Literatura académica sobre el tema "Évaluation du système scolaire"
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Artículos de revistas sobre el tema "Évaluation du système scolaire":
Elias, Giacomo. "Le Système National d'Evaluation en Italie". Journal of Quality in Education 4, n.º 4Bis (11 de noviembre de 2013): 8. http://dx.doi.org/10.37870/joqie.v4i4bis.124.
Tricot, André y Alain Rufino. "Recherche d’informations dans un système d’autodocumentation informatisé. Compte rendu d’expériences et proposition d’un modèle de l’activité". L’Orientation scolaire et professionnelle 25, n.º 4 (1996): 557–87. http://dx.doi.org/10.3406/binop.1996.1168.
Boucher-Gagnon, Magalie y Catherine des Rivières-Pigeon. "Le point de vue de mères sur l’expérience d’intégration scolaire de leur enfant présentant un trouble du spectre de l’autisme : rôle des services et de l’environnement scolaire". Revue des sciences de l’éducation 41, n.º 3 (26 de febrero de 2016): 353–84. http://dx.doi.org/10.7202/1035309ar.
Cormier, Marianne. "Au premier plan : les enfants ou les résultats?" Éducation et francophonie 39, n.º 1 (27 de junio de 2011): 7–25. http://dx.doi.org/10.7202/1004327ar.
Nadeau, Marc-André. "L’évaluation de l’apprentissage en milieu scolaire : un modèle d’évaluation continue". Revue des sciences de l'éducation 4, n.º 2 (9 de octubre de 2009): 205–21. http://dx.doi.org/10.7202/900075ar.
Gilliéron-Giroud, Patricia. "La pression de l'évaluation sur les réformes scolaires et les pratiques enseignantes – Le cas du canton de Vaud". Diversité 169, n.º 1 (2012): 93–99. http://dx.doi.org/10.3406/diver.2012.3596.
Giardina, Max, Denis Harvey y Martine Mottet. "L’évaluation des SAMI (système d’apprentissage multimédia interactif) : de la théorie à la pratique". Articles 24, n.º 2 (30 de abril de 2008): 335–53. http://dx.doi.org/10.7202/502015ar.
Mesquida, L., M. Guegan y J. P. Raynaud. "Prévenir la dépression chez l’adolescent : c’est possible". European Psychiatry 29, S3 (noviembre de 2014): 613–14. http://dx.doi.org/10.1016/j.eurpsy.2014.09.235.
Guichard, Jean, Patrick Devos, Hélène Bernard, Annabelle Faure, Michèle Jellab, Valérie Vanesse, Giselle Chevalier y Michelle Devaux. "Diversité et similarité des représentations professionnelles d’adolescents scolarisés dans des formations différentes". L’Orientation scolaire et professionnelle 23, n.º 4 (1994): 409–37. http://dx.doi.org/10.3406/binop.1994.1504.
Benrherbal, Abderrahmane y Miranda Rioux. "Portée et limites des outils d’enseignement à distance utilisés par les enseignants de quatre écoles marocaines en contexte pandémique". Journal of Quality in Education 13, n.º 21 (1 de mayo de 2023): 1–11. http://dx.doi.org/10.37870/joqie.v13i21.356.
Tesis sobre el tema "Évaluation du système scolaire":
Martinez, Barrera Alba Nury. "Une évaluation empirique du système éducatif colombien : quels sont les facteurs déterminants de la réussite scolaire ?" Paris 1, 2012. http://www.theses.fr/2012PA010007.
Lefer, Gaëlle. "Les « sois possibles », développement des espoirs et des peurs chez les éléves de 8 à 10 ans, liens avec le roi scolaire et les performances académiques". Nantes, 2012. http://www.theses.fr/2012NANT3035.
Possible selves are representations of the self in the future and are measured, in this thesis, by the importance given to hopes and fears for the future. Few longitudinal studies, moreover with children, are carried out, despite possible selves are highly relevant to school and professional orientation. Current definitions, features, and the development of possible selves are first presented in a life span perspective. Then, a new scale designed to assess children’s possible selves is elaborated and a longitudinal study is conducted with 124 students, from 8-to-10-years-old. Three chapters are proposed. The development of possible selves from 8-to-10-years-old is examined in the first study. Results are supported that children are chosen more hoped-for selves than feared selves, and that, with age they developed more and more possible selves in the academic domain. In the second chapter, the links between academic self-concept (attitudes toward school and perceived competence scale) and possible selves are tested. The results indicated that only attitudes toward school are related to the hoped-for academic selves. In the last one, we are interested in the impact of possible selves on school achievement. The results revealed that the relation between some academic achievement on 4th grade and on 5th grade is partially mediated by possible selves, for boys mainly. In the conclusion, the relevance of possible selves’ development with children is discussed and other pattern of development is suggested
Pons, Xavier. "L'évaluation des politiques éducatives et ses professionnels : discours et méthodes (1958-2008)". Paris, Institut d'études politiques, 2008. http://www.theses.fr/2008IEPP0044.
