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1. Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (9th, Victoria, British Columbia, Canada, June 1990).

Author

Canadian Association for the Study of Adult Education, Guelph (Ontario). and Clough, Barbara Stolze

Abstract

Among 17 French and 63 English papers are the following: "Case Study of the Convergence Model in Program Evaluation" (Alexander); "Nowlen's Approach to Continuing Professional Education" (Blanchard); "Challenge for Indigenous Approaches to Adult Education (AE) and Development" (Bonson); "Cultural and Social Transformation in the 1990s" (Dyson et al.); "Graduate Students" (Chapman); "Potential and Pretensions of Critical Discoursing in Mainstream AE" (Collins); "Needs Assessment Survey" (Constantin); "University Extension" (Cruikshank); "AE and Working Life in Canada and Sweden" (Dawson); "Defining the Field of Community Development in Toronto" (Das Gupta, Fallis); "International Perspectives on Adult Literacy Education" (Draper et al.); "Understanding Program Success" (Dunlop et al.); "Cultural Politics and Mass Media" (Dyson); "Warp of One" (Gray); "Ontario Folk School Movement and Rural AE" (Gillies); "Learning as Relating" (Ingham); "AE in Study Groups of United Farmers of Alberta" (Jaques); "Popular Movements and AE" (Kastner); "Model of Coaching/Mentoring at the Workplace" (Kuban); "Effects of Cognitive Style and Type of Classroom Environment on Academic Achievement" (Leclair); "Workplace Literacy Models" (Lewe); "Linguistic Dimension in Critical Education" (Little); "Assessing for Retraining/Education" (Lohnes, Sinn); "Women's On-the-Job Procedural Knowing" (MacKeracher et al.); "Quality of AE" (Mahaffey, Turner); "Collaborative-Cooperative Learning" (Roy-Poirier); "Process/Conferencing Writing and Computers for Adult Basic Education Students" (Scane);"Micro-Teaching" (Schur); "'New Social Movements' and Citizenship Education in Canada" (Selman); "Enlightenment, Maturity, and the Role of AE" (Selman); "Missing Discourses from AE" (Sharpe); "Governance Issues in Regulation of Private Postsecondary Education Institutions" (Slade); "Theoretical Framework for Resource Allocation in AE" (Sork); "Private Vocational Training Schools in Canada" (Sweet); "AE in an Aging Society" (Thornton et al.); and "Participatory Research" (Titterington). An addendum contains abstracts of papers delivered at the conference. (YLB)

Published
1990

2. VARIABILITE DE LA REUSSITE A L’EXAMEN D’ETAT SELON LE GENRE A L’OPTION MATH-PHYSIQUE DANS LA PROVINCE DE KINSHASA

Author

Kandala Fandidi, Bienvenue and Enguta Mwenzi, Jonathan

Subjects
academic achievement, genre, variability, variabilité, math-physique, Papers, gender, réussite scolaire, examen, exam, math-physics
Abstract

