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Статті в журналах з теми "Devenir élève":
Amendola, Catherine, Sandrine Angéloz Huguenot, and Marie Jacobs. "Devenir élève à quatre ans." Emulations - Revue de sciences sociales, no. 29 (April 2, 2019): 33–44. http://dx.doi.org/10.14428/emulations.029.03.
Rollin, Zoé. "Devenir un·e élève atteint·e d’un cancer." Agora débats/jeunesses 81, no. 1 (2019): 79. http://dx.doi.org/10.3917/agora.081.0079.
Duru-Bellat, Marie. "Devenir élève un parcours du combattant." Les Grands Dossiers des Sciences Humaines N° 72, no. 9 (September 22, 2023): 12. http://dx.doi.org/10.3917/gdsh.072.0012.
Lazzarotti, Olivier. "Habiter l’école, de circulations en passages." Diversité 179, no. 1 (2015): 18–24. http://dx.doi.org/10.3406/diver.2015.3978.
Burgos, Marcelo Baumann. "Devenir élève au Brésil en contexte ségrégué. Un défi impossible ?" Espaces et sociétés 166, no. 3 (2016): 113. http://dx.doi.org/10.3917/esp.166.0113.
Rufino, Alain. "Pédagogie et auto-documentation. Étude de l'interaction cognitive élève-document." L’Orientation scolaire et professionnelle 14, no. 2 (1985): 145–66. http://dx.doi.org/10.3406/binop.1985.3939.
Ould Mohamed Lemine, Mohamed Mahmoud. "Tunisie : rejet et intégration scolaire des enfants porteurs de handicap." Diversité 166, no. 1 (2011): 166–71. http://dx.doi.org/10.3406/diver.2011.3469.
Charles, Frédéric, and Angèle Grövel. "Devenir élève officier de la Marine marchande : socialisations et dispositions sociales d’accès au métier." Carrefours de l'éducation 49, no. 1 (2020): 239. http://dx.doi.org/10.3917/cdle.049.0239.
Deforge, Quentin. "Faire des organisations anti-corruption un levier de réforme des États ? Importation et domestication de l’Open Government Partnership (OGP) en Argentine et Tunisie." Policer les élites dirigeantes 131-132 (2024): 47–72. http://dx.doi.org/10.4000/11x9a.
Haeffele, Henri. "Quel devenir pour les primo-arrivants ?" Migrants formation 73, no. 1 (1988): 72–77. http://dx.doi.org/10.3406/diver.1988.6632.
Дисертації з теми "Devenir élève":
Montcenis-Plachesi, Dominique. "Devenir élève et parent d'élève à l'école maternelle : une étude des parcours narratifs de préscolarisation." Saint-Etienne, 2007. http://www.theses.fr/2007STET2120.
From a corpus set up in accordance with the ethnographic method, it will be a matter of describing the preschool period as the time and the place where a child becomes a pupil. It will be also a matter of showing that the narrative semiotic gives an appropriate toll to this transformation's analysis. Th child, in the infant school, must go through many tests, he must face up to problems, in order to appropriate the school's objects and the school's culture. These two things will make him become a pupil. First, he'll acquire a "to want" (or "to must") be provide with schooling and he'll acquire a "to can" (and to know") understand the school's expectations. Secondly, when he has these skills, the pupil will acquire some knowledge and the right behaviour. At the end, he'll must show that he can behave like a pupil in order to be recognized like one. Most of the time, it's the teacher, through tests, whom recognises him. In fact, these three tests mingle, they go forward and backward. The child doesn't follow a rectilinear path to become a pupil. At the infant school, the pupil's identity mixes with the child's identity (and sometimes, they confront each other). At the same time, the parents must follow their own path so that they can behave like the pupil's parents. They must go through many tests : they must manly accept the separation (with their child), they must know the school's expectations and they must accompany their child's schooling. These skills are : to know how to provide with schooling, to be informed, to accompany the child's schooling. The school judges parents from these skills ; it's also the main "judge" whom can give a decision on this new identity
Ledoux, Julien. "L'approche philosophique des œuvres littéraires à l'école primaire : des médiations pour aider l'enfant à devenir élève." Thesis, Le Mans, 2016. http://www.theses.fr/2016LEMA3004/document.
