Littérature scientifique sur le sujet « Swiss school / Foreign students / Sociology »
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Articles de revues sur le sujet "Swiss school / Foreign students / Sociology"
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Hurst, André. « The Special Case of Foreign Students : The Swiss Perspective ». Higher Education Policy 2, no 1 (mars 1989) : 27–28. http://dx.doi.org/10.1057/hep.1989.8.
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RAMPTON, BEN. « Ritual and foreign language practices at school ». Language in Society 31, no 4 (octobre 2002) : 491–525. http://dx.doi.org/10.1017/s0047404502314015.
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This article focuses on adolescents at an inner-London secondary school who are learning German rather reluctantly in a foreign language class, and then using the language to play around elsewhere. I argue that the language teacher's pedagogic methods turned the German lessons into relatively intense institutional rituals, and that the lessons provided symbolic and socio-emotional material that students subsequently inverted in a set of micro-ritual improvisations. There are some endemic problems of evidence in the argument that instructed German was connected to improvised Deutsch by cause-and-effect processes associated with ritual, but the discussion ends by affirming ritual's value as an analytic frame that can be applied both to institutional language learning and to historical shifts in classroom experience.
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Morinaj, Julia, Andreas Hadjar et Tina Hascher. « School alienation and academic achievement in Switzerland and Luxembourg : a longitudinal perspective ». Social Psychology of Education 23, no 2 (20 décembre 2019) : 279–314. http://dx.doi.org/10.1007/s11218-019-09540-3.
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AbstractEarly adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171–188, 2018. 10.1080/00131881.2018.1443021), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc 8:179–189, 2005; Reinke and Herman in Psychol Schools 39:549–559, 2002). This study investigates the longitudinal relationship between school alienation domains, namely alienation from learning, from teachers, and from classmates, and academic achievement among secondary school students of grade 7 to grade 9 in Switzerland and Luxembourg. Data were collected from 403 students in the Swiss canton of Bern and 387 students in Luxembourg who participated in three waves of the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Cross-lagged modeling was applied to examine the correlations between school alienation domains and academic achievement at each of the three time points, the temporal stability of school alienation domains and academic achievement, and their cross-lagged effects across time, controlling for students’ gender, school track, parental occupational status, and migration background. Results show that the pattern of relationships is defined by the school alienation domain and the cultural context, pointing to the complex interplay between the multidimensional construct of school alienation and academic outcomes of secondary school students.
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Bataeva, Ekaterina, Iryna Sierykova et Yelyzaveta Streltsyna. « Practices of Ukrainian high school students in reading fiction in the society of electronic mass media ». Sociology : Theory, Methods, Marketing, no 1 (mars 2024) : 170–86. http://dx.doi.org/10.15407/sociology2024.01.170.
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The article reveals the peculiarities of reading practices of Ukrainian high school students in comparison with the practices of using visual electronic media, and also finds out whether there is a correspondence between the genre preferences of high school students and the actual genre content of the school curriculum in Ukrainian and foreign literature. It is noted that, in Western sociology, considerable attention is paid to the study of the process of formation of reading skills in pre-school and school-age children, which significantly affects their overall academic performance. The empirical part of the article is based on the results of a study conducted in September-October 2023 using the method of in-depth semi-structured interviews with ten Ukrainian high school students. It is emphasized that the participants of the study ranked social media or movies in the first place in the rating of genres, while literature was ranked second or third, and video games were more often ranked fourth. It is noted that the attitude of high school students towards literature changes in adolescence; they begin to value reading practices that are not controlled from the outside, but chosen independently for self-improvement. It is emphasized that the favorite literary genres of Ukrainian high school students are science fiction, fantasy, thrillers, detective stories, and romance novels. The results of the content analysis of school textbooks of Ukrainian and foreign literature for 10th and 11th grades revealed the absence of literary works of the genres preferred by high school students. It is concluded that it is necessary to reform school programs of Ukrainian and foreign literature in order to make them more consistent with the literary genre preferences of Ukrainian high school students. The genre attractiveness of the school literature curriculum can become a powerful “pull” factor for students compared to the “push” influence of social networks and electronic media.