The objective of this study was to evaluate the quality of success in the state exam (equivalent to the baccalaureate) of students by gender in the math-physics option in the provincial city of Kinshasa. To do this, we used a documentary method supported by the consultation of the results of the state exams (2019) via the website of the Ministry of Primary and Secondary Education. Specifically, the aim was to compare the success rate and the quality of success in the state exams for this option according to the gender variable. The results obtained can be summarized as follows: (1) the participation rate of girls (23.4%) is low compared to that of boys (75.6%); (2) the success rate in the state exam for the math-physics option is 93.2%; (3) the success rate of girls is 94.07% and that of boys is 92.9%; and (4) no statistical difference was established between the success rates of girls and boys as well as their quality of success. Based on these results, it can be concluded that there is homogeneity in the performance of students in the math-physics option in the state exam (2019 edition) according to gender., La présente étude a eu pour objectif d’évaluer la qualité de la réussite à l‘examen d’état (équivalent du baccalauréat) des élèves selon le genre à l’option math-physique dans la ville province de Kinshasa. Pour ce faire, nous avons recouru à une méthode documentaire appuyée par la consultation des palmarès des points aux examens d’état édition (2019) via le site du ministère de l’enseignement primaire et secondaire. Concrètement, il était question de comparer le taux de réussite et la qualité de réussite aux examens d’état pour cette option selon la variable genre. Les résultats obtenus peuvent se résumer par les constats suivants : (1) le taux de participation des filles (23,4%) est faible comparativement à celui des garçons (75,6%) ; (2) le taux de réussite à l’examen d’Etat pour l’option math-physique est de 93,2 % ; (3) le taux de réussite des filles est de 94,07 % et celui des garçons de 92,9 % et (4) aucune différence statistique n’a été établie entre les taux de réussite des filles et des garçons ainsi que leur qualité de réussite. On peut conclure à une homogénéité des résultats des élèves de l’option math-physique à l’examen d’état (édition 2019) selon le genre.

Published
2023
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3. Malnutrition, School Feeding and Educational Performance. Notes, Comments...No. 186 = Malnutrition, alimentation scolaire et resultats educatifs.

Author

United Nations Children's Fund, Paris (France)., United Nations, New York, NY. World Food Programme., United Nations Educational, Scientific, and Cultural Organization, Paris (France)., and Levinger, Beryl

Abstract

Studies reviewed in this paper analyze the relationship between School Feeding Programme (SFP) participation and cognitive development in both developing and industralized countries. Contents concern: (1) the relationship betweeen diet and cognitive development; (2) limitations of intelligence quotient tests and the need for more adequate instruments; (3) school feeding programs and the socioeconomic backgrounds of students; and (4) long-term behavioral effects. In summary, findings fail to provide a strong basis for any policy decision regarding the relationship between SFP participation and cognitive development in malnourished children. Studies are inadequate due to lack of methodological rigor. The investigations, however, do highlight the need for additional research into the relationship between SFPs and cognitive development. Some recommendations for further research are offered. (RH)

Published
1989

4. Problemes linguistiques des enfants de travailleurs migrants (Linguistic Problems of the Children of Migrant Workers).

Author

Association Internationale pour la Recherche et la Diffusion des Methodes Audio-visuelles et Structuro-globales, Ghent (Belgium)., de Greve, Marcel, and Rosseel, Eddy

Abstract

Papers on language difficulties encountered by migrant workers' children include: "Anomie in Bicultural Education" (Hugo Baetens Beardsmore); "An Investigation into Bilingual Education for Children from Favoured Socio-Economic Backgrounds" (Hugo Baetens Beardsmore); "Orientations of Foreign Children Relating to Placement in Special Classes" (in French) (Jean Clevy); "Contribution to Reflection on the 'Training' of Teachers with Foreign Children" (in French) (Jean Clevy); "Bilingual Education for the Children of Migrant Workers: The Adaptation of General Models to a New Specific Challenge" (Joshua A. Fishman); "Prospects for Family Training" (in French) (Jean-Pierre Lagarde); "Contribution to the Understanding of Scholastic Problems of Migrant Workers' Children" (in French) (Xavier Piolle); "An Experiment in Multicultural Education in a Portuguese Migrant Situation" (in French) (Iraci Poleti); "Critical Description of an Experiment on the Teaching of the Native Language to Migrant Children" (in French) (Bernard Py); "Placement of Migrant Children in the Genevan Community and Schools" (in French) (Micheline Rey-Von Allmen); "Migrant Languages: Linguistic Change in Progress" (Mario Saltarelli, Susan Gonzo); "Implications of Recent Sociolinguistic Research for the Problems of Migrant Worker Children" (Roger W. Shuy); "Helping Migrant Children to Communicate: Some Implications of the Council of Europe Work in Language Systems Construction" (J. L. M. Trim); and "Linguistic Problems of Immigration and Proposal for Language Instruction Appropriate to the Level of Children" (in Italian) (Teresa Di Fonzo, Patrick Van Molle). (MSE)

