1,721,191 research outputs found
Felouzis (Georges). - L'efficacité des enseignants
No full textBressoux Pascal. Felouzis (Georges). - L'efficacité des enseignants. In: Revue française de pédagogie, volume 124, 1998. Sociologie de l'éducation. pp. 169-171
Les effets d'un aménagement du temps scolaire sur les acquis des élèves à l'école élémentaire
No full textThe effects of the modification of schedules on pupils' achievement at elementary school
As part of an initiative led by the ministry of Education and the ministry of Youth and Sports, experiments are being conducted concerning the scheduling of pupils ' classes. This work, which varies the organization of schedules, has as its goal the enhancement of pupils' achievement. However, very few of these experiments have been rigorously evaluated. This paper reports the evaluation of one such experiment initiated in 1996-1997 in a French district near Grenoble by means of a longitudinal analysis of pupils' performances. The results show that pupils' achievement in the experimental group do not differ from pupils ' achievement in the control group.On assiste actuellement, sous l'impulsion conjointe des ministères de l'Éducation nationale et de Jeunesse et Sports, à une série d'expériences d'aménagement du temps scolaire. Ces expériences, variées dans les dispositifs qu'elles mettent en place, affichent comme l'un de leurs objectifs majeurs de favoriser la réussite scolaire. Cependant, bien peu ont fait l'objet d'une évaluation rigoureuse. Cet article rend compte de l'évaluation, sur la base d'une analyse longitudinale des acquis des élèves, d'une expérience mise en place au cours de l'année scolaire 1996-1997 dans un canton de l'Isère. Les résultats montrent que les enfants qui ont bénéficié d'un temps scolaire aménagé ne progressent pas plus que ceux qui ont gardé un emploi du temps classique.Bianco Maryse, Bressoux Pascal. Les effets d'un aménagement du temps scolaire sur les acquis des élèves à l'école élémentaire. In: Enfance, n°4, 1999. pp. 397-414
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Longitudinal studies of the link between writing performance and spelling performance in written production by pupils from third year primary to first year secondary school
No full textLa thèse concerne l'étude de la relation entre les performances rédactionnelles et orthographiques dans le cas spécifique de la rédaction effectuée, en classe, par des élèves, au cours de leur scolarité du CE2 jusqu'à la 6ème de collège. Notre but est de vérifier si, dès le CE2, la relation entre les performances orthographiques et rédactionnelles est identique en langue française à celle évoquée dans la littérature anglo-saxonne pour la langue anglaise (McCutchen, 1995 ; Berninger, 1999 ; Fayol, 1999 ; Graham, 1999). Les modèles théoriques mobilisés sont ceux de la psycholinguistique développementale (modèles structuraux et fonctionnels de la rédaction), de la psychologie cognitive (théorie capacitaire) et de la linguistique (plurisystème graphique de l'orthographe française). La partie empirique est composée de deux études longitudinales. La première compare les productions écrites, à 3 ans d'écarts, de 79 élèves scolarisés en CE2 en 2001 puis en 6ème en 2004 ; la seconde étudie l'évolution des productions écrites de 173 élèves répartis sur 18 classes durant deux années scolaires, du début CE2 en 2006 à la fin du CM1 en 2008. Les résultats, reposant sur l'utilisation de méthodes d'analyse de corrélation, de régression, de modèles de croissance et de modèles multiniveaux montrent qu'au CE2, contrairement aux résultats concernant la langue anglaise, la performance rédactionnelle (qualité de texte) n'a pas de lien avec la quantité de texte et les performances orthographiques n'ont de lien avéré ni avec la quantité ni avec la qualité des récits produits. Ce lien se tisse seulement au cours de l'année de CE2. La partie prospective de notre étude montre que les pratiques d'enseignement du français dans les classes de CE2 entrent comme l'une des explications de la nature du lien entre performances lexicales et rédactionnelles (quantité de texte).The thesis concerns the study of the relationship between writing performance and spelling performance in the specific case of writing done in class by pupils from their third year in primary school to their first year in secondary school. Our aim was to determine whether, by the third year of primary school, the spelling and writing performance was the same in French as that reported for English in the English-language literature (McCutchen, 1995; Berninger, 1999; Fayol, 1999; Graham, 1999). The theoretical models used were those of developmental psycholinguistics (structural and functional models of writing), cognitive psychology (capacity theory) and linguistics (graphical plurisystem of French spelling). The empirical part comprises two longitudinal studies. The first compares written production collected at a three-year interval from 79 pupils first in their third year of primary school in 2001 and then in their first year of secondary school in 2004. The second studies the evolution of written production from 173 pupils in 18 classes during two school years, from the start of their third year in primary school in 2006 to the end of their fourth year in primary school in 2008. The results, based on the use of correlation and regression analysis methods and on growth and multilevel models, show that at the third year of primary school, unlike reported English language results, writing performance (text quality) was not linked to text quantity, and spelling performance was not demonstrably linked to either the quality or the quantity of the writing produced. This link forms only during the course of the third year of primary school. The prospective part of our study shows that how French is taught in the third year of primary school helps to explain the nature of the link between lexical performance and writing performance (text quantity)