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Pfenninger, Simone E., et David Singleton. « Affect trumps age : A person-in-context relational view of age and motivation in SLA ». Second Language Research 32, no 3 (22 juin 2016) : 311–45. http://dx.doi.org/10.1177/0267658315624476.
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Recent findings (see, for example, Muñoz and Singleton, 2011) indicate that age of onset is not a strong determinant of instructed foreign language (FL) learners’ achievement and that age is intricately connected with social and psychological factors shaping the learner’s overall FL experience. The present study, accordingly, takes a participant-active approach by examining and comparing second language (L2) data, motivation questionnaire data, and language experience essays collected from a cohort of 200 Swiss learners of English as a foreign language (EFL) at the beginning and end of secondary school. These were used to analyse (1) whether in the long run early instructed FL learners in Switzerland outperform late instructed FL learners, and if so the extent to which motivation can explain this phenomenon, (2) the development of FL motivation and attitudes as students ascend the educational ladder, (3) the degree to which school-level variables affect age-related differences, and (4) learners’ beliefs about the age factor. We set out to combine large-scale quantitative methods (multilevel analyses) with individual-level qualitative data. While the results reveal clear differences with respect to rate of acquisition in favor of the late starters, whose motivation is more strongly goal- and future-focused at the first measurement, there is no main effect for starting age at the end of mandatory school time. Qualitative analyses of language experience essays offer insights into early and late starters’ L2 learning experience over the course of secondary school, capturing the multi-faceted complexity of the role played by starting age.
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Camerra-Rowe, Pamela, et Anne Daugherty Miles. « CONGRESSIONAL FELLOWSHIP REPORT : Changes in Latitudes, Changes in Attitudes : Two Professors Back in the Classroom in Washington, D.C. » PS : Political Science & ; Politics 42, no 01 (janvier 2009) : 227–29. http://dx.doi.org/10.1017/s104909650924042x.
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Last fall, we had the opportunity to return to the classroom as students. We were invited by the American Political Science Association to take a course titled Congress and the Making of Foreign Policy at the Johns Hopkins School of Advanced International Studies (SAIS) in Washington, D.C. The course, which was taught by professor Charles Stevenson, met twice weekly during September and October, prior to the start of APSA's Congressional Fellowship Program in November. The course was designed to give APSA Congressional Fellows and SAIS students an overview of the role that Congress plays in the foreign policymaking process. Since both of us teach a course on Congress, much of the course was an excellent refresher for us. But it also differed in important ways from the courses we teach at our respective schools. It is these differences that deepened our understanding of Congress and the foreign policymaking process and provided an important introduction to our work as APSA fellows on Capitol Hill.
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Kravchenko, S. A., et A. V. Shestopal. « Philosophy and Sociology Studies ». MGIMO Review of International Relations, no 5(38) (28 octobre 2014) : 151–58. http://dx.doi.org/10.24833/2071-8160-2014-5-38-151-158.
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Philosophy and Social science school of MGIMO has received both nationwide and international recognition. The traditions of the school were laid by two highly respected scientists and science managers, George P. Frantsev, who was the rector MGIMO during the crucial period of its early years, and Alexander F. Shishkin, who was the founder and head of the Department of Philosophy. The former belonged to one of the best schools of antic history studies of the Petersburg (Leningrad) University. Frantsev made a great contribution to the restoration of Russian social and political science after World War II. After graduating from MGIMO, he worked at the Foreign Ministry of USSR, and then served as a rector of the Academy of Social Sciences and chief-editor of the journal "Problems of Peace and Socialism" in Prague. He consistently supported MGIMO scientists and recommended them as participants for international congresses and conferences. Shishkin was born in Vologda, and studied in Petrograd during 1920s. His research interests included history of education and morality. He was the author of the first textbook on ethics in the postwar USSR. Other works Shishkin, including monograph "XX century and the moral values of humanity", played a in reorienting national philosophy from class interests to universal moral principles. During thirty years of his leadership of the Department of Philosophy, Shishkin managed to prepare several generations of researchers and university professors. Scientists educated by Shishkin students consider themselves to be his "scientific grandchildren". The majority of MGIMO post-graduate students followed the footsteps of Frantsev in their research, but they also were guided by Shishkin's ideas on morality in human relations. Philosophy and Social science school of MGIMO played an important role in the revival of Soviet social and political science. Soviet Social Science Association (SSSA), established in 1958, elected Frantsev as its president, and G.V. Osipov as a deputy president. A year later Osipov became president and remained so until 1972.