Published
1977

5. Le rôle de la socialisation familiale et scolaire dans le développement des compétences sociales chez les élèves de l’école primaire : l’influence de la variable 'sexe'

Author

Agathe Fanchini and Sophie Morlaix

Subjects
academic achievement, socialization, gender, social skills, teachers’ judgment, Education
Abstract

Gender stereotypes, which structure social relationships and develop very early in individuals’ socialization experiences, also contribute to the construction of male and female identities. This school habitus, which translates into gendered behaviors, is operationalized in this paper in terms of social skills, which are related to academic and professional success. Drawing on a quantitative survey of 26 social skills and associated behaviors, this work interrogates the influence of family and school socialization on the development of these social skills. This work also provides explanations of school achievement differences, by focusing more specifically on the influence of gender, depending on pupils’ social class and on teachers’ gender. According to the analysis, social skills are indeed sensitive to the “sex” variable, with a differentiated effect depending on pupils’ social background. Teachers’ perceptions of student achievement also varie according to different variables. This paper additionally reveals the complexity of the mechanisms involved, between the social determination of behavior, teacher judgment and gender stereotypes.

Published
2021
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6. Adopting Cognitive Academic Language Learning Approach (CALLA) to Develop Algerian Doctoral Students’ Academic Writing Achievement

Author

Nadia IDRI, Fadhila ALIOUCHOUCHE, and Rachid MEHDI

Subjects
Academic achievement, CALLA Model, cognitive strategies, EAP, content-based curriculum., Language and Literature
Abstract

This paper sheds light on the Cognitive Academic Language Learning Approach (CALLA) principles, to diagnose Doctoral students’ difficulties, and to underline the possibility of adopting the CALLA model to monitor and enhance Doctoral students’ academic writing. The study’s main objectives are to spotlight on the cognitive strategies students need to use on the one hand and suggest the application of the model’s modules, namely the appropriate learning strategies, development of academic language and a related curriculum to their specialty and research field on the other hand. To reach these objectives, a mixed qualitative and quantitative research design is selected. Preliminary results showed that the CALLA model’s phases were partly used by a wide range of students. Additionally, to promote their academic and scientific writing skills, content-based instruction can be adjusted using this model. Résumé Cet article met en lumière les principes de l'approche cognitive de l'apprentissage du langage académique (CALLA) dans l’optique de diagnostiquer les difficultés des doctorants et souligner la possibilité d'adopter le modèle CALLA pour suivre et développer l'écriture académique des doctorants. Les principaux objectifs de l'étude sont, d'une part, de mettre en lumière les stratégies cognitives que les étudiants doivent utiliser et, d'autre part, de suggérer l'application des modules du modèle, à savoir les stratégies d'apprentissage appropriées, le développement du langage académique et un programme d'études lié à leur spécialité et à leur domaine de recherche. Pour atteindre ces objectifs, un modèle de recherche mixte, qualitatif et quantitatif, est sélectionné. Les résultats préliminaires ont montré que les phases du modèle CALLA sont partiellement utilisées par un large éventail d'étudiants. En revanche, pour développer leurs compétences en rédaction académique et scientifique, l'enseignement basé sur le contenu peut être adapté à l'aide de ce modèle.

Published
2024
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7. LES EFFETS DES PROGRAMMES D'ÉTÉ DE LITTÉRATIE: LES THÉORIES SUR LES OPPORTUNITÉS D'APPRENTISSAGE ET LES ÉLÈVES « NON TRADITIONNELS » DANS LES ÉCOLES DE LANGUE FRANÇAISE EN ONTARIO.