Formalisation et modélisation dans les sciences sociales : une étude de la construction du jugement des enseignants
No full textPascal Bressoux. Formalisation and modelisation in social sciences: a study of the construction of the judgment of teachers The aim of this article based on a study on the construction of the judgment of teachers is to show the methodological foundations at work. Attention is focused less on the results of the study and on their theoretical implications than on the explanation of the articulation between the problematics of the research and the methodology applied. First of all, based on general epistemological reflection and on epistemological reflections specific to social sciences, the author attempts to show the benefits as well as the difficulties and the limits of the implementation of an experimental type of reasoning in studies carried out in natural surroundings. The question is also to show the part played by formal modelisation when studying learning processes and in particular the link with empiricism: in this respect the distinction between virtual facts and observable facts, as well as considering probabilities will prove useful data.Le but de cet article est de montrer, sur la base d’une étude de la construction du jugement des enseignants, les fondements méthodologiques à l’oeuvre. On se centrera moins sur les résultats de l’étude et leurs implications théoriques que sur l’explicitation de l’articulation entre la problématique de recherche et la méthodologie. En se fondant au préalable sur des réflexions épistémologiques générales et sur des réflexions épistémologiques propres aux sciences sociales, on essaiera de montrer l’apport, les difficultés et les limites de la mise en oeuvre d’un raisonnement de type expérimental dans des études réalisées en milieu naturel. On tentera de montrer le rôle d’une modélisation formelle pour l’étude des phénomènes éducatifs, en particulier dans son lien avec l’empirie: la distinction entre faits virtuels et faits actuels, de même que la prise en compte du probable, nous aideront dans cette voie.Bressoux Pascal. Formalisation et modélisation dans les sciences sociales : une étude de la construction du jugement des enseignants . In: Revue française de pédagogie, volume 148, 2004. pp. 61-74
Pratiques d’enseignement de la lecture au CP et acquisitions des élèves
No full textTeaching reading in the first year of school is a complex activity : it requires that one take into account both the dynamics of the class as a group as well as the specificity of each student. It also requires that sequences be organised in such a way that the different components come into play when learning to read (word recognition, identification, sight-reading, comprehension) can be covered during different activities (collective vs. individual). This article seeks to describe the practices used by teachers of first-year classes during a sequence of discovery of a text. Based on observations during this situation, the analysis of teacher-student interactions enabled us to define the specificities of class management and course content during different reading phases. We then turn to estimate the impact of these practices on students’ acquisition of reading skills.Cela demande de prendre en compte à la fois la dynamique de la classe en tant que groupe et la spécificité de chacun des élèves. Cela demande aussi d’organiser une séquence de manière à ce que les composantes qui entrent en jeu dans l’apprentissage de la lecture (reconnaissance des mots, identification, déchiffrage, compréhension) puissent être abordées au cours d’activités différentes (collectives
vs individuelles). Cet article s’attache à décrire les pratiques que des enseignants de CP mettent en oeuvre pendant une séquence de découverte d’un texte. Sur la base d’observations en situation, l’analyse des interactions maître-élèves a permis de cerner les spécificités de la gestion de la classe et des contenus au cours de phases de lecture différentes. Dans un second temps, nous avons estimé l’impact des pratiques mises au jour sur les acquisitions des élèves.Arnoux Michèle, Bressoux Pascal, Lima Laurent. Pratiques d’enseignement de la lecture au CP et acquisitions des élèves. In: Les dossiers des sciences de l'éducation, N°19, 2008. Les pratiques d’enseignement-apprentissage : état des lieux. pp. 119-140
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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