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Högberg, Björn, Solveig Petersen, Mattias Strandh et Klara Johansson. « Determinants of Declining School Belonging 2000–2018 : The Case of Sweden ». Social Indicators Research 157, no 2 (11 mars 2021) : 783–802. http://dx.doi.org/10.1007/s11205-021-02662-2.
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AbstractStudents’ sense of belonging at school has declined across the world in recent decades, and more so in Sweden than in almost any other high-income country. However, we do not know the characteristics or causes of these worldwide trends. Using data on Swedish students aged 15–16 years from the Programme for International Student Assessment (PISA) between 2000 and 2018, we show that the decline in school belonging in Sweden was driven by a disproportionately large decline at the bottom part of the distribution, and was greatest for foreign-born students, students from disadvantaged social backgrounds, and for low-achieving students. The decline cannot be accounted for by changes in student demographics or observable characteristics related to the school environment. The decline did, however, coincide with a major education reform, characterized by an increased use of summative evaluation, and an overall stronger performance-orientation.
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Moutinho, Ricardo. « Competing voices : Participants managing constraints from the textbook in a foreign language class ». Culture & ; Psychology 23, no 1 (24 juillet 2016) : 19–37. http://dx.doi.org/10.1177/1354067x16650815.
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This article discusses how participants in a foreign language class negotiate instances of power and manage the constraints embedded in the discourse of a textbook. The aim is to analyse the manner in which teacher and students collaboratively set up a participation locus that is less dependent on institutional and social norms. Because the interactive space of the classroom is an environment in which power relationships become explicit, I am especially concerned with how the students (who are all Chinese beginner-level learners of Portuguese) deal with the limitations imposed by their textbook discourse and negotiate with their teacher new ways of participation that enable them to have a more decisive voice in the class. I take a microanalytical perspective to analyse the actions that participants (teacher and students) perform to contest for power and create a flexible order of local rank that contrasts with the more stable notion of institutional rank imposed by school norms. The results show that active participation by students, with the collaboration of their teacher, challenges the conventional image of passiveness that is often attributed to Chinese learners.
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Gűrsoy, Salih, et Naciye Kunt. « Acculturation of university students in Northern Cyprus ». Culture & ; Psychology 25, no 2 (31 octobre 2018) : 146–60. http://dx.doi.org/10.1177/1354067x18808213.
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This study addresses learner acculturation in the English Preparatory School of Eastern Mediterranean University in Famagusta, Northern Cyprus, and it examines the role of learners’ social and cultural identities conveyed through teaching English in a foreign language context. Qualitative research using in-depth interviews with 10 participants of Turkish, Azeri, Uygur (China) origin, and Palestinian students, was employed to gain a nuanced understanding of how the acculturation process is experienced, and what role cultural and motivational factors play. The findings of this study reveal that participants are closely aligned with their home cultures, and thus have little motive to distance themselves and integrate into the host culture. Although Turkish students have more motivation to integrate with the host culture, the results reveal that all students involved in the acculturation process display a separation strategy, and therefore find themselves facing difficulty integrating themselves within different cultures in the English as a Foreign Language context. For this reason, the type of motivation participants display changes from intrinsic to extrinsic and instrumental motivation can be seen as depending on the students’ overall motivation patterns as well as their cultural backgrounds. The closer the students’ culture to the culture of the target language and host culture, the better the acculturation process will prove to be. Finally, the findings show that cultural background, language learning, and motivation are closely interrelated in the learner acculturation process.