This thesis focuses on the evaluation of education policies in France. During four years, we interviewed actors who, officially or not, are supposed to evaluate the functioning of the education system at the national level: central inspectors, statisticians of the education ministry, OECD* experts and social researchers in education. The research is based on different materials: 98 interviews, internal documentation, professional reviews, public studies and reports, archives and making of descriptive statistics. It analyses the reception of a new regulation tool (i. E. Evaluation) by professional groups which existed before it. Since the demand of evaluation by political leaders, and more generally by the actors of the education system, is not clear, these groups have transformed this regulation tool according to their professional interests. The research shows that the institutionalisation of evaluation is unachieved and that regulation through evaluation remains uncertain. It highlights that the concrete methods of these professional groups have not changed significantly since the eighties, even if their discourse about their own practices has changed. Thus the evolution of evaluation policy in France in the education sector can be regarded as the output of the competition between different professional groups who try to impose their own science of government. * Organisation for Economic Cooperation and Development
Wiederkehr, Virginie. "L'idéologie méritocratique dans le système éducatif : un élément de reproduction sociale ?" Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20015/document.
Despite the policies of equal opportunities, children’ social environment strongly influences their level of education (Observatory of Inequalities, 2011). The equality principle implies a meritocratic logic according to which each student has the same chances to succeed in school. However, meritocratic beliefs may have negative consequences for members of disadvantaged groups including self-assessment or self-concepts (Shannon & Major, 2006; Jost & Hunyady, 2005; Midgley, Feldlaufer, Eccles, 1989; Marsh, Köller, Baumert, 2001). However, members of disadvantaged groups need to believe in meritocratic ideology to preserve their self-image and/or their group (Jost et al., 2004; Kay & Friesen, 2011; Kay et al., 2009; Van Der Toorn et al., 2011). This work studied, how the belief in school meritocratic ideology may explain, in part, social inequalities in academic achievement and, secondly, the determinants of this belief, especially among disadvantaged students. The first three studies were carried out on primary school pupils. A first study (see study 1) highlights the existence of a mediation process between students’ socioeconomic status and their academic performances through their self-efficacy. The following three studies highlight how the belief in school meritocratic ideology can increase social achievement and self-efficacy gaps, predominantly in the field of mathematics among primary school pupils (see studies 2 and 3) while it reverses social self-competence gap typically observed among university students (see study 4). Results from a fifth study determined that in a context such as selective university, students of non-social science field believe stronger in school meritocratic ideology than students in the social sciences field. This effect is not observed for the students who perceive themselves as members of low socioeconomic status (see study 5). The last study presented in this work (see study 6) underlines that the students who perceive themselves as members of low socioeconomic status presented stronger belief in school meritocratic ideology in a salient selection process condition (vs. “Success for all” condition). This effect is reversed for the students who perceive themselves as members of high socioeconomic status groups. These results are discussed in relation to the definitions of the meritocratic ideology and the multiple meanings of the word “merit”. We also discussed the impact of these characteristics on the reproduction of inequalities in the education system, where the selection process is salient
Thomas, Hervé. "Diagnostic du fonctionnement cognitif, évaluation dynamique et remédiation : pour une approche interdisciplinaire". Rennes 2, 1999. http://www.theses.fr/1999REN20005.
This research bears upon the dynamical evaluation and diagnosis. Evaluation of this sort is interesting because it leads to information about the source of difficulties exhibited by a learner. The results of an evaluation such as this are used by teachers and learners. By using series of tests, we have studied the procedures to enhance measuring, understanding, creating and evaluating individual pedagogical procedures in relation to the diagnosis. In fact, for a given level of understanding, the pedagogical exercises and goals of learning must be different according to the identified sources of difficulties. The analysis of the results obtained, by a cohort of apprentices and different reference groups leads us to identify and describing five profiles of learners with difficulties. The research we conducted in collaboration with a remedial level took place in collaboration with teacher's teachers that promoted a process of professionalism teachers. In such a dynamical perspective, the method of evaluating must be an important element of reasoning and accumulation of knowledge, a didactical way of learning
Etessamipour, Azar. "La mémoire des connaissances scolaires sur les élèves à l'école primaire en Iran". Rennes 2, 1995. http://www.theses.fr/1995REN20006.