Author

DAVIES, SCOTT, AURINI, JANICE, MILNE, EMILY, and JEAN-PIERRE, JOHANNE

Subjects
*ACADEMIC achievement, *EDUCATIONAL intervention, *FRENCH language, *SUMMER schools, *LITERACY, *EDUCATION, *ELEMENTARY education, CANADIAN French
Abstract

According to studies from the United States and English Canada, student achievement gaps grow over the summer months when children are not attending school, but summer literacy interventions can reduce those gaps. This paper presents data from a quasi-experiment conducted in eight Ontario French language school boards in 2010, 2011 and 2012 for 682 children in grades 1-3. Growth in literacy test scores between June and September are compared for 361 attendees of summer literacy programs and 321 control students. Summer program recruits initially had lower prior literacy scores and grades, and tended to hail from relatively disadvantaged social backgrounds. Yet, summer programs narrowed those pre-existing gaps. Effect sizes from a variety of regression and propensity score matching models ranged from .32 to .58, which is quite sizeable by the standards of elementary school interventions and summer programs. Effects were stronger among students whose parents reported not speaking French exclusively at home. Our paper considers learning opportunity theory in light of the "non-traditional" student in Ontario French language schools. [ABSTRACT FROM AUTHOR]

Published
2015
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8. Des pratiques culturelles contre l'échec et le décrochage scolaires. Sociologie d'un détour.

Author

Bonnéry, Stéphane and Renard, Fanny

Subjects
EDUCATION, EDUCATION policy, EDUCATION associations, SCHOOL dropout prevention, ACADEMIC achievement, EQUALITY & society, SOCIAL conditions in France
Abstract

Copyright of Lien Social et Politiques is the property of Institut National de Recherche Scientifique (INRS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2013
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9. Towards an increasingly less foreign school. Links between migrant families and teachers to build an educational alliance

Author

Silvia Sordella

Subjects
involvement, parents, academic achievement, plurilingualism, enhancement, Education, Education (General), L7-991
Abstract

The role of parents in students learning pathways is the subject of many studies that analyze the correlation with academic achievement considering the weight of several variables, including the socio-cultural background of the family. This paper focuses on theoretical and methodological aspects of this educational field and presents some activities to promote the role of parents in children’s language education, within the European project NEW ABC. Starting from the various tools used in the research-action project, we will identify some productive areas of collaboration with the foreign families, especially in a task of enhancement of plurilingualism.

Published
2022
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10. Le rôle de la socialisation familiale et scolaire dans le développement des compétences sociales chez les élèves de l’école primaire : l’influence de la variable 'sexe'

Author

Fanchini, Agathe and Morlaix, Sophie

Subjects
compétences sociales, academic achievement, jugement des enseignants, socialisation, genre, social skills, gender, socialization, réussite scolaire, teachers’ judgment
Abstract

Les stéréotypes de genre qui structurent les rapports sociaux et se développent très tôt dans la socialisation des individus participent également à la constitution d’identités d’élèves garçons et d’élèves filles. Cet habitus scolaire qui se traduit en comportements genrés est opérationnalisé dans ce travail par la notion de compétences sociales dont on connaît aujourd’hui le lien avec la réussite scolaire et professionnelle des individus. Grâce à une enquête quantitative d’évaluation de 26 compétences sociales et comportements associés, ce présent travail propose de questionner l’influence de la socialisation familiale et scolaire sur le développement de ces compétences sociales et d’apporter des éléments d’explication des inégalités de réussite scolaire, en s’intéressant plus particulièrement à l’influence du sexe, selon l’effet médiatisé du niveau social ou du sexe de l’enseignant. D’après les analyses menées pour cet article, les compétences sociales s’avèrent effectivement soumises à la variable « sexe », avec un effet différencié selon le niveau social de l’élève. La réussite scolaire appréhendée à partir du jugement scolaire des enseignants varie quant à elle en fonction de différentes variables. L’ensemble des résultats rend finalement compte de la complexité des mécanismes entre la détermination sociale des comportements, le jugement enseignant et les stéréotypes de genre. Gender stereotypes, which structure social relationships and develop very early in individuals’ socialization experiences, also contribute to the construction of male and female identities. This school habitus, which translates into gendered behaviors, is operationalized in this paper in terms of social skills, which are related to academic and professional success. Drawing on a quantitative survey of 26 social skills and associated behaviors, this work interrogates the influence of family and school socialization on the development of these social skills. This work also provides explanations of school achievement differences, by focusing more specifically on the influence of gender, depending on pupils’ social class and on teachers’ gender. According to the analysis, social skills are indeed sensitive to the “sex” variable, with a differentiated effect depending on pupils’ social background. Teachers’ perceptions of student achievement also varie according to different variables. This paper additionally reveals the complexity of the mechanisms involved, between the social determination of behavior, teacher judgment and gender stereotypes.

