Literatura académica sobre el tema "Communication famille-école"
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Artículos de revistas sobre el tema "Communication famille-école":
Karsenti, Thierry, François Larose y Yves Daniel Garnier. "Optimiser la communication famille-école par l’utilisation du courriel". Articles 28, n.º 2 (11 de febrero de 2004): 367–90. http://dx.doi.org/10.7202/007359ar.
Liboy, Malanga-Georges y Paulin Mulatris. "Enseignants non immigrants et enseignants immigrants : convergences et divergences autour de la relation entre école et familles immigrantes". Alterstice 6, n.º 1 (5 de diciembre de 2016): 91–103. http://dx.doi.org/10.7202/1038282ar.
Bavoux, Pascal y Jean-Marc Berthet. "École-famille : la médiation comme reconnaissance et gestion du conflit". Migrants formation 92, n.º 1 (1993): 155–68. http://dx.doi.org/10.3406/diver.1993.7131.
Tessaro, Walther. "L’évaluation comme moyen de communication entre familles et école. Quelle place pour l’élève ?" Mesure et évaluation en éducation 23, n.º 2-3 (9 de agosto de 2022): 53–65. http://dx.doi.org/10.7202/1091227ar.
Simonin, Jacky y Éliane Wolff. "École et famille à la Réunion : le télescopage des modèles". Lien social et Politiques, n.º 35 (2 de octubre de 2002): 37–46. http://dx.doi.org/10.7202/005237ar.
Duval, Joëlle y Catherine Dumoulin. "Collaboration école-famille au primaire: types de collaboration et degré de relation entre les partenaires." Revue internationale du CRIRES : innover dans la tradition de Vygotsky 6, n.º 1 (22 de julio de 2022): 136–51. http://dx.doi.org/10.51657/ric.v6i1.51475.
Bahi, Boniface y Nathalie Piquemal. "Dépossession socio-économique, linguistique et résilience : horizons de mobilité sociale chez les élèves immigrants, réfugiés au Manitoba". Articles, essais 25, n.º 1-2 (30 de julio de 2014): 109–28. http://dx.doi.org/10.7202/1026088ar.
Francomme, Olivier. "L'enfant acteur et auteur de santé publique, une recherche-action en classe maternelle à Herchies". Psicologia Escolar e Educacional 15, n.º 1 (junio de 2011): 151–60. http://dx.doi.org/10.1590/s1413-85572011000100016.
Napoli, Julia. "Quelques conséquences de la pandémie de Covid-19 sur la relation école-famille en contexte d’éducation prioritaire : le point de vue des enseignant-es du canton de Genève". L’éducation en débats : analyse comparée 12, n.º 1 (24 de junio de 2022): 93–106. http://dx.doi.org/10.51186/journals/ed.2022.12-1.e509.
Chauveau, Gérard y Eliane Rogovas-Chauveau. "Réussir à l’école en famille". Migrants formation 75, n.º 1 (1988): 51–54. http://dx.doi.org/10.3406/diver.1988.6683.
Tesis sobre el tema "Communication famille-école":
Francis, Véronique. "La communication école maternelle / famille : le rôle des supports d'information à caractère conversationnel". Paris 10, 2001. http://www.theses.fr/2001PA100155.
This doctoral research dissertation examines the role of conversational-type written information in the school and in the home. A previous study of various cahiers de vie (day books), cahiers de liaison (liaising books), cahiers de communication (communication books) and so on that circulate between children's homes and their schools, had already enabled us to highlight the specific features of these conversational-type informational supports (Francis, 1999). The written texts that are consigned there take account both of the child as a « speaker subject » (Bakhtine, 1929) and of the schooltime experience of the group of pupils as a whole. A survey has been carried out over 10 classes situated in « educational priority zones ». The corpus is made up of the analysis of conversational-type information supports, of sequences of observation, and of the interviews of 10 teachers, 36 mothers from a low-income bracket, and 71 children aged from 3 to 6. This data was collected by using the « reporting about practices » method (Kohn et al. , 1994). The results show the variety of language practices instigated by these informational supports in the family and the school circles. The child's mission as a messenger encourages conversational behaviour and enables the mothers to have better access to the child's schooltime experience. In the family circle, reference to the informational support underlines the pre-school child's own questions about writing. It encourages ordinary reading and writing practices (Fabre, 1997), common cultural resources in working-class families (Lahire, 1993). The results impel us to recommend the establishment of a relationship between the school and the family, based around the learning sphere of the child himself, in order to generate affective, cognitive, cultural and social interactions, starting from the pre-school period. For it is during this period that the mother's feelings of skill and of self-esteem concerning her child's school life can be cristallized
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.
