V&A Bibliographie

Nasser Fadia & Fresko Barbara (2002). Faculty Views of Student Evaluation of College Teaching. Assessment &Amp; Evaluation In Higher Education, vol. 27, n° 2, p. 187–198. Doi : 10.1080/02602930220128751

Résumé : The literature abounds with psychometric studies of course evaluation measures and articles debating the merits of student ratings of instruction, but little research has focused on faculty perceptions of this procedure. In the present study faculty perceptions are explored at a teachers' college where evaluation is carried out annually on a sample of courses. The sample includes 101 instructors who completed the research questionnaire. Faculty attitudes reflected a broad range of responses towards validity of student ratings, and their usefulness for improving instruction. Although overall attitudes were mildly positive, few instructors reported changing instruction as a result of student ratings. Moreover, few supported sending evaluation results directly to college administrators or publishing them for student consumption.

Nunn Jacqueline A., Kadel Robert S. & Eaton-Kawacki Karpyn Allison (2002). A digital divide in Maryland public schools. The Electronic Journal Of Communication/La Revue Electronique De Communication, vol. 12, p. .

Pace R. Wayne (2002). The Organizational Learning Audit. Management Communication Quarterly, vol. 15, n° 3, p. 458-465.

Résumé : Notes that organizational communication and organizational learning share a common focus on how message processing occurs in institutional settings and how they affect and are affected by people and relationships. Proposes that the assessment of organizational learning represents an assessment of a subset of communication processes in an organization. Examines alternative ways in which organizational learning can be assessed. (PM)

Mots-clés : formation des adultes.

Penloup Marie-Claude (2002). Questions scolaires à l'écriture extrascolaire. Pratiques: Théorie, Pratique, Pédagogie, n° 115, p. 195–203.

Peraya Daniel (2002). Chapitre 5. De la correspondance au campus virtuel: formation à distance et dispositifs médiatiques. De Boeck Supérieur.

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Perrenoud Philippe (2002). Réussir à l’école: tout le curriculum, rien que le curriculum!. In 10ème colloque de l'Association des cadres scolaires du Québec (ACSQ). Québec : Association des cadres scolaires du Québec (ACSQ).

Mots-clés : contenus de l'éducation, résultat scolaire, réussite éducative.

Perrenoud Philippe (2002). Apprendre à l’école à travers des projets : pourquoi ? comment ? Éducateur, n° 14, p. 6–11.

Mots-clés : apprentissage par projet, pratique pédagogique.

Perrenoud Philippe (2002). Apprendre à l’école à travers des projets : pourquoi ? comment ? Éducateur, n° 14, p. 6–11.

Mots-clés : pratique pédagogique.

Plewes Louise & Issroff Kim (2002). Understanding the development of teaching and learning resources: A review. Alt-J, vol. 10, n° 2, p. 4-16. Doi : 10.1080/0968776020100202

Rege Colet Nicole (2002). Introduction. In Enseignement universitaire et interdisciplinarité. Un cadre pour analyser, agir et évaluer (p. 13-16). De Boeck.

Association pour la célébration du bicentenaire de l'Inspection générale de l'Éducation nationale (2002). Deux cents ans d'Inspection générale, 1802-2002: mélanges historiques (J. - P. Rioux, Éd.). Paris, France : Fayard.

Mots-clés : France. Inspection générale de l'éducation nationale -- Histoire, Inspection des écoles -- France -- 19e siècle, Inspection des écoles -- France -- 20e siècle.

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Roth Wolff-Michael (2002). Taking science education beyond schooling. Canadian Journal Of Science, Mathematics And Technology Education, vol. 2, n° 1, p. 37-48. Doi : 10.1080/14926150209556497

Résumé : The shape and content of science education has always been articulated from the scientist's perspective. Recently, an increasing number of science educators have recognized the serious limitations of this perspective and have proposed to define scientific literacy from societal or citizenship perspectives. In this article, I argue that these alternatives will remain as limited as their predecessors unless the very structures of schooling are called into question. Furthermore, I argue that alternatives cannot be designed at the drawing board by theoreticians, but have to be grounded in praxis, thereby providing concrete trajectories along which science education can actually change.

Schneider Rebecca M., Krajcik Joseph S., Marx Ronald W., et al. (2002). Performance of students in project-based science classrooms on a national measure of science achievement. Journal Of Research In Science Teaching, vol. 39, n° 5, p. 410–422. Doi : 10.1002/tea.10029

Résumé : Reform efforts in science education emphasize the importance of supporting students' construction of knowledge through inquiry. Project-based science (PBS) is an ambitious approach to science instruction that addresses concerns of reformers. A sample of 142 10th- and 11th-grade students enrolled in a PBS program completed the 12th-grade 1996 National Assessment of Educational Progress (NAEP) science test. Compared with subgroups identified by NAEP that most closely matched our student sample, White and middle class, PBS students outscored the national sample on 44% of NAEP test items. This study shows that students participating in a PBS curriculum were prepared for this type of testing. Educators should be encouraged to use inquiry-based approaches such as PBS to implement reform in their schools. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 410–422, 2002

Mots-clés : apprentissage par projet.

