Literatura académica sobre el tema "Évaluation du système scolaire – Enfants"
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Artículos de revistas sobre el tema "Évaluation du système scolaire – Enfants":
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.
Regnault, Élisabeth. "Évaluation d'une animation éducative périscolaire". Migrants formation 99, n.º 1 (1994): 114–30. http://dx.doi.org/10.3406/diver.1994.7000.
Pinçon, Michel y Monique Pinçon-Charlot. "Les enfants d'immigrés dans une école des beaux quartiers". Migrants formation 96, n.º 1 (1994): 73–81. http://dx.doi.org/10.3406/diver.1994.6941.
Depallens, Raphaël. "Analyse de l’articulation du système de prévention des violences sexuelles sur mineurs dans le canton de Vaud - Suisse". Service social 63, n.º 1 (6 de junio de 2017): 73–85. http://dx.doi.org/10.7202/1040032ar.
Latina, Joëlle y José V. Ramirez. "Transitions vers le post obligatoire. Différences de genre entre groupes ethniques par rapport à la norme scolaire". Diversité urbaine 12, n.º 1 (4 de noviembre de 2013): 27–47. http://dx.doi.org/10.7202/1019210ar.
Adam-Maillet, Maryse. "Invisibles ou inaudibles ? Où l'on apprend que voir, c'est entendre". Diversité 168, n.º 1 (2012): 120–26. http://dx.doi.org/10.3406/diver.2012.3557.
de Amorim Alves, Sylvie. "Jeunes d'origine portugaise : une stigmatisation subtile". Diversité 164, n.º 1 (2011): 123–28. http://dx.doi.org/10.3406/diver.2011.3414.
Lemétayer, Fabienne y Jean-Baptiste Lanfranchi. "Liens entre tracas de la vie quotidienne à l’âge scolaire et symptômes dépressifs : apports des échelles ISQVE©". Éducation et francophonie 43, n.º 2 (14 de enero de 2016): 66–86. http://dx.doi.org/10.7202/1034486ar.
García Pastor, Begoña. "En regardant l'école avec des yeux gitans". Diversité 159, n.º 1 (2009): 164–69. http://dx.doi.org/10.3406/diver.2009.3214.
Tesis sobre el tema "Évaluation du système scolaire – Enfants":
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
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
Seruhungo, Désiré. "Les formes d'accompagnement et de médiation dans le système éducatif congolais : réalités et perspectives". Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG035/document.
Education in the DRC (Republic Democratic of Congo) favors some students and disadvantages others because it offers all the students a single learning path, regardless of their learning style. Which explains the failures and the abandonments. This is the case of street and demobilized child soldiers who, due to lack of supervision, may be a social danger.However, if these young people had been oriented towards school structures corresponding to their rhythms and learning styles, they could integrate into society. Unfortunately, they do not exist. For the education system that benefiting everyone, the DRC authorities should open up the school system with new pedagogical approaches, train teachers, give them a good salary, build new schools and equip them
Lamia, Alicia. "Représentations de soi, position scolaire et estime de soi des enfants d'âge scolaire". Toulouse 2, 1999. http://www.theses.fr/1999TOU20112.
Two research studies are described in this thesis. The first was concerned with the self-image and the self-esteem school age children. The second examined the influence of the teacher's representation of a "good pupil" on his/her evaluation of different areas of competence in the child. The population of this research is composed of 180 children for the first study. For the second one there are 134 children and 9 teachers from an elementary school in Toulouse. We used the Perceived competence scale of children (PCSC), a structured interview, and a thematic composition with children to evaluate self-image and self-esteem. The children's scholastic achievement was determined by an unstructured interview. Teachers evaluated children's competence with a questionnaire. The results show that boys evaluate themselves more positively than girls and most particularly with regard to cognitive and physical competence. This pattern was true as much for the younger children as by the older. The responses of the children in defining their self-image also varied according to age and sex. Teachers showed a tendency to evaluate the competencies of the boys more positively. This evaluation was particularly marked with scholastic competence. Finally, our results showed that, in general, teachers are more positive about to the children of opposite sex. Masters are more negative than mistresses in their evaluation of the pupils. The results indicate that teacher evaluation plays an important part in determining the child's perception of him/herself. It is also possible that the child's level of self-esteem influences the manner of which they are perceived by teachers. This last question remains open
Bucari, Miriam Claudia. "Le traitement des enfants handicapés mentaux dans le système scolaire argentin". Bordeaux 2, 1991. http://www.theses.fr/1991BOR21001.