Thèses sur le sujet "Swiss school / Foreign students / Sociology"
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Sköld, Mathias, et Ruta Darzinskaite. « Ungas syn på yrken i ett mångkulturellt samhälle : Utlandsfödda gymnasieelevers värderingar om yrken och sin egen framtid på arbetsmarknaden ». Thesis, Stockholms universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58625.
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Syftet med denna uppsats är att undersöka hur utlandsfödda gymnasielever ser på yrken och den egna framtiden på arbetsmarknaden. Den teoretiska utgångspunkten för att undersöka detta är Brown´s teori om kulturella värderingar och arbetsvärderingar som styr individer i deras karriärsval. Metoden som uppsatsen bygger på är kvantitativ, enkäter har delats ut till utlandsfödda gymnasielever på två olika skolor i stockholmsområdet. I resultatet framgår att yrken med hög status är de yrken som traditionellt sätt har hög status och är välkända yrken internationellt. En slutstats som kan dras är att vid en begränsad kunskap om arbetsmarknaden sker karriärutvecklingen genom en samverkan mellan värderingar och sociala faktorer. Respondenterna är till stor del födda i samhällen som domineras av grupporienterade kulturer där egenskaper som att hjälpa varandra värderas högt vid val av yrke samt yrkens status. Föräldrar har en stor inverkan i respondenternas framtida karriär. Respondenternas framtida yrkesval görs utifrån ett transnationellt perspektiv där de värderar yrken utifrån den kulturella omgivning i vilken de lever nu och i vilken de är födda i.The aim of the present study is to examine how foreign-born secondary school students look at careers and their own futures in the labor market. The theoretical starting point to explore this is Brown's theory of cultural values and work values that govern individuals in their career path. We used a quantitative method, where surveys were distributed to foreign-born high school students in two different schools in the Stockholm area. The results show that occupations with high status are professions that traditionally have high status and are well-known professions internationally. In conclusion, when the knowledge of the labor market is limited, career development follows through an interaction between values and social factors. Respondents are largely born in societies dominated by group-oriented cultures where properties such as helping each other is highly valued in the choice of occupation and professions status Our results also indicate that parents strongly influence the future career choice of the respondents. Respondents' future career choices are made using a transnational perspective in which they value occupations based on the cultural environment in which they live now and where they were born in.
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Takeuchi, Mito. « A Case Study of “Othering” in Japanese Schools : Rhetoric and Reality ». View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371593.
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Islam, Waliul. « Ways of becoming : South Asian students in an Australian postgraduate environment ». Thesis, 2009. https://vuir.vu.edu.au/15244/.
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The formation of student diasporas in western universities is a manifestation of the globalization and internationalization of higher education, and has necessitated studies about international students’ adaptation to such universities. Statistics of the last decade show that there has been a significant flow of international students to Australian universities, and a large proportion of this student cohort comes from South East Asian and South Asian countries. Whilst there has been a good deal of research on international students from South East and Far East Asia, who share a Confucian Heritage Culture (CHC) background, there are relatively very few studies on South Asian students, particularly postgraduate students from India, Pakistan and Bangladesh (defined as South Asian for this study). This qualitative study about the adaptation experiences of postgraduate coursework students from South Asian countries fills some of the gap that exists in the body of literature about international students.
The study, conducted at a cross-sectoral Australian university in Melbourne, referred to with the pseudonym Southern University (SU), has utilised a longitudinal qualitative approach to explore from an ‘emic’ perspective the adaptation experiences of ten postgraduate coursework students from India, Pakistan and Bangladesh. The students were studying in four faculties at SU, and participated in in-depth interviews and focus group discussions over their first two semesters.
The study considers the students’ adjustment process in the Australian academic landscape from their pre-arrival expectations to their settlement after two semesters, and is structured to consider three phases of their experiences – initial, transitional and endpoint – in negotiating new academic norms and genres, including spoken communication.
The study identifies a number of dimensions along which differences are evident in the students’ approaches and strategies in adjusting to their studies and lives as postgraduates. In academic adjustment, all the postgraduates demonstrated incremental progress which was marked by varying levels of perceptual and attitudinal changes in understanding the new academic culture.