Schneider Rebecca M., Krajcik Joseph S., Marx Ronald W., et al. (2002). Performance of students in project-based science classrooms on a national measure of science achievement. Journal Of Research In Science Teaching, vol. 39, n° 5, p. 410–422. Doi : 10.1002/tea.10029

Résumé : Reform efforts in science education emphasize the importance of supporting students' construction of knowledge through inquiry. Project-based science (PBS) is an ambitious approach to science instruction that addresses concerns of reformers. A sample of 142 10th- and 11th-grade students enrolled in a PBS program completed the 12th-grade 1996 National Assessment of Educational Progress (NAEP) science test. Compared with subgroups identified by NAEP that most closely matched our student sample, White and middle class, PBS students outscored the national sample on 44% of NAEP test items. This study shows that students participating in a PBS curriculum were prepared for this type of testing. Educators should be encouraged to use inquiry-based approaches such as PBS to implement reform in their schools. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 410–422, 2002

Shin Namin (2002). Beyond Interaction: The relational construct of 'Transactional Presence'. Open Learning: The Journal Of Open, Distance And E-Learning, vol. 17, n° 2, p. 121-137. Doi : 10.1080/02680510220146887

Résumé : This paper presents the novel construct of 'Transactional Presence' in consideration of a distance student's perceptions of psychological presence on the part of teachers, peers, and institutions. Relevant distance education literature is analyzed through the lens of interpersonal relationships, and concepts such as telepresence and social presence are drawn from media and communication studies. When the two streams of literature reviewed are merged, it is conjectured that the perception of presence concerned must be influenced by distance students' idiosyncratic needs for connection with learning resources and sources of support. This notion of presence, designated 'Transactional Presence', is defined as the degree to which a distance student perceives the availability of, and connectedness with, other parties involved in a given distance education setting. The construct's potential significance is explored in view of enriching distance education theory and research.

Slavin Robert E. (2002). Evidence-Based Education Policies: Transforming Educational Practice and Research. Educational Researcher, vol. 31, n° 7, p. 15–21.

Mots-clés : efficacité, méthodes de recherche, politique éducative, utilisation des recherches.

Solomon Yvette, Warin Jo & Lewis Charlie (2002). Helping with Homework? Homework as a Site of Tension for Parents and Teenagers. British Educational Research Journal, vol. 28, n° 4, p. 603-622. Doi : 10.1080/0141192022000005850a

Résumé : The setting of homework is strongly encouraged by the Department for Education and Employment on the assumption that support from parents, once gained, is unproblematic and useful. However, a number of researchers have observed the possibility of a negative impact of homework on families. This article presents interview data from families with teenagers, in which homework was described as a significant site of parent-teenager tensions. For many parents, homework was invested with the opportunity for reparation for their own scholastic failures or lost opportunities. Others felt that they lacked the competence to help and were disenfranchised by homework demands. Parents' concerns about their children's futures create a climate of pressure to succeed as they support a homework agenda that is not necessarily their own and which they have little power to influence.

Sousa David A. (2002). Un cerveau pour apprendre: Comment rendre le processus enseignement-apprentissage plus efficace. Montréal : Chenelière Education.

Résumé : Dans cet ouvrage, l’auteur apporte des réponses à des questions telles que: Comment puis-je aider les élèves à comprendre et à mieux se rappeler ce que j’enseigne? Comment puis-je enseigner les habiletés motrices efficacement? Comment la musique et l’humour rendent-ils plus efficace le processus enseignement-apprentissage? Comment puis-je amener les élèves à trouver de la pertinence dans ce qu’ils sont en train d’apprendre? Quelles sont les stratégies les plus susceptibles de séduire le cerveau des élèves d’aujourd’hui? Les nombreuses stratégies mises de l’avant par l’auteur permettront de rendre le processus enseignement-apprentissage plus efficace. Forts de ce savoir, les enseignantes et les enseignants pourront aider leurs élèves à mieux apprendre.

Mots-clés : neurosciences, utilisation des recherches.

Squire Sarah & Bryant Peter (2002). From sharing to dividing: young children’s understanding of division. Developmental Science, vol. 5, n° 4, p. 452–466.

Mots-clés : résolution de problèmes.

Symes Colin & McIntyre John (2002). Working knowledge: the new vocationalism and higher education. Buckingham ; Philadelphia : Open University Press / Society for Research into Higher Education.