In recent research context's that bring us to think that the memory has a crucial role in the scholastic knowledge acquisition, we have been interested in the memory of knowledge (encyclopedic memor) of pupils of the CE2 to the CM2, student in public primary schools and deprived of Isfahan (Iran). By counting the number of new words in scholastic manuals, we arrive to detect 759 new words in CE2, 1421 words in CM1, 2248 new words in CM2, therefore a total of 4428 new words. The qcm on the basis on these new counted words have been constructed so as to evaluted the number of words acquired at the each scholastic year end. By analyzeign results of our 496 subjects, on the one hand we estimate t hat approximately half of these new words (2232 words) is acquired. Thus a scholastic overload appears in the scholastic system to this primary school cycle in Iran. On the other hand the encyclopedic memory seems to be a good pre'dicteur of the scholastic sucess because the QCM of concepts and clean names in scholastic matters are better corre'le's with scholastic notes that tests of reasoning. A de'coupage of scholastic manuals in fours great parts, shows a considerable score diminution of success to the qcm of 1ere part
Leclaire-Olivier, Francine. "Systèmes d'apprentissage, systèmes d'évaluation : compétences, savoirs et lien théorie/pratique. Le cas de la "résolution de problèmes" dans la formation scolaire d'assistants de direction". Aix-Marseille 1, 2005. http://www.theses.fr/2005AIX10006.
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.
With 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
Alnakari, Yasmine. "Les intérets éducatifs de la pédagogie inspirée du carré logique ISU : étude critique de ses fondements philosophiques, de ses applications dans l'enseignement scolaire, et dans l’éducation informelle". Electronic Thesis or Diss., Paris 8, 2019. http://www.theses.fr/2019PA080105.
This thesis, in Sciences of Education, proposes a new pedagogic approach.It seeks to respond to the challenges of our modern world to the pedagogical outdoor fieldwork terrain in which concerns the whole population: to help students think better, to think differently and to help reconnect children with their own power, by giving them access to trust their authentic identities, morals, imaginations and their creativities. By focusing on formulating interesting questions, that will appeal to the students' curiosity and in turn to strengthen their critical thinking and their ethical morals, all based on the (Interest Square Unit) ISU measurement by diagnosing and overcoming the common-sense deficit in children.The ISU proposes to stimulate the intelligence by enriching the scientific curriculum starting from 4th grade. The research will focus on how to formulate an extra-curricular method along with a dynamic assessment enrichment program to improve the learner's common-sense intelligence of their communication skills.We will rely on the Hayawic logic "Vital logic", which was discovered by Raiek Alnakari. We will implement it on students to awaken and reinforce their critical thinking by stimulating different ways of thinking and different ethical views, all based on the ISU Measurement.The application of the ISU multi-valued Hayawic logic modeling is theoretically and practically newly applied in the education school setting. As the Hayawic logic has been applied in various multidisciplinary approaches in several universities within several different countries, such as France, Algeria, the United States and Egypt
Fofana, Ibrahima. "Évaluation de l'accessibilité aux infrastructures scolaires de la commune de Yopougon, Côte d'Ivoire, l'apport d'un système d'information géographique". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq25308.pdf.
Libros sobre el tema "Évaluation du système scolaire":
Antibi, André. La constante macabre, ou, Comment a-t-on découragé des générations d'élèves? [Lieu de publication non identifié]: Math'Adore, 2003.
Joutard, Philippe. Réussir l'école: Pour une politique éducative. Paris: Seuil, 1999.
Cardinet, Jean. Évaluation scolaire et mesure. Bruxelles: Éditions Universitaires, 1988.
Cardinet, Jean. Évaluation scolaire et pratique. Bruxelles: De Boeck, 1986.
Cardinet, Jean. Évaluation scolaire et pratique. Bruxelles: Éditions Universitaires, 1988.
Cardinet, Jean. Évaluation scolaire et mesure. Bruxelles: De Boeck, 1986.