Whilst the students shared a common goal of undertaking an Australian postgraduate degree to enhance their employment prospects, two broad types of strategists emerged: initiators of self-development and system compliers. The study also notes that the postgraduates, through their physical presence in Australia and becoming qualified with a western education, negotiated new, hybrid and empowered identities for themselves.
In its limited exploration about the students’ social acculturation, the study notes that some of them followed a selective integrative approach while others adopted assimilatory process, and they all indicated a hybrid state of acculturation to Australian culture. The study also uncovers that, besides their academic goals, many of the postgraduates had a largely hidden agenda of long term settlement in Australia.
Livres sur le sujet "Swiss school / Foreign students / Sociology"
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Cooper, Bruce S., et Jonathan Shute. Fixing Truancy Now : Inviting Students Back to Class. Rowman & Littlefield Publishers, Incorporated, 2014.
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Cooper, Bruce S., et Jonathan Shute. Fixing Truancy Now : Inviting Students Back to Class. Rowman & Littlefield Publishers, Incorporated, 2014.
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Cooper, Bruce S., et Jonathan Shute. Fixing Truancy Now : Inviting Students Back to Class. Rowman & Littlefield Publishers, Incorporated, 2014.
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Esposito, Luigi, et Laura L. Finley. Grading the 44th President. ABC-CLIO, LLC, 2012. http://dx.doi.org/10.5040/9798400658716.
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How has Barack Obama done in his first term as a "progressive president," especially in relation to his campaign assertions? This book analyzes the performance of Obama and his administration in promoting progressive causes in a wide range of policy areas, including the economy, education, immigration, healthcare reform, criminal justice, and foreign affairs. Grading the 44th President: A Report Card on Barack Obama's First Term as a Progressive Leader is written in clear language that is free of jargon and from a leftist perspective, offering a comprehensive analysis and critique of Obama's performance as a progressive president during his first term. The authors provide in-depth analyses with respect to Obama's handling of specific issues, including the economy, education, healthcare, criminal justice policy, the environment, immigration, Iraq and Afghanistan, race relations, gender issues, and gay/lesbian issues, covering topics in detail that general biographies of Obama and examinations of his political career miss. This book presents clear, accessible information for general readers, and contains in-depth discussion of topics useful to high school, college, and university students of sociology, government, political science, philosophy, and history.
Chapitres de livres sur le sujet "Swiss school / Foreign students / Sociology"
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Mehta, Jal. « Rationalizing Schools : Patterns, Ironies, Contradictions ». Dans The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0011.
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Across the 20th century and now a decade into the 21st, reformers have repeatedly seen the rationalization of schooling as the solution to the nation’s educational ills. Reformers have repeatedly claimed that by setting standards, using tests to measure progress towards those standards, and holding teachers accountable for progress, student achievement would improve and schools would better satisfy the goals of their external constituents. Conversely, educators have repeatedly countered that such a mechanistic model imposes a set of business values that should be foreign to schools; assigns responsibility to schools that belongs in part with families and neighborhoods; and in the name of science, squeezes out critical humanistic priorities of schooling. Round and round we go, with no end in sight. This chapter steps back from the details of such movements to look at the broader patterns, lessons, and implications of the repeated efforts to rationalize schools. One set of questions is about causes and patterns. Why, despite modest results, has so much energy been repeatedly expended in trying to rationalize schools? What patterns are common across time? Are the sources particular to education, or are there common causes that explain the rise of accountability movements in medicine, higher education, and other fields? And why have educators been comparatively less able to resist external accountability than practitioners in other fields? A second set of questions concerns the deeper assumptions embedded in efforts to rationalize schools. Choices we make about how to reform schools reflect a broader set of values about what we want for our students, how we regard our teachers, and what our vision of educational improvement is. More specifically, what are our assumptions about individual psychology, organizational sociology, and human nature? Why, at least in recent years, has the school reform movement combined such an optimistic, even utopian vision of what is possible for students with such a pessimistic, behaviorist view of how teachers need to be incentivized and motivated?