1,720,981 research outputs found
Durpaire, F. Mabilon-Bonfils, B. Colinet, S. Journée du bonheur à l'école
No full textDurpaire, F. Mabilon-Bonfils, B. Colinet, S. Journée du bonheur à l'écol
Durpaire, F. Mabilon-Bonfils, Colinet, S. Journée du bonheur à l’école 2021
No full textDurpaire, F. Mabilon-Bonfils, Colinet, S. Journée du bonheur à l’école 202
Durpaire, F. Mabilon-Bonfils, Colinet, S. Journée du bonheur à l’école 2021
No full textDurpaire, F. Mabilon-Bonfils, Colinet, S. Journée du bonheur à l’école 202
School Quality. French and Italian Pupils’ Perspectives
No full textThe aim of this article was to examine students’ perspectives on the process of school evaluation. We believe it is an underexplored issue. We tried to deal with this theme in two national contexts to facilitate an international collaboration and perspective
Following on from Rudduck’s approach and that of the Student Voice Movement, the aim of our research is to understand what kind of school quality pupils look for. The first part of this article is dedicated to educational contexts and political specificities of Italian and French school evaluation systems. The second part deals with the results of an empirical survey. In a comparative perspective, 300 questionnaires were distributed to Italian and French students in middle school. A content and an interpretative analysis were conducted on 275 questionnaires. Results show that three dimensions characterize the idea of quality of school from a students perspective: the quality of the teacher, the quality of education offered, the school structures and organization. Furthermore, our students seemed to consider social, affective and emotive factors of the school as the most important aspects for school quality, more that the “academic” ones. Working on indicators of school quality is part of understanding the factors that are often invisible and/or indirect in terms of how it affects the wellbeing of students. We believe such indicators should be considered and discussed at the political level
Durpaire, F. Mabilon-Bonfils, B. Colinet, S. Journée du bonheur à l'école
No full textDurpaire, F. Mabilon-Bonfils, B. Colinet, S. Journée du bonheur à l'écol
Mabilon-Bonfils, B, Lecorre, Colinet, S. T. Jeannin, L. Haag, P. Numa-Bocage, L. Jaillet, A. « On n’a été ni Morin, ni Bourdieu » Spectacle-recherche 2022
No full textMabilon-Bonfils, B, Lecorre, Colinet, S. T. Jeannin, L. Haag, P. Numa-Bocage, L. Jaillet, A. « On n’a été ni Morin, ni Bourdieu » Spectacle-recherche 202
Mabilon-Bonfils, B, Lecorre, Colinet, S. T. Jeannin, L. Haag, P. Numa-Bocage, L. Jaillet, A. « On n’a été ni Morin, ni Bourdieu » Spectacle-recherche 2022
No full textMabilon-Bonfils, B, Lecorre, Colinet, S. T. Jeannin, L. Haag, P. Numa-Bocage, L. Jaillet, A. « On n’a été ni Morin, ni Bourdieu » Spectacle-recherche 202
Not only academically oriented, but supportive and friendly. A comparative study of students' idea of a good school in three European countries
No full textAmong the main policy objectives recently re-affirmed by the European Community’s Horizon 2020 and Erasmus+ are the renewed European cooperation in the youth field and the emphasis on developing social capital and citizenship and participation. Indeed, the need to give young people a more significant role in decision-making processes, in particular in school contexts, has been acknowledged by authors although ‘in many aspects of education and social provision, the child’s voice remains absent’ (Sargeant, 2012: 1). Therefore, we need ‘more productive approaches to assessment and accountability’ (Stobart 2008, p. 89) which afford a more significant role to stakeholders inside school communities (Grion and Cook-Sather, 2013). In this context, the aim of this paper is to build a new concept of school quality, drawing from how pupils in England, Italy and France answered the question ‘what does make a good school?’. Qualitative data was collected by direct consultation with pupils through an open ended questionnaire. Pupils aged 11-15 (France (n= 130), England (n= 146), and Italy (n= 145)) took part in the study. Data was analysed by researchers in each of the three countries using a bottom-up approach, consisting of individual researcher’s initial coding, collaborative discussions on the main themes arising from the content analysis. The main finding show pupils have a shared idea of what “a good school” is despite their different national school contexts and systems. Two main dimensions were identified as representing the core of students’ views about the features of a ‘good’ school. The first is that pupils share similar views about the features of a good teacher. The second is that a ‘good’ school is one where teaching and learning is appropriate and more practice-focused; where the climate is friendly, supportive and safe; and, where the physical environment is aesthetically pleasing. This paper discusses the findings by drawing from diverse models of understanding the features of a good school. Clearly, for young people academic features are important but not sufficient to define the complexity of their experience and expectations
From Silence to Voice: Students’ Perspectives in a European Context of School Quality Evaluation
No full text"Not only accademically oriented, but friendly and supportive": una ricerca sulla qualità della scuola dal punto di vista degli studenti di tre paesi europei
Full text linkFra i principali obiettivi recentemente riaffermati dalla Comunità Europea, emergono quelli relativi alla necessaria cooperazione comunitaria in contesto di politiche giovanili e all’enfasi sullo sviluppo del capitale sociale, della cittadinanza e della partecipazione. Anche in ambito di ricerca educativa, si sta oggi affermando l’idea che sia necessario assegnare ai giovani un ruolo maggiormente significativo all’interno dei processi decisionali, in particolare nei contesti scolastici. Focalizzando sui processi valutativi scolastici, alcuni autori sottolineano la necessità di adottare approcci maggiormente partecipativi, nell’ambito dei quali gli stakeholders possano assumere posizioni più rilevanti; ciò in particolare per gli studenti, le voci meno ascoltate nelle scuole. All’interno di questo framework, l’obiettivo dell’articolo è quello di presentare una ricerca volta a ricostruire il concetto di “qualità” della scuola, a partire dalle idee espresse dagli studenti che, in Inghilterra, Italia e Francia, hanno risposto alla domanda: “che cos’è per te un buona scuola”? I dati raccolti sono stati analizzati seguendo un approccio Grounded Theory. Le analisi, focalizzate sulle comunanze fra i tre contesti, hanno permesso di rilevare che, al di là delle differenze, alcuni concetti-chiave risultano fortemente condivisi e, in particolare, l'idea che la scuola non possa rinunciare ad essere un ambiente supportivo e socialmente accogliente e quindi "not only accademically oriented". Il contributo si chiude con alcune riflessioni sulle capacità degli studenti di proporre adeguate prospettive per la scuola e quindi sul ruolo che essi potrebbero, e avrebbero il diritto di, giocare nei processi di leadership e riforma scolastica
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