V&A Bibliographie

Simonneaux Jean & Calmettes Bernard (2013). Les sciences et les crises contemporaines. Les Dossiers Des Sciences De L’éducation, n° 29, p. 7-13.

Abstract: L’enseignement et l’éducation scientifiques face aux risques et aux incertitudes contemporaines – Approches didactiques Durant les 25 dernières années, de nombreux problèmes et accidents divers liés aux évolutions scientifiques et technologiques, à leurs applications et à l’expertise scientifique ont émergé. Ces accidents ou dérives technoscientifiques (Tchernobyl, Fukushima, affaire du sang contaminé, ESB, préoccupations autour des biotechnologies et des nanotechnologies, etc.), et le questi...

Simonneaux Laurence & Cancian Nadia (2013). Enseigner pour produire autrement : l'exemple de la réduction des pesticides. Pour, n° 219, p. 115-129. Doi : 10.3917/pour.219.0115

Abstract: Cette réflexion s’inscrit dans le cadre de la didactique des Questions socialement vives (QSV), qui s’intéresse aux démarches d’enseignement-apprentissage sur des questions qui font débat au niveau de la recherche et de la société (Legardez et Simonneaux, 2006). L’enseignement des QSV appartient au courant éducatif qui prône l’étude des interactions Science-Technologie-Société (STS). L’origine du courant...

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SIVESIND KIRSTEN (2013). Mixed images and merging semantics in European curricula. Journal Of Curriculum Studies, vol. 45, n° 1, p. 52-66. Doi : 10.1080/00220272.2012.757807

Abstract: Due to European agreements and policy expectations, national authorities are revising their formal curricula in line with an evidence-oriented policy. The article explores how new trends in formulating curricula can be regarded as an outcome of experts’ semantics and impact on education policy. The article reanalyses documentation from a project, where curricula were compared across countries according to their conceptualizations about schooling and reform. Throughout this project, we observed that curriculum documents merge professional semantics on the purposes, and content of schooling with a language formed by evidence-based policy on outcomes. To understand what the formal curricula express within contemporary policy, a research model is applied, which illustrates how semantics associated with curricula weight theory and evidence differently, all regarded as sources within curriculum making. From this point of view, the recognition or ignorance of schooling is dependent not only on political ideologies, as indicated in Tanners op-ed article, but on how experts provide semantics which might take professional-practical theories of schooling into regard.

Slade Sean & Griffith David (2013). A whole child approach to student success. Kedi Journal Of Educational Policy, p. 21–35.

Abstract: A whole child approach to education is one which focuses attention on the social, emotional, mental, physical as well as cognitive development of students. At its core such an approach views the purpose of schooling as developing future citizens and providing the basis for each child to fulfill their potential. In 2007 ASCD (formerly the Association for Curriculum Development and Supervision) outlined a whole child approach to education as its core mission. It developed 5 tenets based upon child development theory, which underpins the approach and states that each child in each school and in each community deserves to be healthy, safe, engaged, supported and challenged. This framework has been used as the scaffold in the development of a range of school improvement processes that ensures that the approach is integrated and systemized into the processes and policies of the school, district, and community. The framework does not seek to divorce itself from academic development but it does seek to expand what constitutes academic development in the 21st century and aims to refocus attention on all attributes required for educational and societal success.

Tags: contenus de l'éducation, développement cognitif, réussite scolaire.

Slavin Robert (2013). Effective programmes in reading and mathematics: lessons from the Best Evidence Encyclopaedia. School Effectiveness And School Improvement, vol. 24, n° 4, p. 383-391. Doi : 10.1080/09243453.2013.797913

Abstract: This article summarises findings from systematic reviews of research on primary and secondary mathematics, primary and secondary reading, and programmes for struggling readers. All reviews used a common set of procedures, requiring comparisons with control groups and duration of at least 12 weeks. Across hundreds of qualifying studies, a clear pattern emerged. Programmes providing extensive professional development in well-structured methods such as cooperative learning and teaching of metacognitive skills produce much more positive effect sizes than those evaluating either curricular reforms or computer-assisted instruction.

