Littérature scientifique sur le sujet « Dispositifs de scolarisation »
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Articles de revues sur le sujet "Dispositifs de scolarisation"
Benoit, Jaya. « Les diff�rents dispositifs de scolarisation ». Administration & ; �ducation N�157, no 1 (2018) : 41. http://dx.doi.org/10.3917/admed.157.0041.
Texte intégralTeillet, Guillaume. « Une scolarisation sous contrainte judiciaire ». Diversité 190, no 1 (2017) : 119–24. http://dx.doi.org/10.3406/diver.2017.4526.
Texte intégralCortier, Claude. « Dispositifs et classes pour les nouveaux arrivants allophones ». Diversité 153, no 1 (2008) : 15–23. http://dx.doi.org/10.3406/diver.2008.2908.
Texte intégralGourlet, Valérie, et Josiane Michon-Agueff. « De l'habitat à la scolarisation en région parisienne ». Diversité 159, no 1 (2009) : 98–103. http://dx.doi.org/10.3406/diver.2009.3197.
Texte intégralLe Capitaine, Jean-Yves. « Des inégalités dans l’éducation des jeunes sourds ». Développement Humain, Handicap et Changement Social 18, no 2 (23 mars 2022) : 103–16. http://dx.doi.org/10.7202/1087627ar.
Texte intégralBenoit, Hervé, et Murielle Mauguin. « Vers une herméneutique des dispositifs dits inclusifs ». Revue Education, Santé, Sociétés, Vol. 7, No. 1, Volume 7, Numéro 1 (30 novembre 2020) : 95–108. http://dx.doi.org/10.17184/eac.3866.
Texte intégralBastos, Marise Bartolozzi. « Inclusion scolaire d’élèves avec TSA : pour l’inclusion de la notion de sujet ». psychologie clinique, no 50 (2020) : 72–83. http://dx.doi.org/10.1051/psyc/202050072.
Texte intégralPetry-Genay, Isabelle, et Frédéric Dupré. « Des alliances pédagogiques pour favoriser l’accès à l’étude des savoirs : une étude de cas en Ulis collège ». La nouvelle revue - Éducation et société inclusives N° 98-99, no 1 (8 avril 2024) : 277–94. http://dx.doi.org/10.3917/nresi.098.0277.
Texte intégralFabre, Emmanuel. « L’école et les Voyageurs. De l’esprit, au-delà du geste ». Diversité 190, no 1 (2017) : 125–31. http://dx.doi.org/10.3406/diver.2017.4528.
Texte intégralLansade, Godefroy. « Chroniques d’une équipe mobile d’appui médico-social à la scolarisation des enfants en situation de handicap (Émas) : Ethnographie de la politique publique d’inclusion scolaire en train de se faire ». Ethnologie française Vol. 54, no 2 (19 juillet 2023) : 347–63. http://dx.doi.org/10.3917/ethn.232.0347.
Texte intégralThèses sur le sujet "Dispositifs de scolarisation"
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.
Texte intégralThe 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”
Terrasi, Robert. « La formation à la littératie scolaire en L2 : une analyse sociolinguistique et didactique des dispositifs d’accueil linguistique pour collégiens allophones nouvellement arrivés en France et aux États-Unis ». Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA079.
Texte intégralStudies, and notably PISA 2009, have highlighted that foreign students enrolled in French schools significantly lag behind their French counterparts in terms of reading proficiency. This study postulates that grade-level reading proficiency is a pre-requisite to achieving in school and to having fair access to the curriculum. This is even more the case for adolescent second language learners enrolled at the secondary level, the student population on which this study is focused.Based on a qualitative paradigm, this work analyzes six language programs designed for second-language learner newcomers enrolled at the middle school level in France and in the United States. The study reveals and compares the practices used in these six programs for the teaching of academic literacy in L2. Literacy most generally comprises skills in both reading and writing. The focus of this study, however, is on academic reading. The programs have been analyzed from both a sociolinguistic and language-teaching perspective. First, the study examines the legislation in place in France and the United States, regarding the schooling of second language learners in these two countries. This section determines if these texts stipulate the reading skills that need to be developed and achieved by these students during their stay in, and before exiting, the language programs. It then examines the notions of literacy and academic literacy, and endeavors to determine the reading skills necessary for potential success in a mainstream middle school classroom. Lastly, the study examines the best practices, cited in the literature, for the teaching of academic reading to adolescent second language learners. It then investigates if, and how, these practices are incorporated into the six different language programs. Upon conclusion, results of the study revealed that these practices are relatively well incorporated in the American programs but, overall, are not widely used in the programs observed in France. The results also reveal that the teachers of French as a second language working in these programs significantly lack, compared to their American counterparts, research-based teaching materials and models, as well as means of assessment
Dufournet, Coestier Virginie. « La scolarisation de l'enfant-voyageur en France : Problème pédagogique ou politique ? » Thesis, Cergy-Pontoise, 2017. http://www.theses.fr/2017CERG0869.