Published
2022

12. Le rôle de la socialisation familiale et scolaire dans le développement des compétences sociales chez les élèves de l’école primaire : l’influence de la variable 'sexe'

Author

Fanchini, Agathe, Morlaix, Sophie, Institut de Recherche sur l'Education : Sociologie et Economie de l'Education [Dijon] (IREDU), and Université de Bourgogne (UB)-Université Bourgogne Franche-Comté [COMUE] (UBFC)

Subjects
compétences sociales, academic achievement, jugement des enseignants, socialisation, genre, social skills, [SHS.EDU]Humanities and Social Sciences/Education, gender, socialization, réussite scolaire, teachers’ judgment
Abstract

International audience; Gender stereotypes, which structure social relationships and develop very early in individuals’ socialization experiences, also contribute to the construction of male and female identities. This school habitus, which translates into gendered behaviors, is operationalized in this paper in terms of social skills, which are related to academic and professional success. Drawing on a quantitative survey of 26 social skills and associated behaviors, this work interrogates the influence of family and school socialization on the development of these social skills. This work also provides explanations of school achievement differences, by focusing more specifically on the influence of gender, depending on pupils’ social class and on teachers’ gender. According to the analysis, social skills are indeed sensitive to the “sex” variable, with a differentiated effect depending on pupils’ social background. Teachers’ perceptions of student achievement also varie according to different variables. This paper additionally reveals the complexity of the mechanisms involved, between the social determination of behavior, teacher judgment and gender stereotypes.; Les stéréotypes de genre qui structurent les rapports sociaux et se développent très tôt dans la socialisation des individus participent également à la constitution d’identités d’élèves garçons et d’élèves filles. Cet habitus scolaire qui se traduit en comportements genrés est opérationnalisé dans ce travail par la notion de compétences sociales dont on connaît aujourd’hui le lien avec la réussite scolaire et professionnelle des individus. Grâce à une enquête quantitative d’évaluation de 26 compétences sociales et comportements associés, ce présent travail propose de questionner l’influence de la socialisation familiale et scolaire sur le développement de ces compétences sociales et d’apporter des éléments d’explication des inégalités de réussite scolaire, en s’intéressant plus particulièrement à l’influence du sexe, selon l’effet médiatisé du niveau social ou du sexe de l’enseignant. D’après les analyses menées pour cet article, les compétences sociales s’avèrent effectivement soumises à la variable « sexe », avec un effet différencié selon le niveau social de l’élève. La réussite scolaire appréhendée à partir du jugement scolaire des enseignants varie quant à elle en fonction de différentes variables. L’ensemble des résultats rend finalement compte de la complexité des mécanismes entre la détermination sociale des comportements, le jugement enseignant et les stéréotypes de genre.