Slee Roger (2013). How do we make inclusive education happen when exclusion is a political predisposition? International Journal Of Inclusive Education, vol. 17, n° 8, p. 895-907. Doi : 10.1080/13603116.2011.602534

Abstract: Convening a conference under the banner: Making Inclusion Happen, reminds us that the struggle for disabled people's rights to the minimum expectations of citizenship; access to education, work, housing, health care, civic connection remains urgent. Notwithstanding the hard fought for United Nations, human rights charters and national legislation around the world, declaring legal commitment to rid ourselves of discrimination on the grounds of disability, these landmark civil rights achievements will not in and of themselves rid us of exclusion. We can test this proposition simply by considering the caveats, conditions and exemptions in legislation such as Disability Discrimination Acts and international charters such as the recent United Nations Convention on the Rights of Disabled Persons and its Optional Protocol.

Spéder Zsolt, Murinkó Lívia & Setterten Richard A. (2013). Are Conceptions of Adulthood Universal and Unisex? Ages and Social Markers in 25 European Countries. Social Forces. Doi : 10.1093/sf/sot100

Tags: jeunesse.

Stavrou Sophia (2013). Des discours politiques au discours de l'évaluation. Autour de la réforme des formations universitaires. Mots. Les Langages Du Politique, n° 102, p. 85-102.

Abstract: Cet article se focalise sur le rôle des dispositifs d’évaluation dans la réforme de l’enseignement supérieur en France et, en particulier, dans la refonte des formations universitaires. L’analyse d’un corpus de données discursives (textes officiels, récits de pratique, rapports d’expertise) permet de mettre en évidence la contribution de ces dispositifs à la circulation des normes du discours politique au niveau pédagogique, ainsi que leur fonction de matérialisation du contrôle sur le changement curriculaire.

Steiner-Khamsi Gita (2013). What is Wrong with the 'What-Went-Right' Approach in Educational Policy? European Educational Research Journal, vol. 12, n° 1, p. 20. Doi : 10.2304/eerj.2013.12.1.20

Abstract: This article critically examines how ‘what-went-right’ analyses are used to subsequently justify the transfer of reform packages or ‘best practices’ from one country to another. Similar to evidence-based policy planning, the what-went-right approach needs to be criticized for being presumptuous. There are three fallacies of the what-went-right analysis that the article dismantles: rationality, precision and universality. The article focuses on the façade of universality and examines how the claim to universal solutions is methodologically sustained. First, the author shows how standardized or normative comparison has in recent years overshadowed the other two types of comparison: comparison across time (historical analyses) and comparison across contexts (‘simple comparison’). Then, she elaborates on why the what-went-right approach requires policy analysts to downplay differences between educational systems in order to establish comparability between cases. The emphasis on comparability and similarity of cases is a prerequisite to importing ‘best practices’ from vastly different educational systems. But what if transfer occurs regardless of difference? There is a curious phenomenon that the article addresses in greater detail: the retrospective definition of a local problem. Given the worldwide circulation of ‘best practices’ and traveling reform packages, policy analysts sometimes are under pressure to align their analyses of local problems with already existing global solutions. The article ends with a reflection on policy borrowing and lending research and situates the what-went-right approach in the broader question of why and how policy analysts ‘buy’ or ‘sell’

Tags: bonnes pratiques, éducation comparée, utilisation des recherches.

Taylor Megan Westwood (2013). Replacing the ‘teacher-proof’ curriculum with the ‘curriculum-proof’ teacher: Toward more effective interactions with mathematics textbooks. Journal Of Curriculum Studies, vol. 45, n° 3, p. 295-321. Doi : 10.1080/00220272.2012.710253

Abstract: This research examines secondary mathematics teachers’ use of textbook curriculum materials within ‘typical’ cycles of planning and teaching in a school year. The curriculum use of four teachers from the western US was examined before and after engagement in a form of professional development focused on more purposeful and flexible curriculum use. A multiple case study approach was used in order to uncover and describe patterns of curriculum use over time in greater detail. Planning and teaching materials were collected, grouped, and coded for reflectivity of more effective adaptations. Overall, the number of textbook materials teachers used as-is dropped dramatically while the number of materials they adapted increased. This finding was true regardless of teaching experience, teaching context, textbook used, or content taught. Furthermore, the types of adaptations teachers made to their curricula were more deliberate and student-specific in the spring than they were in the beginning of the school year. This research sits within the broader domain of understanding how mathematics teachers use curriculum and raises new questions about how, when, and why teachers make changes to textbook materials.

The Work Situation of the Academic Profession in Europe: Findings of a Survey in Twelve Countries (2013). The Work Situation of the Academic Profession in Europe: Findings of a Survey in Twelve Countries (U. Teichler & E. Höhle, Eds.). Dordrecht : Springer Netherlands.