Together with the introduction of the education of the mases, the need appeared in Argentina to create an alternative structure, adapted to those children who were unable to follow the normal lessons. Starting with a pure medical viewpoint at the beginning of this century, the handicap is in the sixties recognized to be surmountable with an early identification and a rational orientation. Later, research carried out in Argentina has proved the influence which the social environment has on the development of children as well as the effect of the educational isolation of the rural regions in a nation with a surface of approximately five times that of France. It appears that the special education is mainly developed in the urban areas. Practically no professional openings can be found for the young handicapped. This is the reason why we have denominated it a "short term education". Also, the slow acting public sector must be considered as well as the importance to the benevolent associations, especially in the capital. The province of Buenos Aires has the advantage of a more complete special education system which, however, is linked to some predominant ideologies
Fournier-Gendron, Annie. "Évaluation de deux modèles d'intervention en milieu scolaire pour enfants et adolescents autistes". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq26203.pdf.
Fonda, Dominique. "Critères anthropométriques dans l'évaluation de l'état nutritionnel : étude de 327 enfants d'âge scolaire". Montpellier 1, 1989. http://www.theses.fr/1989MON11019.
Couture, Germain. "Adaptation dans un contexte scolaire : évaluation et évolution du risque au cours de l'enfance". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ43056.pdf.
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.
Cotnoir, Marie-Josée. "Évaluation d’une stratégie pour faciliter la transition scolaire des enfants à la maternelle: l’Outil Mon portrait de Magog". Mémoire, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/6768.
Libros sobre el tema "Évaluation du système scolaire – Enfants":
Morrongiello, Barbara A. Évaluation de la maturité scolaire dans l'ELNEJ: Problèmes de mesure et solutions. Hull, Qué: Développement des ressources humaines Canada, Direction générale de la recherche appliquée, 1999.
Université Cheikh Anta Diop de Dakar. FASTEF. Les enfants hors ou en marge du système scolaire classique au Sénégal: Étude "ORLECOL" : synthèse analytique. Dakar-Yoff, Sénégal: Université Cheikh Anta Diop de Dakar, Faculté des sciences et technologies de l'education et de la formation, 2016.
Antibi, André. La constante macabre, ou, Comment a-t-on découragé des générations d'élèves? [Lieu de publication non identifié]: Math'Adore, 2003.
Harms, Thelma. School-age care environment rating scale. New York: Teachers College Press, 1996.
Guitouni, Moncef. Les punis de la société : nouvelle approche pour comprendre les inadaptés. Montréal, Qué: Stanké, 1987.
Joutard, Philippe. Réussir l'école: Pour une politique éducative. Paris: Seuil, 1999.
l'enfance, Observatoire de. Les Oubliés de l'école. Hachette Education, 2003.
Joutard, Philippe y Claude Thélot. Réussir l'école. Pour une politique éducative. Seuil, 1999.
Schoolage Care Environment Rating Scale. Teachers' College Press, 2013.
Spinelli, Cathleen G. Classroom Assessment for Students with Special Needs in Inclusive Settings. Prentice Hall, 2001.
Capítulos de libros sobre el tema "Évaluation du système scolaire – Enfants":
Tribess, Andrea. "Chapitre 7. Les sites universitaires de proximité font-ils plus réussir les enfants des classes populaires ? Enquête sur deux cohortes de l’université de Picardie". En La mobilité dans le système scolaire, 143–60. Presses universitaires du Septentrion, 2015. http://dx.doi.org/10.4000/books.septentrion.18504.
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.
Le Normand, Marie-Thérèse. "Évaluation multidimensionnelle et interactive des compétences du langage chez l’enfant présentant un trouble du spectre de l’autisme". En Langage et communication dans les troubles du spectre de l’autisme, 55–76. Éditions de l'Université de Lorraine, 2024. http://dx.doi.org/10.62688/edul/b9782384510696/05.
CAIRA, Déborah. "Une pédagogie innovante". En Formation linguistique des apprenants allophones et pédagogies innovantes, 17–26. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4156.
Actas de conferencias sobre el tema "Évaluation du système scolaire – Enfants":
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.