Literatura científica selecionada sobre o tema "Réussite tardive"
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Artigos de revistas sobre o assunto "Réussite tardive"
Bergier, Bertrand, e Ginette Francequin. "La réussite tardive". Enfances & Psy 28, n.º 3 (2005): 140. http://dx.doi.org/10.3917/ep.028.0140.
Texto completo da fonteHoarau, Jean-François. "Le développement industriel réunionnais : état des lieux, menaces et perspectives". Annales des Mines - Réalités industrielles Août 2023, n.º 3 (4 de agosto de 2023): 15–20. http://dx.doi.org/10.3917/rindu1.233.0015.
Texto completo da fonteHaou, Abir, Kamel Miroud e Djallel Eddine Gherissi. "Impact des caractéristiques du troupeau et des pratiques d’élevage sur les performances de reproduction des vaches laitières dans le Nord-Est algérien". Revue d’élevage et de médecine vétérinaire des pays tropicaux 74, n.º 4 (13 de dezembro de 2021): 183–91. http://dx.doi.org/10.19182/remvt.36798.
Texto completo da fontePoumay, Marianne, e François Georges. "11. Dossier de Progression et Dossier de Réussite: Deux Outils Complémentaires au Service de la Professionnalisation Enseignante dans le Supérieur". Collected Essays on Learning and Teaching 2 (13 de junho de 2011): 68. http://dx.doi.org/10.22329/celt.v2i0.3205.
Texto completo da fonteDanaux, Géraldine. "Concordat judiciaire : l’impact de la tardiveté de mise sous protection légale sur la réussite de la procédure". Gestion 2000 35, n.º 2 (2018): 59. http://dx.doi.org/10.3917/g2000.352.0059.
Texto completo da fontePanata, Sara. "Les trajectoires des militantes d’Ibadan : le succès d’un apolitisme de façade et l’échec du militantisme politique (1947-1957)1". Articles 29, n.º 2 (16 de janeiro de 2017): 105–30. http://dx.doi.org/10.7202/1038723ar.
Texto completo da fonteChopin1, Olivier, e Bastien Irondelle. "Comparaison franco-britannique de la recherche sur les services de renseignement". Criminologie 46, n.º 2 (13 de dezembro de 2013): 15–42. http://dx.doi.org/10.7202/1020985ar.
Texto completo da fonteTreffort, Cécile. "Expériences bénédictines en Aquitaine du Nord sous Louis le Pieux : contribution à l’histoire de la diffusion de la regula Benedicti à l’époque carolingienne". Cahiers de civilisation médiévale 265, n.º 4 (1 de março de 2024): 49–84. http://dx.doi.org/10.3917/ccm.265.0037a.
Texto completo da fonteVessillier, Michèle. "La démographie des créateurs". Population Vol. 44, n.º 2 (1 de fevereiro de 1989): 291–310. http://dx.doi.org/10.3917/popu.p1989.44n2.0310.
Texto completo da fonteNeel, Khalid Fouda. "Feasibility and outcome of clean intermittent catheterization for children with sensate urethra". Canadian Urological Association Journal 4, n.º 6 (22 de abril de 2013): 403. http://dx.doi.org/10.5489/cuaj.955.
Texto completo da fonteTeses / dissertações sobre o assunto "Réussite tardive"
Oyane, Mbeng Jessica Falonne. "La persévérance des bacheliers multi-redoublants au Gabon. Analyse des covariances entre conditions de scolarisation et persistance ou régulation des difficultés". Electronic Thesis or Diss., Université de Lille (2022-....), 2023. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2023/2023ULILH065.pdf.
Texto completo da fonteThis study focuses on the perseverance of multi-doubling baccalaureate, in a very specific Gabonese context. It is characterised by class sizes which can reach 100 pupils in state education and annual repetition rates that are among the highest in the world: more than twice the African average (close to 15%). The main purpose of this research thesis is to point out the academic conditions that enable pupils who have experienced persistent difficulties to endure them, without giving up and to make sufficient progress to obtain the averages required for promotion to the next class and then to obtain a general baccalaureate. averages required to pass to the next class and then to obtain their high school diploma. Based on life stories collected from three major universities in Libreville during the 2020-2021 academic year, case studies taking into account recurrences and causal links were carried out. The results highlight the various conditions under which students attend school, and a focus on the various possibilities for support or stimulating interaction likely to encourage them to persevere or to make more or less clear and lasting progress in their learning. This qualitative approach therefore specifically points on a particular context that forces us to rethink the issue of doubling a year, and its effects in a more nuanced way. Of course, doubling a year is not a satisfying solution, but in a Gabonese academic school context where pupils are deprived of pedagogical interactions that help them to overcome their difficulties, doubling a year gives them extra learning time. And for some of them, it accelerates their progress when they finally have access to stimulating socio-cognitive interactions