The french education has come to a total mutation ; lots of questions concerning the child and his relationship with the school or with adults are raising up. If we consider that the pupil is also the fruit of a Human Being, endowed with feelings (affects), carrying his own but also collective story, we'll try to understand, thanks to psychoanalisis, how the fear of learning and the difficulty of thinking are revealing a real mutation that we cannot ignore any more. The child cannot leave his affects on the doorstep of the school ; effectively, nor our society, nor our culture take care of these feelings any more. Moreover, his anxiety is relative to existential questions. Now, it appears that the youth literature, written in this infinite cultural flood, taking its source in the oral and ancestral tradition of mythology and fairy tales, may represent an exceptional cultural mediation in order to allow the child to restore his imagination function very closed to his reflexive capacity, basis of all the school training. In this way, the youth literature, including collective representations and staging a potential personal experience located in the realm of imagination, would allow the child to create the link between his daily way of living and the concept: his personal story and his place in the world (universality) in a real perspective of anthropology of school knowledge
Poisson, Émilie. "Construction et évolution du devenir élève chez les enfants de grande section d'école maternelle : approche écologique du rôle de l’implication parentale dans la vie éducative à l’école et au domicile." Electronic Thesis or Diss., Bordeaux, 2023. http://www.theses.fr/2023BORD0473.
The existence of links between parental involvement, – a multi-dimensional process that involves parents engaging in educational practices inside and outside school to promote learning, socio-affective development and the child's positive experience of school – and children's development at school is commonly asserted in educational psychology (Barger & al., 2019; Ma & al., 2016) and consistent with a psycho-developmental and contextual perspective (Bronfenbrenner, 1979, 1996; Malrieu & Malrieu, 1973). However, few studies simultaneously investigate the link between parental involvement and all the academic, socio-affective and experiential components of Becoming Student – a psycho-social and cultural process that develops in and through interpersonal relationships within different contexts, and enables the development of unique school experiences. It reflects the child's appropriation of school expectations and norms, which evolve as he or she progresses through the school system–. Moreover, these studies focus rarely on 5-6 year-olds, and do not consider the evolution of the societal context or the dynamics of the link between parental involvement and Becoming Student as children approach the elementary school. The aim of this thesis is to propose a holistic study of Becoming Student and parental involvement in nursery school children in a French cultural context. The aim is (1) to develop measurement tools adapted to the study of the different dimensions of Becoming Student and parental involvement (objective 1), (2) to examine, from a longitudinal, psycho-developmental and contextual perspective, Becoming Student (objective 2), parental involvement (objective 3) and the quantitative (objective 4) and qualitative (objective 5) links between their different components/dimensions. To achieve these objectives, nursery schoolteachers of 5–6-year-olds in 19 schools completed a Becoming Student questionnaire on three occasions (at the beginning, middle and end of the school year) for each child whose family had agreed to participate. At the same time, these families (202, from contrasting socio-economic backgrounds) completed a questionnaire on parental involvement at the same three times. A few parents and their children were also interviewed on a one-to-one basis for the qualitative aspect of the study. Based on validated questionnaires, latent profile analyses enable us to identify Becoming Student and parental involvement profiles. The number of Becoming Student profiles varies according to the time of year. At each time of year, the Becoming Student profiles are mostly distinct from one another in terms of average student level. Parental involvement profiles, which also vary in number depending on the period, are distinguished more by the nature of their practices at each time of year. For Becoming Student, as for parental involvement, belonging to specific profiles is predicted by specific socio-demographic variables. These predictions vary with time. Next, analyses with Random-Intercept Cross-Lagged Panel Models document the bi-directional links between parental involvement and Becoming Student. Effect sizes, though often small, and their valence, positive or negative, depend on the dimensions/components included in the model. Finally, the illustrated cases show the uniqueness of parents' relationships with school and their children's school experience. They allow us to examine the active role played by individuals in understanding the links between parental involvement and Becoming Student
Pawlotsky, Isabelle. "Le devenir des anciens élèves de l’Ecole nouvelle La Source." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100065.
This thesis deals with the future of pupils of the “new school” La Source in Meudon. Created in 1946 by Roger Cousinet and François Châtelain, La Source belongs to the “new education” movement and proposes a full program, from nursery school to the high diploma. The existing studies on the future of pupils from new schools essentially focused on the effects of the new pedagogies on school and professional performances. This research aims to identify the long-term remains of a different schooling in the memory of the pupils, and to understand the consequences on their subsequent future.The investigate population consists of pupils having made their schooling at La Source between 1978 and 1995. The methodology is based on the study of the institution’s archives to unravel the school context of the period, and on the collection and the analysis, through an inductive approach, of thirty three history lives of pupils. The results show that the pupils of the new school La Source develop a feeling of self-confidence and a conception of success based on self-fulfillment. This research also shows that their trajectories are characterized by frequent reorientations, facilitated by the feeling of freedom of choice and of action.Finally, this study shows that the interviewed individuals claim a way of being and acting in their work, based on independence and autonomy, an entrepreneurial spirit, the search for responsibilities, a taste for teamwork and the care about escaping a too heavy hierarchy
Nicolas, Philippe. "De l’enfant pêcheur et rêveur, à l’enfant devenu adulte, acteur du monde : Approche écologique et pensée de la complexité à partir d’une pratique éducative de plein-air : vers une philosophie de l’homme relié." Paris 8, 2007. http://www.theses.fr/2007PA083683.