Résumé : Universities are undergoing a series of profound changes. One of the more pronounced of these involves the partnerships that are now being formed between business enterprises and higher education. The emergence of these partnerships has much to do with the changing economy, which is increasingly based around knowledge and information - the traditional stock-in-trade of the university. Knowledge capitalism has given a renewed impetus to higher education. One expression of this is work-based learning, which challenges the scope and site of the university curriculum. This book analyses this development from a number of perspectives: critical, historical, philosophical, sociological and pedagogical. Its various contributors argue that work-based approaches contain much that is challenging to the university, and also much that could help to create new frameworks of learning and new roles for academics. Working Knowledge offers a comprehensive examination of the new vocationalism in higher education.

Tauveron Catherine (2002). Lire la littérature à l'école: pourquoi et comment conduire cet apprentissage spécifique ?. Paris : Hatier.

Mots-clés : compétence, enseignement primaire, littérature, programme d'études, Socle commun, travail enseignant.

Thélot Claude (2002). Evaluer l'Ecole. Études, vol. 397, n° 10, p. 323-334. Doi : 10.3917/etu.974.0323

Résumé : RésuméL’Ecole est une des grandes préoccupations des Français. Beaucoup expriment déception ou insatisfaction ; d’autres tentent vaillamment d’imaginer des réformes. Entre les constats désabusés des uns et le dynamisme souvent contesté des autres, peut-on évaluer aussi objectivement que possible l’état des choses ?

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Tiberghien Guy & Abdi Hervé (2002). Dictionnaire des sciences cognitives. Paris : Armand Colin.

Résumé : Document comportant 280 définitions et synthèses encyclopédiques pour éclairer un domaine majeur du savoir de la fin du XXe siècle. Les concepts fondamentaux sont éclairés : action, apprentisage, attention, catégorisation, connaissance, cognition sociale, conscience, développement, etc.

Mots-clés : neurosciences.

Trinquier Marie-Pierre, Moulignie Valérie & Ginabat Monique (2002). Pratiques pédagogiques contrastées: ce qu'en disent les élèves de maternelle. Les Dossiers Des Sciences De L'éducation, vol. 7, p. 110–120.

Mots-clés : petite enfance, préscolarisation.

Rapport conjoint sur l'inclusion sociale (2002). Rapport conjoint sur l'inclusion sociale (Union européenne, Éd.). Luxembourg : Office des publications officielles des Communautés européennes.

van Dijk Jan (2002). A framework for digital divide research. Electronic Journal Of Communication, vol. 12, n° 1 & 2, p. 2.

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Vidal Catherine (2002). Le cerveau, le sexe et l’idéologie dans les neurosciences. L'orientation Scolaire Et Professionnelle, n° 31/4, p. 495-505. Doi : 10.4000/osp.3389

Résumé : Du 19e siècle à nos jours et malgré les progrès de la science, la thématique du cerveau et du sexe continue de susciter des dérives dans les interprétations qui dépassent largement le cadre scientifique. Les média sont loin d’être seuls en cause. Certains milieux scientifiques contribuent activement à promouvoir l’idée d’un déterminisme biologique des différences d’aptitudes entre les sexes. Qu’il s’agisse de tests cognitifs, d’études en imagerie cérébrale ou de la découverte de nouveaux gènes, les données expérimentales sont sans commune mesure avec leur exploitation idéologique. Vu l’ampleur des enjeux économiques des biotechnnologies et du « tout génétique », le débat sur l’inné et l’acquis est plus que jamais d’actualité et requiert la vigilance de tous.

Vienneau Raymond (2002). Pédagogie de l’inclusion : fondements, définition, défis et perspectives. Éducation Et Francophonie, vol. 30, n° 2, p. 257-286. Doi : 10.7202/1079534ar

Résumé : This article is devoted to one of the eight complementary components of the concept of “the Pedagogy of Actualization” proposed by the Faculté des sciences de l’éducation of the Université de Moncton. The inheritor of scholastic integration and normalization movements, inclusion pedagogy now proposes nothing less than the full-time pedagogical integration of all students in a given community. After reviewing the historical background of scholastic inclusion, the author presents its empirical, philosophical and ethical foundations. The concept of pedagogical inclusion proposed is based on five components with which various educational implications are associated. The article concludes by outlining the challenges and future perspectives of this pedagogy.

Wastiau Patricia (2002). Compétences clés: un concept en développement dans l'enseignement général obligatoire. Bruxelles : Eurydice.

Résumé : Cette étude traite de l'utilisation du concept de « compétence clés » dans l'enseignement général obligatoire et des connaissances et savoir-faire qui sont intégrés dans ce concept. Elle précise également la manière dont les compétences clés sont développées à travers les programmes d'enseignement, ainsi que le(s) moment(s) et les modes d'évaluation. Elle porte sur les 15 États membres de l'Union européenne à l'époque de la publication ainsi que l'Estonie.

Mots-clés : compétence, Europe, synthèse internationale.

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