Abstract: This book presents the analysis of the representative survey about the academic profession in twelve European countries. Higher education in Europe has experienced a substantial change in recent years: Expansion progresses further, the expectation to deliver useful contributions of knowledge to the “knowledge society” is on the rise, and efforts to steer academic work through external forces and strong international management are more widespread than ever. Representative surveys of the academic profession in twelve European countries show how professors and junior staff at universities and other institutions of higher education view the role of higher education in society and their professional situation and how they actually shape their professional tasks. Academics differ across Europe substantially in their employment and working conditions, their views and their activities. Most of them favour the preservation of a close link between teaching and research and feel responsible for both theory and practice. Most consider efforts to enhance academic quality and social relevance as compatible. The overall satisfaction with their professional situation is rather high.

Teychenné Michel (2013). Discriminations LGBT-phobes à l'école : état des lieux et recommandations (p. 82). Paris : Ministère de l'Education Nationale. Retrieved à l'adresse http://www.ladocumentationfrancaise.fr/var/storage/rapports-publics/134000424/0000.pdf

Thibert Rémi (2013). Le décrochage scolaire: diversité des approches, diversité des dispositifs. Dossier D'actualité Veille Et Analyses, n° 84, p. 1-26.

Thibert Rémi (2013). Le décrochage scolaire: diversité des approches, diversité des dispositifs. Dossier D'actualité Veille Et Analyses, n° 84, p. 1–26.

Tags: décrochage, enseignement secondaire, jeunesse, partenariat.

Thibert Rémi (2013). Le décrochage scolaire: diversité des approches, diversité des dispositifs. Dossier D'actualité Veille Et Analyses, n° 84, p. 1–26.

Tags: contenus de l'éducation, décrochage, enseignement secondaire, jeunesse, partenariat.

Thibert Rémi (2013). Le décrochage scolaire: diversité des approches, diversité des dispositifs. Dossier D'actualité Veille Et Analyses, n° 84, p. 1-26.

Bibliographies du service Veille et Analyses, IFÉ

Thibert Rémi (2013). Le décrochage scolaire : diversité des approches, diversité des dispositifs. Dossier De Veille De L'ifé, n° 84, p. .

Tiilikainen Sanna (2013). At Home With Entertainment. Changing uses, places and meanings of digital entertainment in family leisure (Thesis).

Abstract: This study describes how the families studied use and domesticate digital entertainment technologies and services at home as a part of their practices. Data were collected using fieldwork and analyzed using grounded theory. A total of eight families with children were visited, for one weekday afternoon each. During the visits, each family member was interviewed and their use of entertainment was observed and photographed. Family members also completed some assignments. Motivations for use and relevant technological development factors found were classified into key categories, and relationships between these were recognized to form theory on family digital entertainment use at home. The theory is presented as a flowchart and a narrative. The results are integrated with sociological theories and research on domestication and practices. The results of this theoretical integration are presented as a second flowchart model and a narrative. The findings are also compared with user acceptance models from other disciplines. The research question of this study is: “How do families with children use digital entertainment at home?” The main results are that families with children use digital entertainment at home in a socially conditioned way and as a part of their everyday practices. Family members have to take others living in the same household into account when making choices. Recent developmental advances in entertainment technology (ease of use and personalization) enable new ways of using entertainment at home, encouraging the social and practical aspects of digital entertainment. Uses, places and meanings of entertainment at home are evolving. Digital entertainment technologies are becoming a part of a technology mediated lifestyle. New and traditional forms of entertainment are used side by side at home and in many creative ways. The studied families are spending quality time together in two ways: in “Traditional quality time” everybody focuses on the same entertainment and in “Personalized quality time” everybody is using their entertainment device of choice in a shared space while commenting on the content. Entertainment that fits into the practices of a family is called “part of our life” and its use is actively encouraged. Forms of entertainment that do not fit the practices of a family are rejected.

Tomlinson Carol A. & Moon Tonya R. (2013). Assessment and student success in a differentiated classroom. ASCD.

Tags: différenciation pédagogique.

Torres Jean-Christophe (2013). Quelle autonomie pour les établissements scolaires ?: réflexions sur la liberté pédagogique dans les collèges et les lycées. Paris : l'Harmattan.

Abstract: Notes bibliogr.

Tags: Autonomie des établissements.