The thesis is about understanding the ecoformative relations between subject and naturel element from the perspective of a re-enchantement of the world and a philosophy of the related man. The development of such an understandind is founded upon the lived experience reported by social actors at camp dwellings of more than three days in natural hydrographical surroundings for a specific outdoor practice : fly-fishing; The project was to seize a new logic acquired in this singular exercice, integrating the complexus that re-interrogates the way man, turned into actor of the world, inhabits the Earth space, perceived as Earth-homeland. The ontological two banished spaces of modern society, solitude and silence in the mastery of a technique. The conclusive opening by exploring the path from “being in one’s world” towards “being in the world” that is a once, an argument, a plea for and a call for an emancipating ecoformation, questions the becoming of our societies, by postulating that education must cease to make a clean sweep of a forgotten tierce, the environment, an thus sign away the meaning of life on Earth by choosing not to answer two ethical questions : Which Earth for our children? Which children for the earth ?
Книги з теми "Devenir élève":
Bergier, Bertrand. La revanche scolaire: Des élèves multiredoublants devenus superdiplômés. Toulouse: Erès, 2011.
Alberta. Direction de l'éducation française. Mieux réussir à l'école: [ressource pour les élèves du secondaire premier et deuxième cycle qui veulent devenir de meilleurs apprenants : secondaire, 7e à 12e année]. Edmonton: Alberta Learning, Direction de l'éducation française, 2002.
DAUCHEZ, Valerie. Habitudes des ÉlÈves Qui RÉussissent: Comment Devenir un élève Plus Performant Avec 16 Astuces Efficaces. Independently Published, 2020.
DAUCHEZ, Valerie. Habitudes des ÉlÈves Qui RÉussissent: Comment Devenir un élève PERFORMANT et AUTONOME Avec 16 Astuces Efficaces. Independently Published, 2020.
BENABERKANE, Anis. Devenir Son Propre ÉlÈve: Comment Trouver Sa Voie Spirituelle et découvrir Sa Vérité Personnelle. Independently Published, 2022.
Fawer Caputo, Christine, and Jacques Cherblanc. Mort et deuils en milieux scolaires. Regards pédagogiques, cliniques et socioculturels. Éditions Alphil-Presses universitaires suisses, 2022. http://dx.doi.org/10.33055/alphil.03207.
Capron Puozzo, Isabelle, and Aleksandra Vuichard. L’innovation pédagogique. De la théorie à la pratique. Éditions Alphil-Presses universitaires suisses, 2022. http://dx.doi.org/10.33055/alphil.03199.
Частини книг з теми "Devenir élève":
Rollin, Zoé. "Devenir un élève atteint de cancer." In Le lycée à l’épreuve du cancer, 39–98. INSEI, 2021. http://dx.doi.org/10.4000/books.insei.1656.
Rollin, Zoé. "Devenir le parent d’un élève atteint de cancer." In Le lycée à l’épreuve du cancer, 99–136. INSEI, 2021. http://dx.doi.org/10.4000/books.insei.1661.
Perez, Jean-Michel. "Micro-violences et négligences de l’institution scolaire à l’égard des élèves : un impensé de la formation des enseignants." In Éducation et formation aux pratiques inclusives. Tensions entre reproduction et innovation, 19–30. Éditions de l'Université de Lorraine, 2024. http://dx.doi.org/10.62688/edul/b9782384510856/03.
Dumonteil, Julie. "Éthiques inclusives en éducation." In Éthiques inclusives en éducation, 131–43. Champ social, 2023. http://dx.doi.org/10.3917/chaso.kohou.2023.01.0132.
Schovanec, Josef. "Chapitre 2. Scolarisation et devenir socio-professionnel des personnes avec autisme." In Scolariser des élèves avec autisme et TED, 13. Dunod, 2012. http://dx.doi.org/10.3917/dunod.phili.2012.01.0013.
MENEZES, Cláudio. "Accéder à et comprendre des contenus en portugais par des étrangers." In Formation linguistique des apprenants allophones et pédagogies innovantes, 221–28. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4176.
Angles, Anne, and Claire Podetti. "Comment Jankiel, Ida et Isaac sont devenus passeurs d’histoire auprès de nos élèves." In Territoires vivants de la République, 228–39. La Découverte, 2018. http://dx.doi.org/10.3917/dec.falai.2018.01.0228.
Peyronie, Henri. "Les traces de leur scolarité en pédagogie alternative sur l’adaptation scolaire ultérieure et sur le devenir adulte d’anciens élèves." In Théories-didactiques de la lecture et de l'écriture, 135–52. Presses universitaires du Septentrion, 2017. http://dx.doi.org/10.4000/books.septentrion.15252.