Texte intégralThis doctoral research might be considered as a study regarding the schooling of a children population designated since 2012 by “L’Education Nationale” (French Ministry of Education) as “Offspring Pupils/Students from Nomadic and Itinerant Families” in France. Since this schooling is constitutive of a “public issue” largely overrunning the academic realm, the conditions of pedagogical treatment are indicative of a specific dependency to institutional and political variations. To approach this issue, a plural socio-historical, ethnographic and institutional socio-clinical methodology has been applied. To report the results, the rationale of the regressive-progressive procedure created by Henri Lefebvre has been adopted. The research into institutional transcripts allows pondering on the social, political and academic meanings as well as questioning the State’s action in the construction of schooling policies and the creation of pupils/students categories. The investigation expressing an ethnographic and socio-clinical approach in reference to the theoretical setting of the institutional analysis allows reconciling ground examination with the institutional activity as it is formulated. All the while breaking into the “black box” in which are manufactured solutions to answer to problems often happening in an emergency situation. It is as well the researcher’s position which is taken into account, his professional and institutional implications offering him both resources and hindrances. The schooling reality of the child-traveler reveals dissensions, pressures and contradictions within the academic institution. More extensively it questions public action when formulating objectives and deploying specific resources for a given population. Lastly, the schooling of the child-traveler shows in which way the over determination of a pedagogical issue by broader political motivations, historically grounded, can lastingly thwart its enactment
Petry-Genay, Isabelle. « Les processus d’orientation des élèves en situation de handicap cognitif dans le second degré : le dispositif ULIS dans ses dimensions socialisante et capacitante ». Thesis, Université Côte d'Azur (ComUE), 2017. http://www.theses.fr/2017AZUR2043.
Texte intégralIn France, the education of students with cognitive disorders, labelled as mentally disabled, has been growing since the act of the 11 of February 2005. The inclusion paradigm that is ruled by law at the European and international levels, has greatly influenced this development as well as the disability studies. The ULIS, provide some pedagogical support to include Special Education Needs students into mainstream classrooms. The organization of such a device varies according to context and education areas. If inclusion has significantly increased in lower secondary schools, the attendance of students with cognitive disabilities in vocational schools has started only ten years ago and the process faces liminality challenges. Thanks to the collection of ethnographic data based on observation and documents analysis as well as the completion of semi-directive face-to-face interviews conducted with 36 students and 30 educational professionals (coordinators, teachers, orientation counsellors, management staff), we set out to analyse the undergoing process for the orientation practices of ULIS students in secondary education. Based on the implementation of the Parcours Avenir project, these guidance practices open up new perspectives for these students whose orientation has been mainly guided by socio-therapeutic approaches. We show how the ULIS device, under specific conditions, can offer the basis for a socializing and empowering environment that contributes to open up new training perspectives to students with cognitive disabilities
Chapitres de livres sur le sujet "Dispositifs de scolarisation"
ABU SAMRA, Myriam. « Formation des enseignants de langue de scolarisation ». Dans Formation linguistique des apprenants allophones et pédagogies innovantes, 9–16. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4145.
Texte intégralLABRELL, Florence, Hugo CÂMARA-COSTA et Marine ERBA. « Stress maternel en cas de tumeurs cérébrales pédiatriques ». Dans Le patient et son entourage, 103–14. Editions des archives contemporaines, 2023. http://dx.doi.org/10.17184/eac.7255.
Texte intégralVidal, Marjorie, et Sophie Grossmann. « 15. Des dispositifs collaboratifs pour négocier les tensions entre intervenant·e·s : l’exemple des structures alternatives de scolarisation ». Dans Contradictions, conflits et préoccupations dans le développement de l'agir humain, 365–83. Éditions Raison et Passions, 2022. http://dx.doi.org/10.3917/rp.merri.2022.01.0365.
Texte intégralMENEZES, Cláudio. « Accéder à et comprendre des contenus en portugais par des étrangers ». Dans Formation linguistique des apprenants allophones et pédagogies innovantes, 221–28. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4176.
Texte intégralBusse, Maria Gladys, et Margot de Kerchove. « Chapitre 7. Les Dispositifs d’Accueil et de Scolarisation des élèves Primo-Arrivant·e·s : un lieu possible de résilience ». Dans La psychologie interculturelle en pratiques, 109–23. Mardaga, 2019. http://dx.doi.org/10.3917/mard.heine.2019.01.0109.
Texte intégralTonato, Kocou Prosper. « Apprentissage du français dans l’enseignement primaire au Bénin : Nécessité de repenser le dispositif pédagogique ». Dans Langues, formations et pédagogies : le miroir africain, 45–64. Observatoire européen du plurilinguisme, 2018. http://dx.doi.org/10.3917/oep.agbef.2018.02.0045.
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