Toullec-Théry Marie (2013). Mises en œuvre parfois paradoxales dans l’action conjointe enseignant-AVS-élève handicapé. Deux études de cas à l’école primaire. In Pratiques inclusives et savoirs scolaires. Paradoxes, contradictions et perspectives (p. 125-142). Nancy : Presses universitaires de Nancy.

Toullec-Théry Marie & Marlot Corinne (2013). Les déterminations du phénomène de différenciation didactique passive dans les pratiques d'aide ordinaire à l'école élémentaire. Revue Française De Pédagogie, n° 1, p. 41–54.

Tags: différenciation pédagogique.

Toullec-Théry Marie & Marlot Corinne (2013). Les déterminations du phénomène de différenciation didactique passive dans les pratiques d’aide ordinaire à l’école élémentaire. Revue Française De Pédagogie, n° 182, p. 41-54. Doi : 10.4000/rfp.3998

Abstract: Ce texte témoigne du bilan à mi-parcours d’un programme de recherche dont le propos est la caractérisation des situations d’aide ordinaire à l’école primaire, qu’elles se déroulent en classe ou hors de la classe (dispositifs d’aide personnalisée). En prise avec les orientations les plus récentes du réseau RESEIDA, nous cherchons à corréler, au travers de l’analyse de l’action conjointe professeur/élève, situations d’aide ordinaire et construction ou renforcement des inégalités scolaires. Nos résultats – issus de la mise en perspective de six études de cas – montrent que les élèves aidés, faute d’un étayage véritablement didactique et aux prises avec des objets non adéquats, ne peuvent renouer avec le temps didactique de la classe. Ainsi s’accroît une forme de différenciation didactique passive, soutenue par un ensemble de « prêts-à-penser » qui traversent le métier. En appui sur les recherches actuelles dans le champ de l’aide, nous proposons quelques pistes qui pourraient tenir lieu de conditions nécessaires (mais sans doute non suffisantes) pour que soit favorisé le caractère émancipateur des situations d’aide ordinaire.

Tréhin-Lalanne Rémi (2013). La construction statistique du « décrochage scolaire » au niveau européen. Administration Et Éducation, n° 137, p. .

Tags: décrochage.

Trouche Luc, Drijvers Paul, Gueudet Ghislaine, et al. (2013). Technology-driven developments and policy implications for mathematics education. In Third International Handbook of Mathematics Education (p. 753‑789). New-York : Springer.

Abstract: The advent of technology has done more than merely increase the range of resources available for mathematics teaching and learning: it represents the emergence of a new culture--a virtual culture with new paradigms--which differs crucially from preceding cultural forms. In this chapter, the implications of this paradigm shift for policies concerning learning, curriculum design, and teacher education will be discussed. Also, the ubiquitous possibility of emergence of ever-new forms of technology brings about both new opportunities for learning and collaborative work (involving students and teachers), as well as potential dangers. Policy measures may give priority to technological access and developments, over the intellectual growth of learners and the professional development of teachers--which should be more demanding goals of mathematics education. Such policy issues will be discussed.

Twining P., Raffaghelli J., Albion P., et al. (2013). Moving education into the digital age: the contribution of teachers' professional development. Journal Of Computer Assisted Learning, vol. 29, n° 5, p. 426-437. Doi : 10.1111/jcal.12031

Abstract: This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.

Tags: digital age, ICT, IT, policy recommendations, practitioner research, Teacher professional development, transformation.

UNESCO (2013). L’Éducation inclusive : une formation à inventer. In Actes du colloque international : L'Education inclusive : une formation à inventer. Paris : UNESCO.

Abstract: Aujourd’hui encore 61 millions d’enfants en âge de fréquenter l’enseignement primaire ne sont pas scolarisés à travers le monde. Au moins 250 millions d’enfants ne savent ni lire ni compter, même après quatre années passées à l’école. Ces quelques chiffres, extraits du Rapport mondial de suivi sur l’Éducation pour tous 2012 publié par l’UNESCO montrent qu’aucun système éducatif dans le monde ne peut plus faire aujourd’hui l’économie d’une réflexion sur l’éducation inclusive. Que ce soit au niveau international ou national, l’éducation inclusive reçoit de plus en plus d’attention. Considérée comme un axe majeur dans la perspective de l’atteinte des objectifs de l’Éducation pour tous et des Objectifs du Millénaire pour le développement, de nombreux pays y voient un levier pertinent de transformation de leurs propres systèmes.