Published
2021

13. La gestion des activités éducatives de la direction et le fonctionnement de l’école primaire.

Author

Pierre Lapointe, André Brassard, Roseline Garon, Alain Girard, and Pascal Ramdé

Subjects
ELEMENTARY school principals, ACTIVITY programs in education, ACADEMIC achievement, ELEMENTARY school administration, EDUCATIONAL leadership
Abstract

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2011

14. Investigating Intercultural Effectiveness of High and Low Academic Achievers

Author

Khadidja Kouicem and Mohamed Lamine Boudoukhane

Subjects
language and culture, intercultural competence, intercultural effectiveness, intercultural effectiveness scale, academic achievement, Social Sciences
Abstract

We aimed basically, through this paper, to investigate the extent to which academic achievement may contribute to developing the students’ intercultural effectiveness. To attain such an aim, we selected the intercultural effectiveness scale as the research tool. It was addressed to sixty third year students of English in the Department of English at Constantine University, divided into two groups according to their high or low academic achievement in English for measuring particular capacities and skills viewed as indispensable components in a culturally diverse environment. The analysis of the data gathered has showed that students with high academic achievement are more interculturally effective than students with low academic achievement.

Published
2019

15. Instruction des femmes et évolution du mariage en Inde.

Author

Dommaraju, Premchand

Subjects
ACADEMIC achievement, WOMEN'S education, MARRIAGE, MARRIAGE age
Abstract

Copyright of Population (00324663) is the property of Institut National d'Etudes Demographiques and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2009
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16. Gestion du temps, profils et réflexions d’étudiants inscrits dans un cours en ligne à leur premier trimestre universitaire

Author

Soufiane Rouissi, Martine Mottet, Médiation, Information, Communication, Art (MICA), Université Bordeaux Montaigne, Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), and Université de Sherbrooke (UdeS)

Subjects
Formation à distance, Social Sciences and Humanities, [SHS.INFO]Humanities and Social Sciences/Library and information sciences, [SHS.EDU]Humanities and Social Sciences/Education, 050109 social psychology, stratégies de gestion du temps, Distance education, time management strategies, 0501 psychology and cognitive sciences, learning strategies, ComputingMilieux_MISCELLANEOUS, lcsh:LC8-6691, lcsh:Special aspects of education, 4. Education, 05 social sciences, 050301 education, General Medicine, réussite universitaire, stratégies d’apprentissage, academic achievement, new incoming students, Sciences Humaines et Sociales, lcsh:L, 0503 education, lcsh:Education, étudiants primo-entrants
Abstract

Dans cet article, nous présentons les résultats d’une analyse effectuée sur des profils d’étudiants au regard de leur gestion du temps au sein d’un cours en ligne. Mal gérer son temps, procrastiner, remettre au lendemain de simples détails ou des décisions importantes a des effets sur la réussite universitaire. C’est ce que montre le croisement des données recueillies lors de moments de réflexion et d’autoévaluation auprès d’une population d’étudiants de première année universitaire avec la note finale obtenue dans le cours. Les données sont collectées à l’aide de différents questionnaires diffusés dès le début du trimestre et régulièrement à la fin de chacun des quatre modules structurant le cours. Suivre un cours en ligne qui ne possède pas d’horaire fixe, contrairement aux autres cours, impose de trouver des stratégies nouvelles en matière de gestion du temps pour exécuter les tâches demandées et... réussir!, In this paper, we present the results of an analysis performed on student profiles relating to their time management during an online course. Failure to manage time appropriately, procrastinating or overnighting, has effects on academic success. This is illustrated by the interaction between data collected during moments of reflection and self-assessment of a first-year university student population with their final score. The data was collected using different questionnaires distributed at the beginning of the course, and at the end of each of the four modules that comprise the course. To embrace an online course that has no set schedule, unlike other courses, requires the student to find new strategies to perform the required tasks ... and succeed!

Published
2018

17. L’Échelle de l’Environnement Social de la Résidence Universitaire (É.E.S.R.U.) : adaptation française de University Residence Environment Scale (U.R.E.S.)