From 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
Holo, Amon. "Les Technologies de l' Information et de la Communication dans l' enseignement du premier degré en France. Contribution à l' étude des compétences des élèves de l'école élémentaire, les origines et modes d' acquisition de celles- ci". Phd thesis, Université René Descartes - Paris V, 2010. http://tel.archives-ouvertes.fr/tel-00619093.
Rughoonundun-Chellapermal, Nita. "Famille, enfant, école : les représentations de l'école et de l'écrit d'enfants entrant dans l'écrit en langues étrangères : études de cas conduites à l'île Maurice auprès d'enfants scolarisés âgés de 4 à 8 ans". Toulouse 2, 2007. http://www.theses.fr/2007TOU20017.
The study probes into what makes children relate positively to school and into the development of literacy, envisaged as a multi-dimensional object, against a social backdrop of hierarchic multilingualism and in a school context where reading and writing are taught in foreign languages whereas the mothertongue is not taught. The compulsory languages taught at school are English, which is the quasi official language in the country, and French which enjoys a large social embeddment. The only endemic language in the island is Creole, which draws most of its lexicon from French. Interviews, assignment of tasks which look into the four dimensions of written language and post-task interviews give data which are ripe with hypotheses for further studies : 1) In bilingual learning contexts, acqusition of concepts of literacy takes place separately in each language. 2) The overlooking of the mothertongue in the curriculum breeds confusion in learners. 3) The conceptualisation of the working of literacy is done initially in one language. 4) The conceptualisation and the strategies resorted to are very similar in both languages but literacy in English comes significantly later. The study furthermore confirms the co-evolution between contextual and decoding strategies, this co-evolution being determined by the context
Nkoghe, Stéphanie. "L'éducation des enfants chez les Fang : les pratiques traditionnelles et leur évolution". Nice, 1998. http://www.theses.fr/1998NICE2021.
López, Lorca Hortensia Francisca. "Pautas de transmisión de valores en el ámbito familiar". Doctoral thesis, Universidad de Murcia, 2005. http://hdl.handle.net/10803/10808.
This investigation analyses parents and children's perception of values, as well as the patterns used for their transmission and their assimilation.In order to support the empirical study, an analysis of fundamental concepts such as family has been done. This one is to be considered the natural setting for the transmission of values and the source itself of different ones. Through the analysis of the obtained results, it has been stated the hypothesis and objectives from which we departed. There is a dichotomy between the teaching of values on the part of the parents and their assimilation by the children.In conclusion, and always bearing in mind the personal limitations and everyone's freedom, we can say that those children who seem to respond with more responsibility in their everyday life are those whose parents provide a warmth-filled home and are used to talk with their children, transmitting them general values through their personal example and their daily life details.
Cette recherche analyse la perception des valeurs des parents et des enfants, ainsi que les modes de transmission utilisés et leur assimilation.Pour appuyer l'étude empirique, un parcours est réalisé par des concepts fondamentaux tels que la famille, la considérant habitat naturel de la transmission des valeurs, et par des valeurs différentes.Les résultats obtenus ont mis en évidence les hypothèses et les objectifs dont on partait : il existe une dichotomie entre l'enseignement des valeurs de la part des parents et l'assimilation de celles-ci par leurs enfants.Pour conclure, et en tenant toujours compte des limitations personnelles et de la liberté de chacun, on constate que les enfants qui semblent répondre avec plus de responsabilité dans les différents domaines de la vie ordinaire, sont ceux dont les parents habitent dans un foyer uni, parlent avec leurs enfants et leur transmettent les valeurs à travers leur exemple personnel et les différents détails de la vie quotidienne à la maison.
Libros sobre el tema "Communication famille-école":
Pugach, Marleen Carol. Collaborative practitioners, collaborative schools. Denver: Love Pub. Co., 1995.
Pugach, Marleen Carol. Collaborative practitioners, collaborative schools. 2a ed. Denver, Colo: Love Pub., 2002.
Pugach, Marleen Carol. Collaborative practitioners, collaborative schools. Denver, Colorado: Love Publishing, 2012.
Kroth, Roger L. Communicating with parents of exceptional children: Improving parent-teacher relationships. 2a ed. Denver, Colo: Love Pub. Co., 1985.
Kroth, Roger L. Strategies for communicating with parents and families of exceptional children. 3a ed. Denver: Love Pub. Co., 1997.
Fukuzawa, Rebecca. Intense years: How Japanese adolescents balance school, family, and friends. New York: RoutledgeFalmer, 2001.