UNESCO (2013). Education inclusive (No. ED/ADG/2013/08). Paris, France. Retrieved à l'adresse https://unesdoc.unesco.org/ark:/48223/pf0000222124_fre

Union Publications Office of the European (2013, March 18). Policies for sexuality education in the European Union. [Website]. Retrieved à l'adresse http://op.europa.eu/fr/publication-detail/-/publication/17522867-38aa-4ec5-b5b4-711d96f7b900/language-fr/format-PDF

Abstract: The note evaluates the state of play of the provision of sexuality education in the context of schooling and in the context of family planning facilities in 24 European Union Member States. The note compares the situation in the Member States and gives an overview of the points of reflexion in relation to sexual and reproductive health and rights.

Valade Bernard (2013). La traversée des disciplines : passages et passeurs. Hermès, La Revue, n° 67, p. 80-89.

Abstract: Les rapports que les sciences entretiennent entre elles ont été examinés par Diderot et d’Alembert dans l’Encyclopédie qu’ils ont dirigée. Après une longue interruption, la réflexion sur les problèmes de l’« interscience » a été reprise au xxe siècle. H. Berr et O. Neurath, puis J. Piaget et L. Bertalanffy en ont notamment affirmé l’intérêt et l’importance. La fécondité des recherches interdisciplinaires qui se sont depuis multipliées a été mise en évidence, principalement par E. Morin et M. Serres.

Van Dat Tran (2013). Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms. International Journal Of Higher Education, vol. 2, n° 4, p. 101-115. Doi : 10.5430/ijhe.v2n4p101

Abstract: Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional teaching method, there are many misunderstandings and disagreements about the reasons why. This paper investigated this question and suggested a range of theoretical models to explain the effectiveness of cooperative learning. These theoretical perspectives include the social interdependence theory, the cognitive perspective, and the social learning theory, all of which contribute to the theory of learning known as constructivism.

van Zanten Agnès (2013). Connaissances et politiques d'éducation : quelles interactions ? Revue Française De Pédagogie, n° 182, p. 5–8.

Tags: utilisation des recherches.

Verneuil Yves & Savoie Philippe (2013). Encadrement éducatif et vie scolaire dans les établissements d'enseignement secondaire depuis le XVIIe siècle. Carrefours De L'education, n° 35, p. 9-15.

Vincent Philippe & Drouet Jean-Michel (2013). Regard sur l'enseignement agricole. Pour, n° 219, p. 45-51. Doi : 10.3917/pour.219.0045

Abstract: Avec environ 170 000 élèves de l’enseignement technique, 35 000 apprentis et stagiaires de la formation professionnelle et 16 200 étudiants au total, l’enseignement agricole constitue la seconde composante du système éducatif français. Placé sous l’autorité du ministère chargé de l’Agriculture, il s’est forgé, au fil d’une histoire de plus de cent soixante ans, d’importantes spécificités, porteuses...

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Viriot-Goeldel Caroline (2013). Prévenir l’illettrisme dès l’école primaire : analyse du cas français à la lumière de la comparaison internationale. Cahiers De La Recherche Sur L’éducation Et Les Savoirs, n° 12, p. 49-70.

