological fields. The methodology consisted of assessing responses to 688 questionnaires, essentially self evaluations. Concerning the social and cultural categories, it has been found that self-esteem reproduces the social hierarchy with the exception of children of workers from the maghreb who enjoy a higher level of self-esteem than all the others. Self diagnosed anxiety is above average among children of blue collar workers in general, especially among children from the maghreb in separated housing. The school level influences self-esteem only for certain social or cultural categories : it is a determining factor among children of french workers for instance but without any effect among children from upper classes. Concerning the separation of parents, self-esteem is lower among children of separated parents, boys or girls, but boys react particularly through trouble in school and behavioral disruption whereas girls indicate a declared anxiety most important. In a general way, boys declare an anxiety level very lower than girls. On that subject the notion of male alexithymia has been developed and extended to adults. Self-esteem in childhood is finally regarded as a measurement of + family integration ;, an idea wich is borrowed from durkheim's theory of suicide
Gris, Sandrine. "Mouvement vers l’inclusion et évolution de la politique d’intégration scolaire au Québec : entre permanence et changement, une difficile légitimation de la mise en œuvre". Thèse, 2014. http://hdl.handle.net/1866/12065.
These prolegomena inquire on the political and conceptual evolution of school integration as a mere introduction to the analysis of the making of a legitimized policy regarding special education. It first explore the different schooling trends, and their evolutive core, designed for students with handicaps, social maladjustments or learning disabilities; then situate it within three frame of reference unique to Quebec : the study of the evolution between 1978 and 1999 of the policies on special education and their positioning, the management of such services as well as the grouping and labeling of any student concerned by those policies. These variations are later questioned by the application of such policies by the different players, as their application is considered to be the mold for any problem diagnosis as well as a legitimising podium. Ultimately, the highlights of this particular evolution of policies on special education is positioned between changes and durability of the schooling approach for special students, and is underlained by a difficult implementation and legitimization.
Libros sobre el tema "Catégorie scolaire":
Schärer, Franziska. Père, Mère, Roi et Sorcière: La Représentation des Deux Sexes et de la Catégorie du Genre Dans les Manuels Scolaires de l'École Primaire de la Suisse Alémanique et de la Suisse Romande. Lang AG International Academic Publishers, Peter, 2008.
Capítulos de libros sobre el tema "Catégorie scolaire":
Touré, Niandou y Etienne Gérard. "Mobilité internationale pour études et mobilité sociale: une figure contrastée des inégalités". En Inégalités en perspectives, 189–205. Editions des archives contemporaines, 2019. http://dx.doi.org/10.17184/eac.1629.
DJISTERA ANDRIANASY, Angelo. "L’éducation à l’ère de la pandémie du covid-19 à Madagascar". En Les écoles africaines à l’ère du COVID-19, 121–36. Editions des archives contemporaines, 2024. http://dx.doi.org/10.17184/eac.7924.
Favaloro, Frine Beba. "Enseigner la culture chinoise: outils de négociation de la distance". En Distance entre langues, distance entre cultures, 23–32. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3686.
Fortier-Moreau, Geneviève. "La catégorie « élève en difficulté d’apprentissage en mathématiques » :". En Les inégalités scolaires. Actes de la 2e édition de l’Université d’été francophone sur les inégalités scolaires, 41–44. Presses de l’Université Laval, 2019. http://dx.doi.org/10.2307/j.ctv1gbrx40.13.
ABASSE DIOP, Mamadou. "L’enseignement à distance en période de crise sanitaire". En Les écoles africaines à l’ère du COVID-19, 191–208. Editions des archives contemporaines, 2024. http://dx.doi.org/10.17184/eac.7929.
Villagordo, Éric. "Ce n’est pas une œuvre d’art ! Construire des catégories de perception en contexte scolaire : le cas de la définition de l’œuvre d’art comme outil d’une éducation esthétique". En Discours, usages, traces de l’expérience esthétique en contexte scolaire : perspectives croisées, 54–84. Éditions de l'Université de Sherbrooke, 2018. http://dx.doi.org/10.17118/11143/14641.