Author

Halim Bennacer

Subjects
Réussite universitaire, Social Psychology, Climat ou environnement social, Social climate, Academic achievement, University residence, Student behaviour, Résidence universitaire, Education, Social environment, Physical environmental characteristics, Comportement des étudiants, Developmental and Educational Psychology, Caractéristiques physico environnementales
Abstract

Cette étude porte sur la validation de « l’Échelle de l’Environnement Social de la Résidence Universitaire » (É.E.S.R.U.). Cette échelle est le résultat d’une adaptation française, auprès de 260 étudiants, de « University Residence Environment Scale » (U.R.E.S.) (Moos, 1988). Ses six mesures possèdent des indices acceptables de fidélité (cohérence interne, stabilité temporelle) et une bonne validité discriminante. Les résultats montrent que les dimensions de l’environnement social de la résidence universitaire sont à considérer comme variables dépendantes des caractéristiques physico-environnementales, et variables indépendantes qui déterminent le comportement des étudiants. Quelques implications pratiques ont été tirées pour aider les responsables et les décideurs politiques dans la gestion de la résidence universitaire. This paper validates a French adaptation of the Moos “University Residence Environment Scale” (U.R.E.S.). This “Échelle d’Environnement Social des Résidences Universitaires” (É.E.S.R.U.) assesses the social climate in university residences as perceived by students (based on six domains: personal interrelations, inter-individual competition, intellectual climate, residence organisation, respect for rules and people, open-mindedness). The strong reliability and test-retest factors have been highlighted. The dimensions of university residence environment can be considered as both dependant variable (on physical-environmental characteristics) and independent variables (influence on students’ behaviour). Certain practical conclusions have been drawn for those in charge of university residence management.

Published
2009

18. Actualité et nouveaux développements de la question de la reproduction des inégalités sociales par l'école

Author

Marie Duru-Bellat, Institut de recherche sur l'éducation : Sociologie et Economie de l'Education ( IREDU ), Université de Bourgogne ( UB ), Institut de recherche sur l'éducation : Sociologie et Economie de l'Education (IREDU), and Université de Bourgogne (UB)

Subjects
Composition du public scolaire (effet de la –), School Mix, Social Psychology, [SHS.EDU]Humanities and Social Sciences/Education, Social inequality, Contexte scolaire, Academic achievement, Educational choice, Inégalité sociale de choix scolaire, Inégalité sociale, Contexte scolaire (effet du –), Education, Developmental and Educational Psychology, Context factors (their effects on social inequalities), Carrière scolaire, Context factor, Réussite scolaire, Schooling, Social inequalities in schooling, [SHS.SOCIO]Humanities and Social Sciences/Sociology, Inégalité scolaire, [ SHS.EDU ] Humanities and Social Sciences/Education, [ SHS.SOCIO ] Humanities and Social Sciences/Sociology, Social inequalities in academic achievement, Inégalité sociale de carrière scolaire, Inégalité sociale de réussite scolaire, Social inequalities in educational choices, Inégalité, Choix scolaire
Abstract

03087; National audience; In France since the seventies, as in most industrialized countries, the sociology of education has ammassed a certain amount of resultts concerning the processes that constantly create social inequalities in school. This paper presents an overall picture of the main most reliable results in this field. Firstly, we have discussed the individual mechanisms, followed by the contextual mechanisms involved in creating social inequalities, in France today. While the former actually limit possible action on the part of the school, the latter underline, on the contrary, the school's scope for action in this field.; Depuis les années 70, en France comme dans la plupart des pays industrialisés, la sociologie de l'éducation a accumulé un certain nombre de résultats sur les processus qui, avec constance, engendrent les inégalités sociales à l'école. Ce texte présente de manière synthétique les principaux résultats que l'on peut considérer aujourd'hui comme "consolidés". Sont abordés successivement les mécanismes de nature individuelle, puis les mécanismes de type contextuel, qui concourent à la production des inégalités sociales, aujourd'hui, en France. Si les premiers délimitent singulièrement les possibilités d'action de l'école, les seconds attestent au contraire de ses marges de manoeuvre.

Published
2003