Abstract: L’usage du terme d’« illettrisme » s’est trouvé consacré dans le paysage éducatif français par deux plans de prévention respectivement instaurés par les ministres Luc Ferry (2002) et Luc Châtel (2010). Un examen des mesures qu’ils annoncent et de leur mise en œuvre à travers l’étude des circulaires de rentrée fait apparaître une volonté politique forte de prévenir l’illettrisme. Pour autant, une étude comparée montre l’insuffisance de la prise en charge des apprentis-lecteurs en difficulté durant les deux premières années de l’école élémentaire en France, contribuant à une certaine “médicalisation” du traitement de la difficulté scolaire. Et on peut légitimement s’interroger sur l’évolution de la situation suite à la suppression massive de postes du RASED. Mais outre la question des moyens consacrés au traitement de la difficulté scolaire, la comparaison internationale met en évidence l’intérêt que pourrait représenter pour la France le recours à un mode d’organisation fondé sur une distinction stricte des différentes étapes du processus d’aide, ainsi que sur la nécessaire liaison entre celles-ci, à l’instar du fonctionnement modélisé « en cascade » comme au Québec, ou du processus pyramidal du « three tiers model » aux États-Unis. Au-delà des “bonnes pratiques” dont on s’accorde à dire que l’adoption isolée s’avèrerait probablement vaine, c’est tout un process que la comparaison internationale nous invite à faire évoluer, allant de l’organisation de la prise en charge jusqu’à la conception des contenus, afin de faire reculer l’illettrisme dans les générations à venir., The use of the term “illiteracy” was consecrated in the French context by two illiteracy prevention plans put in place by the education ministers Luc Ferry (2002) and Luc Châtel (2010) respectively. Their related policies and practical application illustrate a strong political will to prevent illiteracy. Nonetheless, our comparative study reveals an insufficient degree of intervention towards early readers with reading difficulties in France in the first two years of elementary school – contributing to a certain “medicalization” of the treatment for school-age learning difficulties. And legitimately, one can raise the question of what has happened to existing RASED positions in French schools since the recent cuts. But besides the issue of resources dedicated to the treatment of learning difficulties, international comparisons shed light on how much France could benefit from adopting an approach based on strict definitions of the various stages of the intervention process, as well as a clear coordination between these stages, as seen in the intervention model adopted “en cascade” in Quebec, or the “three tiers model” pyramid strategy in the United States. Over and above the adoption of single “best practices” which experts agree would be meaningless to adopt individually, it is really a whole framework that international comparisons encourage one to consider – a process that leads from the organization of early intervention to the development of the content for reading instruction, with the goal of preventing illiteracy for generations to come.

Wagnon Sylvain (2013). Francisco Ferrer et Ovide Decroly : analyse historiographique de deux mythes éducatifs. M@Gm@. Revue Internationale En Sciences Humaines Et Sociales, vol. 11, n° 2, p. .

m@gm@ v.11 n.2 2013 Sylvain Wagnon "Francisco Ferrer et Ovide Decroly : analyse historiographique de deux mythes éducatifs"

Wallon Emmanuel (2013). Peut mieux faire. La difficile gestation d’un plan national pour l’éducation artistique. L'observatoire, n° 42, p. 20-24.

Wang Pei-Yu (2013). Examining the Digital Divide between Rural and Urban Schools: Technology Availability, Teachers' Integration Level and Students' Perception. Journal Of Curriculum And Teaching, vol. 2, n° 2, p. 127-139. Doi : http://dx.doi.org/10.5430/jct.v2n2p127

Abstract: This study aimed to explore the gap regarding technology integration between urban and rural schools based on the Will Skill Tool model. This study was guided by three main questions: 1) Is there any significant difference in terms of technology availability between rural and urban elementary schools?; 2) Is there any significant difference in terms of teachers' attitudes, competence, levels and experiences in technology integration between rural and urban elementary schools?; 3) Is there any significant difference in terms of students' attitudes, competence and experiences in technology integration between rural and urban elementary schools? This was a survey study with 275 teachers and 293 students as participants in southern Taiwan. Half of the participants came from regular urban schools and the other half were from disadvantaged rural schools. T-tests and Chi-Square tests were done to examine differences. The results showed that there was a significant difference in technology availability between rural and urban schools, including the number of interactive whiteboards, desktops in labs, notebooks, netbooks, and tablet computers. There was also a difference in teacher overall high-tech integration level between rural and urban schools. Urban teachers reached the level of "familiarity and confidence" but rural teachers only stayed at the level of "understanding and application of the process." Teachers' experience, purpose and difficulty in technology integration between rural and urban schools were also slightly different. In addition, there was a difference in students' experience and preference in using technology to learn, especially using interactive whiteboards in learning.

Tags: Academic Ability, Access to Computers, Access to Information, Comparative Analysis, Elementary Schools, Familiarity, Foreign Countries, Interviews, Likert Scales, Pedagogical Content Knowledge, Qualitative Research, Questionnaires, Rural Urban Differences, Statistical Analysis, Student Attitudes, Student Surveys, Teacher Attitudes, Teacher Competencies, Teacher Surveys, Teaching Experience, Technological Literacy, Technology Integration.

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Webster Rob, Blatchford Peter & Russell Anthony (2013). Challenging and changing how schools use teaching assistants: findings from the Effective Deployment of Teaching Assistants project. School Leadership &Amp; Management, vol. 33, n° 1, p. 78-96.

