Letteratura scientifica selezionata sul tema "Cahier d’écolier"
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Articoli di riviste sul tema "Cahier d’écolier":
Simon, Jean-François. "Recettes médicinales sur un cahier d’écolier du XVIIIe siècle". La Bretagne linguistique, n. 6 (1 dicembre 1990): 79–90. http://dx.doi.org/10.4000/lbl.7615.
Cadotte, R., M. Desjardins, L. Forest, R. Gendron e C. Noël. "La pédagogie progressiste à l’université : l’expérience de la Maîtresse d’école". Éducation populaire, culture et pouvoir, n. 2 (29 gennaio 2016): 95–106. http://dx.doi.org/10.7202/1034858ar.
Chartier, Anne-Marie. "BÉNÉVENT (Christine) et BISARO (Xavier) (dir.), Cahiers d’écoliers de la Renaissance". Histoire de l'éducation, n. 152 (31 dicembre 2019): 113–16. http://dx.doi.org/10.4000/histoire-education.4863.
Chassagne, Serge. "Les cahiers d’école de Thérèse de Lisieux, 1877-1888". Histoire de l'éducation, n. 125 (1 gennaio 2010): 121–23. http://dx.doi.org/10.4000/histoire-education.2096.
Chartier, Anne-Marie. "GRÜNSTEIN (Rachel), PECNARD (Jérôme), avec la collaboration de Brigitte Dancel. – Nos cahiers d’écoliers, 1880-1968". Histoire de l'éducation, n. 97 (1 gennaio 2003): 152–53. http://dx.doi.org/10.4000/histoire-education.387.
Scholl, Sarah. "Démocratiser la théologie". Revue de Théologie et de Philosophie 155, n. 4 (12 febbraio 2024): 343–54. http://dx.doi.org/10.47421/rthph_155.4_343-354.
Gardet, Mathias. "Pâtés et tâches à la plume Sergent-Major : les trésors enfouis des cahiers d’écoliers de jeunes délinquants". Revue d’histoire de l’enfance « irrégulière » N° 11, n. 1 (1 gennaio 2009): 119–37. http://dx.doi.org/10.3917/rhei.011.0119.
Gardet, Mathias. "Pâtés et tâches à la plume Sergent-Major : les trésors enfouis des cahiers d’écoliers de jeunes délinquants". Revue d’histoire de l’enfance « irrégulière », n. 11 (1 ottobre 2009). http://dx.doi.org/10.4000/rhei.3074.
Tesi sul tema "Cahier d’écolier":
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