Morgan, Griffith A. V. L' évaluation du rendement dans les systèmes scolaires de l'Ontario. Toronto, Ont: Ministère de l'éducation, 1987.
Séguin, Jean J. Le Nouveau système scolaire de l'Ontario. Sudbury, Ont: École des sciences de l'éducation, Université Laurentienne, 2006.
Morel, Y. La fatale perversion du système scolaire français. Versailles: Via Romana, 2011.
Gbikpi-Benissan, François. Le système scolaire au Togo sous mandat français. Paris: L'Harmattan, 2011.
Capítulos de libros sobre el tema "Évaluation du système scolaire":
Nadeau, David y Nicole Tourigny. "Évaluation d’un Système pour le Résumé Automatique de Documents ÉLectroniques". En Advances in Artificial Intelligence, 277–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45153-6_27.
Issaieva, Élisabeth, Gonzague Yerly, Iliana Petkova, Caroline Marbaise y Marcel Crahay. "Chapitre 4. Conceptions et prises de positions des enseignants face à l’évaluation scolaire dans quatre systèmes éducatifs européens : quel est le reflet des cultures et politiques évaluatives ?" En Évaluation et autoévaluation, 73. De Boeck Supérieur, 2015. http://dx.doi.org/10.3917/dbu.ceon.2015.02.0073.
Allal, Linda. "Chapitre 1. Pratiques évaluatives des enseignants face aux méthodologies des recherches évaluatives portant sur le système scolaire". En Évaluations en tension, 29. De Boeck Supérieur, 2009. http://dx.doi.org/10.3917/dbu.motti.2009.01.0029.
Solaux, Georges. "Système scolaire (school system)". En Orientation et insertion professionnelle, 411–14. Dunod, 2007. http://dx.doi.org/10.3917/dunod.guich.2008.01.0411.
Guichard, Jean y Michel Huteau. "Système scolaire (School system)". En Orientation et insertion professionnelle, 411–14. Dunod, 2022. http://dx.doi.org/10.3917/dunod.guich.2022.01.0411.
"Front Matter". En Système scolaire franco-ontarien, I—VI. Presses de l'Université du Québec, 2018. http://dx.doi.org/10.2307/j.ctvggx3xx.1.
GÉRIN-LAJOIE, DIANE. "L’école de langue française et son rôle dans le développement du rapport à l’identité". En Système scolaire franco-ontarien, 41–58. Presses de l'Université du Québec, 2018. http://dx.doi.org/10.2307/j.ctvggx3xx.10.
SAMSON, ANDRÉ. "L’orientation scolaire en milieu minoritaire francophone". En Système scolaire franco-ontarien, 59–70. Presses de l'Université du Québec, 2018. http://dx.doi.org/10.2307/j.ctvggx3xx.11.
VACHON, HÉLÈNE MARTINEAU. "L’École communautaire citoyenne". En Système scolaire franco-ontarien, 71–96. Presses de l'Université du Québec, 2018. http://dx.doi.org/10.2307/j.ctvggx3xx.12.
NICOLAS, FRANCE y ANN ROBICHAUD-GAGNÉ. "Les changements au cycle préparatoire". En Système scolaire franco-ontarien, 99–118. Presses de l'Université du Québec, 2018. http://dx.doi.org/10.2307/j.ctvggx3xx.13.
Actas de conferencias sobre el tema "Évaluation du système scolaire":
JAUD, Marion, Stéphane BERTIN, Emmanuel AUGEREAU, Charles POITOU, Aelaïg COURNEZ, Noémie FRITSCH y France FLOC'H. "Développement et évaluation d’un système de stéréo-vidéo pour la mesure de vagues en zone de déferlement". En Journées Nationales Génie Côtier - Génie Civil. Editions Paralia, 2022. http://dx.doi.org/10.5150/jngcgc.2022.048.
Andersson, Fred. "Groupe µ and “the system of plastic form” -for an evaluation-". En Le Groupe μ : quarante ans de rhétorique – trente-trois ans de sémiotique visuelle. Limoges: Université de Limoges, 2010. http://dx.doi.org/10.25965/as.3097.
A, Shyaka, Kabongo F, Tolno C, Barry I y Bachy C. "Evaluation des occasions manquées de vaccination (OMV) chez les enfants de 0-59 mois dans 4 établissements de santé de Matoto, Guinée". En MSF Paediatric Days 2024. NYC: MSF-USA, 2024. http://dx.doi.org/10.57740/ktmpcj.