Abstract: Following research on the negative impact of support from teaching assistants (TAs) on pupils' academic progress, there was a clear need for schools to fundamentally reassess the way they use TAs. This article reports on findings from a collaborative project aimed at developing and evaluating alternative strategies to using TAs. Practitioner-led development trials were structured using a coherent and empirically sound model. Over the year of the intervention, schools made marked improvements to the ways TAs were deployed in classrooms, prepared for lessons and interacted with pupils. The study led to much-needed guidance on how to review current practice and make substantive changes to TA use, as part of wider school improvement.

Woodward James (2013). Causation and Manipulability. In Edward N. Zalta (Eds.), The Stanford Encyclopedia of Philosophy (Winter 2013th ed.).

Abstract: Manipulablity theories of causation, according to which causes are to be regarded as handles or devices for manipulating effects, have considerable intuitive appeal and are popular among social scientists and statisticians. This article surveys several prominent versions of such theories advocated by philosophers, and the many difficulties they face. Philosophical statements of the manipulationist approach are generally reductionist in aspiration and assign a central role to human action. These contrast with recent discussions employing a broadly manipulationist framework for understanding causation, such as those due to the computer scientist Judea Pearl and others, which are non-reductionist and rely instead on the notion of an intervention. This is simply an appropriately exogenous causal process; it has no essential connection with human action. This interventionist framework manages to avoid at least some of these difficulties faced by traditional philosophical versions of the manipulability theory and helps to clarify the content of causal claims.

Yager Zali, Diedrichs Phillippa C., Ricciardelli Lina A., et al. (2013). What works in secondary schools? A systematic review of classroom-based body image programs. Body Image, vol. 10, n° 3, p. 271-281. Doi : 10.1016/j.bodyim.2013.04.001

Abstract: Governments, schools, and curriculum authorities are increasingly recognizing that body image during adolescence is a public health issue that warrants attention in the school setting. After 30 years of eating disorder prevention research, and given the current interest in this area, it seems timely to review the research on interventions to improve body image in schools. We reviewed universal-selective, classroom-based programs that have been conducted since the year 2000, among adolescents, and found 16 eligible intervention programs. Seven of these programs were effective in improving body image on at least one measure, from pre to post test, though effect sizes were small (d=0.22–0.48). These effective programs were conducted among younger adolescents 12.33–13.62 years, and included activities focusing on media literacy, self esteem, and the influence of peers. Implications for school personnel and curriculum authorities are discussed, and we provide recommendations for a strategic approach to future research in this area.

Younes Nathalie, Rege Colet Nicole, Detroz Pascal, et al. (2013). La dynamique paradoxale de l’évaluation de l’enseignement par les étudiants. In Marc Romainville, et al. (Eds.), Évaluation et enseignement supérieur (p. 109–126). Bruxelles : De Boeck.

Young Michael (2013). Overcoming the crisis in curriculum theory: a knowledge-based approach. Journal Of Curriculum Studies, vol. 45, n° 2, p. 101-118. Doi : 10.1080/00220272.2013.764505

Abstract: This paper begins by identifying what it sees as the current crisis in curriculum theory. Following a brief history of the field, it argues that recent developments have led to it losing its object––what is taught and learned in school––and its distinctive role in the educational sciences. Arising from this brief account of the origins and nature of this ‘crisis’, the paper argues that curriculum theory must begin not from the learner but from the learner’s entitlement to knowledge. It then develops a framework for approaching the curriculum based on this assumption which is illustrated by an example of how the Head Teacher of a large secondary school in England used these ideas. Finally, it examines three widely held criticisms of the knowledge-based approach developed here and the issues that they raise.

Zanten Agnès van (2013). Connaissances et politiques d’éducation : quelles interactions ? Revue Française De Pédagogie. Recherches En Éducation, n° 182, p. 5-8.

Abstract: L’interaction entre savoirs et politiques ne date pas d’aujourd’hui. Comme l’ont bien mis en évidence des travaux de science politique s’inspirant des analyses de Michel Foucault sur les dispositifs et les techniques de gouvernement, dès le XVIIIe siècle l’activité politique moderne s’appuie sur la mobilisation de savoirs scientifiques et professionnels (Ihl, Kaluszynski & Pollet, 2003). La rationalisation croissante de l’activité des in...

Zay Danielle (2013). Communication à une table ronde : Une école inclusive est-elle possible en France. In Université d'été de PRISME. Créteil : PRISME ; Fédération générale des PEP.

Zoïa Geneviève (2013). Morale laïque et identité à l'école. Le Télémaque, vol. 43, n° 1, p. 73-86. Doi : 10.3917/tele.043.0073

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